Written Rational free essay sample

The aim is to explain how to apply hair extensions using the clip in method of attachment. To do this I must ensure that objectives are SMART (Specific, Measured, Achievable, Realistic, Time Driven) . To achieve learning outcome I will deliver my micro teaching session, demonstrating a selection of teaching and learning approaches to engage and motivate learners . To deliver my lesson I have chosen to use a PowerPoint presentation, hand outs, demonstration and group practice session on mannequins. I will use the Psycho motor domain of learning (doing) to asses learning. During the practical practice session I will use open questioning. I will also use descriptive feedback to describe what they have done and what they can do to complete the task successfully. Dale (1969) devised the cone of learning and experience to express how people remember what they read, hear, see and do. I have designed my session to enable learning with this concept in mind. Hair extensions is a wide subject, I will focus my delivery on, the history and the purpose of hair extensions, and the clip-in method of attachment. To enable learning it is essential that I am well prepared, for example I will need to have a clear and structured lesson plan, with detailed breakdown of the session regarding content, teacher/learner activities, resources, learning checks, allocated timings and assessment activities. I will use a mixture of teaching and learning approaches to keep learners motivated and use resources to support different learning styles. It is also important to ensure the learning environment is safe and supportive, appropriate and accessible. To do this I must ensure that room lay out, room temperature and lighting is appropriate. It is also important to carry out risk assessment and report any hazards found. Being aware of the accident, fire and emergency procedure is important if there is a need to evacuate. The register is also extremely important if there is a need to evacuate, this provide the detail of attendance and will eliminate the problem of searching for learners who had not attended on the day in question. The Health and Safety at Work Act (1974), states that reasonable care should be taken for the health and safety for oneself and others. Keeping record is essential to monitor attendance and progress of the learners. To ensure learning has taken place and to support the learning process and aid understanding, verbal and non-verbal communication should be effective and appropriate and to the level of the learners. A level 2 learner should not be expected to perform at level 4. This can be achieved by using assertive tones, speaking a little slower and louder without shouting. Non-verbal communication includes body language such as eye contact, posture, facial expression and gestures. A teacher/trainer should lead by example; enter the classroom projecting a professional image by dressing smart, being polite and courteous, use assertive tone to gather the attention of the learners. Ground rules should be discussed and negotiated; some rules are compulsory and are imposed without negotiation. Learners need to be aware of ground rules, to encourage respect, and manage behaviour. Example of imposed rules is: †¢No smoking †¢No anti-social behaviour †¢Following health and safety regulation †¢respecting others’ views and beliefs. Negotiable ground rules No eating or drinking during sessions †¢Switching off electronic devices †¢Time taken for breaks. Starting with an initial assessment, a quick question, will give an idea regarding what learners already know. Continue the assessment process during the session to aid learning and to determine if learning is taking place. Observation of the practical practice will provide a summative as sessment, it confirms the learning outcome. It is also important that I deliver my session with confidence and convey passion and enthusiasm, to retain attention and motivate the learners. The aim of my micro teach session is to make learners aware of, some of the reasons why hair extensions are worn, discuss the history of hair extensions and to examine some of the various methods of attachment . I will instruct and demonstrate how to apply the clip-in method of hair extensions on a mannequin head. The learner will then be given the opportunity to demonstrate what they have learnt, Concrete experience Kolb (1984). During the session I will keep the subject aim and objectives on display on the white board to serve as a reminder and point of reference . I have embedded literacy functional skills into learning by discussing the history and purpose of hair extensions, producing a PowerPoint presentation and hand outs for the session. The demonstration activity is timed and it is also necessary to calculate the hair quantity required to achieve the desired style, although this is very minimal it is still an opportunity to embed the functional skill of numeracy and the use of the PowerPoint presentation ensured ICT is also embedded in learning . Prior to the session I will prepare a mannequin head with all the methods of attachment I wanted to introduce to the learns. The PowerPoint presentation I produced will also include the aim and objectives of the session. I will back up this presentation on a USB stick . The Chinese proverb: I hear – I forget, I see – I remember, I do – I understand , suggest that seeing and doing, will produce a much greater learning outcome , as opposed to teaching sessions that are delivered with learners just listening. So with that in mind, I plan to deliver my session using a mixture of approaches. I have also designed the delivery method and resources for my session to accommodate different learning styles. ’ Fleming states that people can be grouped into four styles of learning ‘’visual, aural, read/write and kinaesthetic (VARK) Fleming (2005). The use of a presentation will be beneficial to the visual and aural learners it will enable learners to engage and absorb the subject as it is being delivered visually and aurally. The practical session will also be beneficial to the kinaesthetic learners. By varying my approach to teaching and learning I am encouraging whole class participation and ensuring ndividual and multi-modal learning styles are met. Using different approach can also help to ascertain any particular learner needs, the relevant additional support can then be provided, or teaching and resources can be adapted to meet the need of the learners. Using a larger font size for my presentation to ensure a visually impaired learner’s needs has been met. The PowerPoint presentation will also enable a systematic delivery of my lesson and serves as a hand out learners can keep for future reference. The learning environment should be conducive to learning. The physical and social environment is equally import to learning and meeting the needs of the learners. Barriers to learning should be identified and eliminated where possible, or the relevant points of referral should be made to deal with issues deemed to be outside the boundaries of a teacher/trainer. Eliminating barriers could be arranging room so learners are all able to see the white board and presentation are also able to participate in group work during the practical stage of the lesson. Working in groups to encourage interaction between learners, the room layout should also enable tutor/trainer interaction. To embrace equality and diversity my session will not be gender, age race, ability or culture bias. In the planning of my session I have also taken into account the needs of the learners, that I will deliver my micro teach session to. I am aware that there are learners with mobility issues, so doing the practice session standing could lead to exclusion because of disability. †You must not allow any form of discrimination in your classroom or learning situation . Not only is it morally wrong, it is likely to be illegal† (Reece and Walker,2007:295). To ensure inclusive learning, I will ask the learners to participate in the demonstration section of the lesson sitting at tables in groups, as opposed to standing which is customary. Having all the learner doing the practice session sitting, will ensure fairness and whole class participation. This will also ensure that I am complying with The Equality Act (2010). I have also tried to embed and advance diversity with the pictures in the presentation and hand outs. My own inclusive learning and teaching practice can be improve to meet the needs of the learner, by asking the learners complete evaluation questionnaires. The feedback would give an insight of the learners feeling’s regarding the session and the delivery of the session I could then examine the learning and teaching approaches and the strategies I have used and look at changes I could make to ensure that they are effective and inclusive. In my own specialism I could ensure that I used positive feedback to motive and give clear and specific guidance to learners, during formative assessment in practical sessions. It is also important to give constructive feedback to learners; this is feedback that promotes further development. During the practice session for my micro teach, ways of giving constructive feedback could be to use descriptive feedback to describe what has been done, how, and what the learner needs to do to complete the task successfully. In this Rationale I have outline the reasons why using inclusive learning and teaching approaches in my specialist subject area is important. I explain the importance of a clear and structured session plan. Ways to engage and motivate learner. The importance of setting ground rules and ways to maintain a safe and supportive learning environment. These are key factors that can affect learning outcome. In this rationale I have also written about the teaching and learning approaches, I will use to deliver my micro teach session. References Dale, E (1969) Audio Visual Methods in Teaching. Texas: Holt Rinehart and Winston. Fleming, N (2005) Teaching and Learning Styles: VARK Strategies. Honolulu: Honolulu Community College. Kolb, DA (1984) Experiential Learning: Experience as the source of learning and Development. New Jersey: Prentice-Hall. Reece, I and Walker, S (2007) Teaching, Training and Learning: A Practical Guide (6thEdn). Tyne Wear: Business Education Publishers. The Health and Safety at Work Act (1974)http://www. hse. gov. uk/legislation/hswa. htm Julie Walsh Cowie PTLLS Level 4 Rationale for micro-teach (Using Inclusive Learning and Teaching Approaches in Lifelong Learning) Subject: Hair extensions and methods of attachment Room: H6 Number of learners: 6-9 Start time: My micro-teach is about hair extensions and, methods of attachment. I am currently not in a teacher / trainer role, but I work with hair extensions in my job as a hair stylist, so I feel fairly comfortable delivering this subject to a group of learner. The aim is to explain how to apply hair extensions using the clip in method of attachment. To do this I must ensure that objectives are SMART (Specific, Measured, Achievable, Realistic, Time Driven) . To achieve learning outcome I will deliver my micro teaching session, demonstrating a selection of teaching and learning approaches to engage and motivate learners . To deliver my lesson I have chosen to use a PowerPoint presentation, hand outs, demonstration and group practice session on mannequins. I will use the Psycho motor domain of learning (doing) to asses learning. During the practical practice session I will use open questioning. I will also use descriptive feedback to describe what they have done and what they can do to complete the task successfully. Dale (1969) devised the cone of learning and experience to express how people remember what they read, hear, see and do. I have designed my session to enable learning with this concept in mind. Hair extensions is a wide subject, I will focus my delivery on, the history and the purpose of hair extensions, and the clip-in method of attachment. To enable learning it is essential that I am well prepared, for example I will need to have a clear and structured lesson plan, with detailed breakdown of the session regarding content, teacher/learner activities, resources, learning checks, allocated timings and assessment activities. I will use a mixture of teaching and learning approaches to keep learners motivated and use resources to support different learning styles. It is also important to ensure the learning environment is safe and supportive, appropriate and accessible. To do this I must ensure that room lay out, room temperature and lighting is appropriate. It is also important to carry out risk assessment and report any hazards found. Being aware of the accident, fire and emergency procedure is important if there is a need to evacuate. The register is also extremely important if there is a need to evacuate, this provide the detail of attendance and will eliminate the problem of searching for learners who had not attended on the day in question. The Health and Safety at Work Act (1974), states that reasonable care should be taken for the health and safety for oneself and others. Keeping record is essential to monitor attendance and progress of the learners. To ensure learning has taken place and to support the learning process and aid understanding, verbal and non-verbal communication should be effective and appropriate and to the level of the learners. A level 2 learner should not be expected to perform at level 4. This can be achieved by using assertive tones, speaking a little slower and louder without shouting. Non-verbal communication includes body language such as eye contact, posture, facial expression and gestures. A teacher/trainer should lead by example; enter the classroom projecting a professional image by dressing smart, being polite and courteous, use assertive tone to gather the attention of the learners. Ground rules should be discussed and negotiated; some rules are compulsory and are imposed without negotiation. Learners need to be aware of ground rules, to encourage respect, and manage behaviour. Example of imposed rules is: †¢No smoking No anti-social behaviour †¢Following health and safety regulation †¢respecting others’ views and beliefs. Negotiable ground rules †¢No eating or drinking during sessions †¢Switching off electronic devices †¢Time taken for breaks. Starting with an initial assessment, a quick question, will give an idea regarding what learners already know. Continue the assessment process during the session to aid learning a nd to determine if learning is taking place. Observation of the practical practice will provide a summative assessment, it confirms the learning outcome. It is also important that I deliver my session with confidence and convey passion and enthusiasm, to retain attention and motivate the learners. The aim of my micro teach session is to make learners aware of, some of the reasons why hair extensions are worn, discuss the history of hair extensions and to examine some of the various methods of attachment . I will instruct and demonstrate how to apply the clip-in method of hair extensions on a mannequin head. The learner will then be given the opportunity to demonstrate what they have learnt, Concrete experience Kolb (1984). During the session I will keep the subject aim and objectives on display on the white board to serve as a reminder and point of reference . I have embedded literacy functional skills into learning by discussing the history and purpose of hair extensions, producing a PowerPoint presentation and hand outs for the session. The demonstration activity is timed and it is also necessary to calculate the hair quantity required to achieve the desired style, although this is very minimal it is still an opportunity to embed the functional skill of numeracy and the use of the PowerPoint presentation ensured ICT is also embedded in learning . Prior to the session I will prepare a mannequin head with all the methods of attachment I wanted to introduce to the learns. The PowerPoint presentation I produced will also include the aim and objectives of the session. I will back up this presentation on a USB stick . The Chinese proverb: I hear – I forget, I see – I remember, I do – I understand , suggest that seeing and doing, will produce a much greater learning outcome , as opposed to teaching sessions that are delivered with learners just listening. So with that in mind, I plan to deliver my session using a mixture of approaches. I have also designed the delivery method and resources for my session to accommodate different learning styles. ’’ Fleming states that people can be grouped into four styles of learning ‘’visual, aural, read/write and kinaesthetic (VARK) Fleming (2005). The use of a presentation will be beneficial to the visual and aural learners it will enable learners to engage and absorb the subject as it is being delivered visually and aurally. The practical session will also be beneficial to the kinaesthetic learners. By varying my approach to teaching and learning I am encouraging whole class participation and ensuring individual and multi-modal learning styles are met. Using different approach can also help to ascertain any particular learner needs, the relevant additional support can then be provided, or teaching and resources can be adapted to meet the need of the learners. Using a larger font size for my presentation to ensure a visually impaired learner’s needs has been met. The PowerPoint presentation will also enable a systematic delivery of my lesson and serves as a hand out learners can keep for future reference. The learning environment should be conducive to learning. The physical and social environment is equally import to learning and meeting the needs of the learners. Barriers to learning should be identified and eliminated where possible, or the relevant points of referral should be made to deal with issues deemed to be outside the boundaries of a teacher/trainer. Eliminating barriers could be arranging room so learners are all able to see the white board and presentation are also able to participate in group work during the practical stage of the lesson. Working in groups to encourage interaction between learners, the room layout should also enable tutor/trainer interaction. To embrace equality and diversity my session will not be gender, age race, ability or culture bias. In the planning of my session I have also taken into account the needs of the learners, that I will deliver my micro teach session to. I am aware that there are learners with mobility issues, so doing the practice session standing could lead to exclusion because of disability. †You must not allow any form of discrimination in your classroom or learning situation . Not only is it morally wrong, it is likely to be illegal† (Reece and Walker,2007:295). To ensure inclusive learning, I will ask the learners to participate in the demonstration section of the lesson sitting at tables in groups, as opposed to standing which is customary. Having all the learner doing the practice session sitting, will ensure fairness and whole class participation. This will also ensure that I am complying with The Equality Act (2010). I have also tried to embed and advance diversity with the pictures in the presentation and hand outs. My own inclusive learning and teaching practice can be improve to meet the needs of the learner, by asking the learners complete evaluation questionnaires. The feedback would give an insight of the learners feeling’s regarding the session and the delivery of the session I could then examine the learning and teaching approaches and the strategies I have used and look at changes I could make to ensure that they are effective and inclusive. In my own specialism I could ensure that I used positive feedback to motive and give clear and specific guidance to learners, during formative assessment in practical sessions. It is also important to give constructive feedback to learners; this is feedback that promotes further development. During the practice session for my micro teach, ways of giving constructive feedback could be to use descriptive feedback to describe what has been done, how, and what the learner needs to do to complete the task successfully. In this Rationale I have outline the reasons why using inclusive learning and teaching approaches in my specialist subject area is important. I explain the importance of a clear and structured session plan. Ways to engage and motivate learner. The importance of setting ground rules and ways to maintain a safe and supportive learning environment. These are key factors that can affect learning outcome. In this rationale I have also written about the teaching and learning approaches, I will use to deliver my micro teach session. References Dale, E (1969) Audio Visual Methods in Teaching. Texas: Holt Rinehart and Winston. Fleming, N (2005) Teaching and Learning Styles: VARK Strategies. Honolulu: Honolulu Community College. Kolb, DA (1984) Experiential Learning: Experience as the source of learning and Development. New Jersey: Prentice-Hall. Reece, I and Walker, S (2007) Teaching, Training and Learning: A Practical Guide (6thEdn). Tyne Wear: Business Education Publishers. The Health and Safety at Work Act (1974)http://www. hse. gov. uk/legislation/hswa. htm Julie Walsh Cowie PTLLS Level 4 Rationale for micro-teach (Using Inclusive Learning and Teaching Approaches in Lifelong Learning) Subject: Hair extensions and methods of attachment Room: H6 Number of learners: 6-9 Start time: My micro-teach is about hair extensions and, methods of attachment. I am currently not in a teacher / trainer role, but I work with hair extensions in my job as a hair stylist, so I feel fairly comfortable delivering this subject to a group of learner. The aim is to explain how to apply hair extensions using the clip in method of attachment. To do this I must ensure that objectives are SMART (Specific, Measured, Achievable, Realistic, Time Driven) . To achieve learning outcome I will deliver my micro teaching session, demonstrating a selection of teaching and learning approaches to engage and motivate learners . To deliver my lesson I have chosen to use a PowerPoint presentation, hand outs, demonstration and group practice session on mannequins. I will use the Psycho motor domain of learning (doing) to asses learning. During the practical practice session I will use open questioning. I will also use descriptive feedback to describe what they have done and what they can do to complete the task successfully. Dale (1969) devised the cone of learning and experience to express how people remember what they read, hear, see and do. I have designed my session to enable learning with this concept in mind. Hair extensions is a wide subject, I will focus my delivery on, the history and the purpose of hair extensions, and the clip-in method of attachment. To enable learning it is essential that I am well prepared, for example I will need to have a clear and structured lesson plan, with detailed breakdown of the session regarding content, teacher/learner activities, resources, learning checks, allocated timings and assessment activities. I will use a mixture of teaching and learning approaches to keep learners motivated and use resources to support different learning styles. It is also important to ensure the learning environment is safe and supportive, appropriate and accessible. To do this I must ensure that room lay out, room temperature and lighting is appropriate. It is also important to carry out risk assessment and report any hazards found. Being aware of the accident, fire and emergency procedure is important if there is a need to evacuate. The register is also extremely important if there is a need to evacuate, this provide the detail of attendance and will eliminate the problem of searching for learners who had not attended on the day in question. The Health and Safety at Work Act (1974), states that reasonable care should be taken for the health and safety for oneself and others. Keeping record is essential to monitor attendance and progress of the learners. To ensure learning has taken place and to support the learning process and aid understanding, verbal and non-verbal communication should be effective and appropriate and to the level of the learners. A level 2 learner should not be expected to perform at level 4. This can be achieved by using assertive tones, speaking a little slower and louder without shouting. Non-verbal communication includes body language such as eye contact, posture, facial expression and gestures. A teacher/trainer should lead by example; enter the classroom projecting a professional image by dressing smart, being polite and courteous, use assertive tone to gather the attention of the learners. Ground rules should be discussed and negotiated; some rules are compulsory and are imposed without negotiation. Learners need to be aware of ground rules, to encourage respect, and manage behaviour. Example of imposed rules is: †¢No smoking No anti-social behaviour †¢Following health and safety regulation †¢respecting others’ views and beliefs. Negotiable ground rules †¢No eating or drinking during sessions †¢Switching off electronic devices †¢Time taken for breaks. Starting with an initial assessment, a quick question, will give an idea regarding what learners already know. Continue the assessment process during the session to aid learning a nd to determine if learning is taking place. Observation of the practical practice will provide a summative assessment, it confirms the learning outcome. It is also important that I deliver my session with confidence and convey passion and enthusiasm, to retain attention and motivate the learners. The aim of my micro teach session is to make learners aware of, some of the reasons why hair extensions are worn, discuss the history of hair extensions and to examine some of the various methods of attachment . I will instruct and demonstrate how to apply the clip-in method of hair extensions on a mannequin head. The learner will then be given the opportunity to demonstrate what they have learnt, Concrete experience Kolb (1984). During the session I will keep the subject aim and objectives on display on the white board to serve as a reminder and point of reference . I have embedded literacy functional skills into learning by discussing the history and purpose of hair extensions, producing a PowerPoint presentation and hand outs for the session. The demonstration activity is timed and it is also necessary to calculate the hair quantity required to achieve the desired style, although this is very minimal it is still an opportunity to embed the functional skill of numeracy and the use of the PowerPoint presentation ensured ICT is also embedded in learning . Prior to the session I will prepare a mannequin head with all the methods of attachment I wanted to introduce to the learns. The PowerPoint presentation I produced will also include the aim and objectives of the session. I will back up this presentation on a USB stick . The Chinese proverb: I hear – I forget, I see – I remember, I do – I understand , suggest that seeing and doing, will produce a much greater learning outcome , as opposed to teaching sessions that are delivered with learners just listening. So with that in mind, I plan to deliver my session using a mixture of approaches. I have also designed the delivery method and resources for my session to accommodate different learning styles. ’’ Fleming states that people can be grouped into four styles of learning ‘’visual, aural, read/write and kinaesthetic (VARK) Fleming (2005). The use of a presentation will be beneficial to the visual and aural learners it will enable learners to engage and absorb the subject as it is being delivered visually and aurally. The practical session will also be beneficial to the kinaesthetic learners. By varying my approach to teaching and learning I am encouraging whole class participation and ensuring individual and multi-modal learning styles are met. Using different approach can also help to ascertain any particular learner needs, the relevant additional support can then be provided, or teaching and resources can be adapted to meet the need of the learners. Using a larger font size for my presentation to ensure a visually impaired learner’s needs has been met. The PowerPoint presentation will also enable a systematic delivery of my lesson and serves as a hand out learners can keep for future reference. The learning environment should be conducive to learning. The physical and social environment is equally import to learning and meeting the needs of the learners. Barriers to learning should be identified and eliminated where possible, or the relevant points of referral should be made to deal with issues deemed to be outside the boundaries of a teacher/trainer. Eliminating barriers could be arranging room so learners are all able to see the white board and presentation are also able to participate in group work during the ractical stage of the lesson. Working in groups to encourage interaction between learners, the room layout should also enable tutor/trainer interaction. To embrace equality and diversity my session will not be gender, age race, ability or culture bias. In the planning of my session I have also taken into account the needs of the learners, that I will deliver my micro teach session to. I am aware that there are learners with mobility issues, so doing the practice ses sion standing could lead to exclusion because of disability. You must not allow any form of discrimination in your classroom or learning situation . Not only is it morally wrong, it is likely to be illegal† (Reece and Walker,2007:295). To ensure inclusive learning, I will ask the learners to participate in the demonstration section of the lesson sitting at tables in groups, as opposed to standing which is customary. Having all the learner doing the practice session sitting, will ensure fairness and whole class participation. This will also ensure that I am complying with The Equality Act (2010). I have also tried to embed and advance diversity with the pictures in the presentation and hand outs. My own inclusive learning and teaching practice can be improve to meet the needs of the learner, by asking the learners complete evaluation questionnaires. The feedback would give an insight of the learners feeling’s regarding the session and the delivery of the session I could then examine the learning and teaching approaches and the strategies I have used and look at changes I could make to ensure that they are effective and inclusive. In my own specialism I could ensure that I used positive feedback to motive and give clear and specific guidance to learners, during formative assessment in practical sessions. It is also important to give constructive feedback to learners; this is feedback that promotes further development. During the practice session for my micro teach, ways of giving constructive feedback could be to use descriptive feedback to describe what has been done, how, and what the learner needs to do to complete the task successfully. In this Rationale I have outline the reasons why using inclusive learning and teaching approaches in my specialist subject area is important. I explain the importance of a clear and structured session plan. Ways to engage and motivate learner. The importance of setting ground rules and ways to maintain a safe and supportive learning environment. These are key factors that can affect learning outcome. In this rationale I have also written about the teaching and learning approaches, I will use to deliver my micro teach session. References Dale, E (1969) Audio Visual Methods in Teaching. Texas: Holt Rinehart and Winston. Fleming, N (2005) Teaching and Learning Styles: VARK Strategies. Honolulu: Honolulu Community College. Kolb, DA (1984) Experiential Learning: Experience as the source of learning and Development. New Jersey: Prentice-Hall. Reece, I and Walker, S (2007) Teaching, Training and Learning: A Practical Guide (6thEdn). Tyne Wear: Business Education Publishers. The Health and Safety at Work Act (1974)http://www. hse. gov. uk/legislation/hswa. htm