The Preparing to Teach in the Lifelong Learning Sector (PTLLS) module has introduced me to the teaching profession and how education and learning works in the lifelong learning sector, but it has also introduced new theories and how they inform teacher practice. The aim of this reflective evaluation is to consolidate my learning throughout the (PTLLS) module to demonstrate professional growth and to show how theory has been applied and impacted upon my practice as a student teacher.
The PTLLS module has enabled me to gain new knowledge and skills in three main sub areas: teaching practice, theory and practical experience. However, Initially I began by researching what makes a good teacher. I reflected on previous teachers of mine, reflected on how they taught, how they engaged their learners and their teaching methods. I realised that a good teacher can diversify, make learning accessible, interesting and also captivate their audience.
The PTLLS module provided an introduction to the wider roles and responsibilities of the teacher and the role of the Institute for Learning (IfL) in providing an ethical and professional structure to guide practice (Duckworth et al, 2010; Gravells, 2011). IfL, 2008). Following the IfL Code of Professional Practice is the responsibility of all teachers’ as doing so ensures each learner is provided with a seamless service underpinned by respect, professionalism and quality (Gravells, 2011). All teachers should reflect on their practice (Gravells, 2011; IfL, 2008) to learn, grow and now that I am aware of the roles and responsibilities, I am able to act as a reflective professional who empowers each learner to achieve their educational goals.
The teacher is required to break barriers to learning (IfL, 2008) e.g. learning needs, and to identify these barriers through the use of initial and diagnostic assessments (Gravells, 2011) e.g. through application forms or interviews. Through learning how to identify needs, I believe I am able to empower learners by providing learning that is suitable to their needs. This has been achieved through following support plans for dyslexic learners and providing handouts on specific coloured paper based upon their needs.
Theoretically, I have learned numerous theories of learning, such as ‘Blooms Taxonomy’ and how the cognitive, affective and psycho-motor domains inform teacher practice. Bloom suggested that learner’s experience 5 stages ‘attention, perception, understanding, short-/long-term memory and change in behaviour’ (Gravells, 2011, p. 58). My understanding and learning of ‘Bloom’s Taxonomy’ now assists me with a deeper understanding of the learning process and how to plan lessons aimed to reach each domain.
Furthermore, I have developed knowledge and skills in learning styles analysis, such as Honey and Mumford (1992), and Fleming (2005) who indicated that there were four styles of learning, however the PTTLS module focussed on three: Visual, Aural and Kinaesthetic (Gravells, 2011). Through developing knowledge in how to identify learning styles, I am now able to analyse how each learner learns and processes information best, and so adapt how I provide learning to meet individual learner needs, thus ensuring inclusivity (Gravells, 2011; Silver et al, 1997).
Importantly, the PTLLS module prepared me for putting theory into practice. The micro and mini teach enabled consolidation all of learning, such as how to develop a successful lesson plan mapped to learning outcomes using specific, achievable, realistic and timely aims and objectives, how to embed functional skills necessary to meet legislation requirements set by the Education and Skills Act (2008) (www.legislation.gov.uk) and ensuring good time management within the lesson. A knowledge of, and experience of successful lesson planning is crucial to enable effective teaching and assessment (Gravells, 2011). This experience built confidence in my abilities as a teacher but importantly, it highlighted personal learning needs that I am required to develop and action in order to become a better teacher in the future, such as projecting my voice to make sure I am heard by all learners.
As a student teacher I understand the importance of learning and to continuously improve upon practice. Due to the nature of the profession, teachers’ must have a sound knowledge base, keep up to date with developments within their area of expertise in order to maintain professional standards and to ensure one is fit for purpose and fit for practice (Gravells, 2011; IfL, 2008). Student teachers’ should employ strategies for further learning, and skills acquisition, and in evaluating practical teaching and mapping it to classroom learning in Teacher Education.
A method of learning that teachers’ and all student teachers’ must participate in is reflective practice (Gravells, 2011). The importance of reflection should not be underestimated, as learning can take place anywhere and at any time. Teacher’s must evaluate their practice to continuously improve and become better teachers’ (Gravells, 2011) and become better equipped to deal with challenging situations. An example from my experience of reflecting on performance is through considering how to become better at classroom management.
As a teacher one must never stop learning. Continuing professional development (CPD) is a requirement of the IfL to prove teachers’ are providing a service that is current, quality assured and ensures that the teachers’ knowledge and skills are constantly replenished (Gravells, 2011; IfL, 2008; IfL, 2009. By maintaining CPD this ensures professionalism flourishes, demonstrates a commitment to IfL standards and most importantly, a commitment to your learners (Gravells, 2011; IfL, 2008; IfL, 2009).
I will now discuss three ways in which my practice has been developed since undertaking the PTLLS module.
Firstly, I believe that I have learned about the importance of planning. Planning lessons is crucial for success (Gravells, 2011). I have learned how to integrate functional skills into my lesson planning and to map them to learning outcomes, a crucial aspect of lesson planning (Gravells, 2011) and meeting the requirements set by the Education and Skills Act (2008) (www.legislation.gov.uk).
I have learned about the importance of using differentiation as an approach to teaching to respect the individuality of learners (Timmons, 2010). Utilising theory, such as learning styles analysis is crucial to ensure you are teaching effectively for each learner, and promoting inclusivity in your practice (Gravells, 2011). Theory informs teacher practice (Gravells, 2011) and the PTLLS module has given me a valuable insight to its importance.
Finally, and most importantly, the PTLLS module introduced the IfL Code of Professional Conduct (2008). This is possibly the most important aspect of learning in the PTLLS module because it has ensured that quality is measurable. I believe that following these standards of conduct and professionalism will act as a guide for providing a quality service to learners.
Duckworth, V., Wood, J., Dickinson, J. and Bostock, J. (2010) Successful Teaching Practice in the Lifelong Learning Sector. Exeter: Learning Matters
Gravells, A. (2011) Preparing to Teach in the Lifelong Learning Sector. 4th Ed. Exeter: Learning Matters
Institute for Learning (2008) Code of Professional Practice. London: Institute for Learning
Institute for Learning (2009) Guidelines for your CPD. London: Institute for Learning
Silver, H. Strong, R. and Perini, M. (1997) “Integrating Learning Styles and Multiple Intelligences”. Educational Leadership. (9), pp.22-27.
Timmons, J. (2010) Becoming a Professional Tutor in the Lifelong Learning Sector. 2nd Ed. Exeter: Learning Matters.
http://www.legislation.gov.uk/ukpga/2008/25/contents (Date Accessed – 18/12/11)