Introduction
I have teamed up with two other people to carry out a collaborative project. The reasons for doing a collaborative project is by working with others you can achieve more ‘the word use is synergy and the implication is that a team of people can achieve more together than each could as individuals.’ (Lacey p) Introduction about myself and the two colleagues I observed. I have written a bit about each person and how they were influenced to go into teaching.
Myself
After leaving school at the age of 16, I went straight into hairdressing. I started to go to a college one day a week and for the rest of the week I was learning on the job in a salon. I found this really beneficial to myself because in college I was getting the back ground and theory knowledge about why things were being done in certain ways and it also give me chance to be shown step by step instructions and apply the skills which I had picked up in my work place. Whilst I was in work I was able to watch the experienced qualified stylists, looking at how they work. This really helped my development and it gave me the chance to come up with my own ideas around the way I was going to do things. I feel that the one day each week working in the college really assisted my learning. It gave me a chance to put into practise what I had learnt in the salon from the qualified stylist and allowed me to learn alternative methods of doing things, especially if I couldn’t get the hang of it with the first way that I was taught. This was done by the teacher demonstrating on a training head and then the students going away and practising on their training heads until we felt confident to do it on a model. By learning this way it helped me to be in a safe environment whe...
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...riting about it and picking the key areas out from the information. Both of these methods I have been using not only in key skills but also within my normal teaching. If I am honest I didn’t think there was anything poor in any of the teaching they all had control of the students and class was well-managed and the flow of the lessons was really good. I haven’t changed the way I teach, I have though added in the new ideas from which I got from the sessions which I observed.
Bibliography
Petty, G. (2004) Teaching today. 3rd Edition. Cheltenham: Nelson Thornes Ltd
Handy, Charles (1989) Undertsanding Organisation
www.garysturt.free-online.co.uk/human.htm
Lacey P (2001) support partnership collaboration in action. David fulton ltd
Watkins C, Carnell E and Lodge C (2007) effective learning in classrooms. Chris Watkins, Eileen carnell and caroline lodge LTD
By working together there is information sharing, improve safety and quality also collaboration gives knowledge to other professionals. (Littlechild and Smith, 2013).what I have learned through working in partnership with other professionals was creating a poster related to what each professional does. Some of the professionals I did not know how exactly they work together in partnership. Example: I was not aware of how a radiology would work with a social work and the outcome of that was that Radiology develop and maintain collaborative relationship with medical colleagues and participates in regular meetings with other professionals activities to meet the needs of a service users therefore they collaborate with Social Workers. By doing a poster and delivering information I learned a lot from the other team members, shared experiences knowledge and skills with other group members. Group work made me realise how it is very important to work in multi-displinary team, the benefit of it and what others can benefit from. During the poster each of the student was from different professional however we all had the question but each had to look at it in each profession perspectives. This gave an opportunity to everyone to go and search for each professional and communicate with the rest of the group the outcome of the presentation. By doing that, we exchanged ideas learned from each other’s skills and used it into practice. I have learned about sharing information with others, learned about communication and
It all began my freshman year of high school when I was told about elective classes that would help me decide what I wanted to be when I grew up. I always had a passion for doing hair, make-up, and nails so that was easy for me to choose an elective. My freshman and sophomore year I decided I would take cosmetology classes. I would spend two hours each day of school in the cosmetology lab, which was always cold and smelled like hairspray, burnt hair from the straighteners or a strong acetone smell that someone gets a whiff of at a nail salon. We learned so much material and I had a good time practicing my skills on manikins and other classmates. One thing I didn’t enjoy was the gossip and drama, but of course one would expect that from a class
Stacey, M. (2009). Teamwork and collaboration in early years settings. 1st ed. Exeter: Learning Matters.
For the team teaching demonstration, Stuart Parfrey and I did a lesson covering the Second Industrial Revolution, an assembly line Lego activity, and a short quiz. We developed the presentation over a google doc PowerPoint; we put the content together, picked the videos, and what type of activity and assessment. We divided the creation of the lesson’s activity and assessment; I took the activity and Stuart developed the 10 question quiz. We met outside of class a few times to go over notes and discuss how we were going to teach the lesson. We worked well together in the preparation before the lesson, which helped us be efficient during the teaching demonstration.
Muijs, D. Reynolds, D (2001). Effective Teaching - Evidence and Practice. London: Paul Chapman Publishing. p1-2
Kyriacou, C. (2001) Effective Teaching in Schools: Theory and Practice, 2nd ed. Nelson Thornes Ltd.
On Tuesday, September 29th, 2015 the group leader facilitation had begun in tutorial. My job was to facilitate an intellectual discussion based on the questions from McNeil and Zinn. First I started off by asking my group members what they really thought about the readings and if they had found them useful. After that I moved on to the questions where I got a lot of responses. The question about the significance of the Columbus story raised a very interesting discussion in my group. We all seemed to agree with Zinn that Columbus was a monster. We all talked about the notion of “other” and how Aboriginals began to be seen as this. One of my group members made a good point about what Columbus did centuries ago continues to happen today. Those with dominant power will always have control of the weaker and less privilege in society.
Lang, H., Evans, D.(2006). Models, Strategies, and Methods for Effective Teaching. USA, Pearson Education Inc.
In order to be an effective teacher there needs to be an understanding that we all learn differently, this means that no single teaching strategy is effective for all students/learners all the time. This makes teaching a complex process because you need to understand and meet the requirements of all of your learners. Students learn best when they aren’t asked to simply memorise information but when they form their own understandings of what is being taught. When a student has successfully learnt a new idea they are able to then intergrate this information with their previously learnt information and make sense of it. To be an effective teacher you need to work jointly with students to asses where they are at, be able to give feedback on how the student is going and ensure that they are understanding the lesson (Killen, 2013) According to Lovat and Smith (2003) students learning must result in a change in a student’s understanding of the information being taught. In order to show understanding they must be able to share this information with others and want to learn more (Killen, 2013). In order to have a deeper understanding of what is being taught they need to be aware of the relationship that exists between what they knew previously and the new information that is being learned (Killen, 2013).. Students need to be given goals that they can achieve in order to feel a sense of mastery over their own learning, this gives students motivation that they are able to complete tasks and to keep going.
Collaborative learning is a situation where two or more people attempt to learn something together. Dillenbourg, P. (1999). Lev Semenovich Vygotsky, (born in 1986), introduced his theory that, human development—child development as well as the development of all human kind—is the result of interactions between people and their social environments. What this states is that the development of a “higher education” is the product of comparing and contrasting ideas of others ultimately to conclude a solution to a problem as a whole or group. Everyone’s input in a collaborative situation will play a role in final solution.
Evans, D. N. (2006). Models, strategies, and methods for effective teaching. Upper Saddle River, NJ: Pearson.
This paper will identify different definitions of an effective teacher, along with how to assess teachers for being effective. Teacher Effectiveness: Characteristics and Skills of an Effective Teacher. Teacher effectiveness has generated different definitions depending on how it is viewed. Jupp and Education (2009) define effectiveness as “the practical outputs of teachers”. These outputs take place in two different forms, quantitative and qualitative.
In order for learning to take place in the classroom the teacher has to put in place an effective teaching and learning strategy. Being an effective teacher is not something that can be achieved instantaneously but rather something that has to be continuously developed and improved upon over time. Petty mentions how good teachers are not born but rather make themselves and that effective teaching comes from learning from your mistakes and successes. Petty, p. 516, 2009. This process involves teacher reflection and assessment of the effectiveness of different teaching strategies used in the classroom. It is only then that teachers can learn and advance themselves.
The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74)
Killen, R. (2007). Effective Teaching Strategies, Lessons from Research and Practice. (4th .ed). South Melbourne: Thomson.