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
On one visit throughout my community and common environment I was able to observe three separate groups. Within this paper I will describe each group individually provide detailed information regarding body language of the group individually.
I decided to observe five different groups for this paper. I chose rednecks, burnouts, two different groups of athletes, and musicians. These observations were mostly made at school in the hallways, classrooms, lunch, or in the parking lot. All of the groups were easily observable, they just had to be done at different times throughout the day. The rednecks for example were more easily observable in the school parking lot, whereas the athletes were more observable in the hallways.
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.
Kyriacou, C. (2001) Effective Teaching in Schools: Theory and Practice, 2nd ed. Nelson Thornes Ltd.
Muijs, D. Reynolds, D (2001). Effective Teaching - Evidence and Practice. London: Paul Chapman Publishing. p1-2
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.
Evans, D. N. (2006). Models, strategies, and methods for effective teaching. Upper Saddle River, NJ: Pearson.
Tarricone, P., & Luca, J. (2002). Successful teamwork: A case study. (pp. 640-646). Milperra: Higher Education Research and Development Society of Australasia, Inc. DOI: www.herdsa.org.au
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.
Whitton, D., Barker, K., Nosworthy, Sinclair, C., Nanlohy, P. (2010). Learning for teaching: Teaching for learning. South Melbourne: Cengage Learning
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.
Killen, R. (2007). Effective Teaching Strategies, Lessons from Research and Practice. (4th .ed). South Melbourne: Thomson.
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)
There were a couple of pedagogical aspects. The first method of teaching I used was oral lecturing. I spoke a lot of the time well giving eye contact to the other students. The main issue that many of the students had, for example, one student said, lots of lecture, and we need more examples to apply information. This is one area where I felt like I struggled with. I only had three examples and one video during my twelve minutes of presenting. I should have had more learning styles incorporated into my lesson such as, hands on activity, more visual