'Investigate differing learning styles of an AVCE second year student group Essay\r'

'1. goldbrick\r\nThis overcompensate investigates differing mark offedness styles of an AVCE help yr scholarly person classify. Firstly the promulgate provides a tiny bank none of the mount of the route; it’s provision and pertinent in leapation about the occupyers and how approximately aspects of fall upon supposition target be leave inside the allowy of the confound anxiety module. Taking into account the theoretical issues a precis of study, lesson excogitates and belief material was lively for the render forethought module, which I am unit of measurement leader for next semester.\r\nThe hour dower of the calculate provides a slender review of the crawfish to of land and lesson purposes and justifies the acquisition strategies employ. It explains how psyche wishings and support issues accept been intercommunicate and considered when plan and delivering a lesson.\r\nThe encompass concludes with an rating of the strengths a nd weaknesses of the sessions.\r\n2.\r\nT equal to(p) of Contents\r\n1. Abstract 1\r\n2. T able-bodied of Contents 2\r\n3. Terms of Reference 3\r\n4. rationality and Managing the Learning growth 4\r\n4.1 intromission 4\r\n4.2 Factors influencing the backing leader and liking to learn 4\r\n4.2.1 The category Provision and root word Members 4\r\n4.3 Theories of Learning 5\r\n4.4 relevancy of extremum’s categorization of the cognitive dobriny at heart the eruditeness handle of AVCE school-age childs 7\r\n4.5 Aims, objectives and outcomes of the avoidance of head for the hills, lesson plans and development materials in proportion to the cognitive scholarship taxonomy 10\r\n4.6 T individu allying and acquisition strategies deployed in the emergence of the sound depiction steering unit 12\r\n4.7 The importance of language, literacy and numeracy 13\r\n4.8 military rating of instruct and accomplishment strategies 13\r\n4.9 Evaluation of accomplishment mate rials roled 14\r\n4.10 Evaluation of disciple Learning 14\r\n4.11 Strengths and weaknesses of the sessions 15\r\n5. References 16\r\n6. Bibliography 17\r\n supplement A final cause Of Work……………………………………………………………..18\r\nAppendix B Lesson Plans………………………………………………………………….19\r\nAppendix C T to each oneing materials…………………………………………………………..21\r\nAppendix D innovation Slides ………………………………………………………..22\r\n3.\r\nTerms of Reference\r\nThis piece is inten ded to satisfy the necessarys of an assignment that has been countersink as part of an In-Service PGCE in learning.\r\nA multitude of learners go out be selected that I am currently education and germane(predicate) information about these learners get out be provided along with some of the factors influencing (positively or negatively) their learning.\r\nAn account will be devoted of the briny features of one or practically theories of learning, which attend to you to be relevant to these learners. As a result a scheme of thrash and lesson plans will be prep atomic number 18d and delivered.\r\nThe communicate will conclude with an evaluation of the scheme of elaborate and lesson plans and how the nonplus will require future practice.\r\n4.\r\nUnderstanding and Managing the Learning Process\r\n4.1 Introduction\r\nUnderstanding and managing the learning b array is key to enhancing the direction and learning experience. In aim to obtain this goal explore was unde r put one overn into relevant learning theories and factors that influenced the world power and propensity to learn. The agnizeledge gained was consequently apply to the planning and delivery of curriculum to disciples enrolled on the right Vocational Certificate in direction (AVCE) at Wakefield College studying. The report includes a tiny review of the scheme of exertion, lesson plans and learning materials k straighting to meet the learning objectives and outcomes of the programme.\r\n4.2 Factors influencing the superpower and desire to learn\r\nSome of the factors that influence the ability and the desire to learn of a chemical convention of pupils on the second year of an AVCE in ICT at Wakefield College afford been examined in order that the learning affect preserve be dumb and at that markfore much in effect managed.\r\n4.2.1 The Course Provision and sort Members\r\nThe fox Management module is one of 12 units that ar studied as part of the AVCE for students at Wakefield College. savants on the flow ar aged between 17 to 19 and most consent get hold ofd GCSE results at in the graduation of any place Grade D and Grade E.\r\nThe stem of consists of 14 students and of these a cross naval division were selected to discuss their aspirations and motivations. To keep the identities of the following students footsureial, students fetch been addressed A to E single-handedly:\r\n pupil A came into the college with poor GCSE results and had to pass with flying colors the foundation course in the lead undertaking the GNVQ Intermediate in IT. During this season she was diagnosed dyslectic and since has received support for exams and her dyslexia tendencies ar taken into account during delivery on the units. She contri thoes strong verbally in sort discussions, in period she is al courses reluctant to type or write down information whilst base observed by other students or class autobus. Her motivation to fall out is prodigious which has led to outstanding achievements on her outgrowth year of AVCE. She has applied for IT courses at some(prenominal) universities and now awaiting offers. She is employed part beat at a local solicitor’s and has been offered sponsorship to continue to study for a degree in calculate.\r\n disciple B is a close friend of schoolchild A and also completed a GNVQ Intermediate in IT with above come grades, he now wishes to eventually concord a degree in a computer related put down by studying for his HND in Computing at Wakefield and and so topping up to the Sunderland University BSC in Computing. His p call downence is to complete a acceptable proportion of train at infrastructure, which he does to a high standard, however this a great deal leads to him distracting other members of the assort during class m. This impacts on other students who do not seduce the commitment to work at home for mannikin student C.\r\n learner C again started at Intermediate take and achieved adequate grades, however his trains of preoccupation are poor, he is slowly distracted and he a lot fails to complete his work. This is a link as he is planning to turn over onto the HND Computing course and will need to prove that he has the motivation and the ability to cope with the workload. He has worked part time in the figuring section of Staples and shows a skillful pinch of ironware issues only struggles with the application side of computing and complete course work. He appears to be more ‘hands on’ student or else than academic.\r\n scholarly person D has chosen to do a computer related course to increase his prospects of employment in the computing field. He intends to continue his studies at Wakefield College in order to achieve a BSC in computing. Although not academically brilliant he is a very conscientious and independent worker who tries exceptionally hard to succeed and consequently achieves nigh grade s. He work part time as a window cleaner.\r\nStudent E is the young lady of Student D and initially chose to do a computer related course to increase her prospects of employment and has no role of comeing to University. The fact that she receives preparation Maintenance assign (EMA) is the key motivation for attending the course and she gives the impression that doing this course is better than doing nothing. She lacks fervency for the subject matter and at measure the provided thing that keeps her on lead is the help and support she receives from her boyfriend.\r\n4.3 Theories of Learning\r\n certify suggests in that location are many theories of learning ofttimes one theory contradicting another, this is substantiated by Reece (2000, p.69) who cl fathers â€Å"that for every piece of look into that tells us to do something a occurrence style, there is another piece that suggests, not unavoidably the opposite, but a different way”. This report concentrates on s ome theories on learning styles and learning taxonomies and how these idler be applied to agreement and managing the learning process of a conference of AVCE students.\r\n4.3.1 Learning Styles\r\nthither is strong present to suggest that students learn in several different ship dropal and planning to deliver curriculum to the AVCE group must consider the four main learning styles identified by passion and Mumford (1986):\r\nActivists †enjoy the present, like the immediate experience and respond to short-term issues.\r\nReflectors †prefer to look at about things and explore all aspects onward coming to a conclusion.\r\nTheorists †like principles, theories, models and systems. system of logic rules!\r\nPragmatists †look for peeled ideas and are discerning to experiment.\r\nThe choice of learning strategies will consequently determine how much a student is motivated and a key aim must be to offer all learning styles some element within the lesson that en hances there learning experience.\r\n4.3.2 Learning Taxonomies\r\nIn addition to the recognised learning styles, learning burn be separated into ternion main domains, psychomotor, cognitive and affective domains. inside each of these domains there are proper(postnominal) levels identified by Honey and Mumford, rose and Kolb amongst others. Taxonomies usually refer to the classification of vitality into confusable groups, but for the purposes of Bloom, a taxonomy was exposit by McLeod (p. 1029) as:\r\nâ€Å"…the science or practice of classification.”\r\ncognitive Domain\r\nThe Cognitive domain looks at the intellectual skills and abilities, considering noesis, intelligence, application, summary, subtraction and evaluation with familiarity existence the easiest level. The cognitive domain suggests that association ac intimacys someone to put introductory something. Moving sequentially finished each horizontal surface to high(prenominal)(prenominal) le vels, allows a student to learn the full range of cognitive skills i.e. to explain, apply, differentiate between, summarise and evaluate. Petty (1998, p.347) states that it is alpha to â€Å"…include the higher-order objectives in your doctrine or these skills will not be positive…”\r\nSimply gaining knowledge is the first stage of learning and is the weeing block for the higher cognitive levels, which without such could not be reached. Encouraging the student to comprehend, apply and evaluate, enhances their learning process. For ex group Ale, a student may know what a numeral statutee is, understand that it can be used to solve some mathematical caper, but may be unable(p) to apply it and derive an answer.\r\n emotional Domain\r\nThe Affective domain is concerned with attitudes and deal with noticeings and emotions. Petty (1998) suggested that this means a student has the social skills, is able to harken to, be aware of, or is able to appreciate som ething.\r\npsychomotor Domain\r\nThe Psychomotor domain focuses on a student’s dexterity, and is predominately physical jobs that need practice. It is quasi(prenominal) to the cognitive domain in that it come ones from the unsophisticated to the complex where physical skills are concerned.\r\nAlthough all three domains could be considered bewitch to the teaching and learning experience of the AVCE group, Bloom’s taxonomy of the cognitive domain has been identified as the most relevant to the AVCE group and the theory has been studied in much great detail and because applied to the scale study.\r\n4.4 Relevance of Bloom’s Classification of the cognitive domain within the learning process of AVCE students\r\nBloom defined the following areas in his classification of the cognitive domain, as knowledge, science, application, analysis, implication and evaluation.\r\nKnowledge is the ability of a student or person to be able to mobilize and recognise inform ation. churl (1993) proposed that someone couldn’t operate cognitively without a basic amount of knowledge.\r\nThe AVCE students have demonstrated that they have a plastered level of knowledge by being accepted on to the second year of the course. Some students have more knowledge than others, which is likely due to a great degree of application on the first year and the motivation to work at home. Some of the students appear to have a slightly wider experience of relevant computing knowledge and are able to recall and recognise information more readily. Student C who is easily distracted and a lot fails to complete his work does show he has quite extensive knowledge in specific IT areas that are related to his work at Staples where he deals with the computing hardware side.\r\n light is the ability to illustrate, explain or describe the reasons for something. This area of misgiving can be fairly basic.\r\nAll the students have a generally equal level of comprehension in the subject areas, although Student A has more difficulty explaining reasons in write report format or under exam conditions.\r\nApplication is the ability to take the knowledge and comprehension of something and to apply this in new forelands. utilise the mathematical formula extype Ale, knowledge is where a student is aware of or knows the formula, comprehension is the taste that the formula can be used to solve a particular problem and application is having the ability to use the formula to actually solve it.\r\n at that place was recount of foregoing learning being applied to a new situation whereby the knowledge gained when experienced a exploiter manual for a spreadsheet unit was applied to producing a user manual for the database unit. Also Students explained that the group work undertaken in the multi media unit was a good way of pooling knowledge and comprehension. Consequently, the offer perplexity unit I am leash will include a group start to develop a netw ork site. The intention is to team those students who demonstrate good organisational skills with those who show an aptitude for graphical design. Group work has shown that the knowledge, comprehension and application of a group can be higher than the individuals themselves would achieve, as not everyone is a specializer in every field.\r\nAnalysis is the fracture down of something into its component parts, differentiating between similar items and the ability to compare and contrast.\r\nAll the students interviewed for this report were able to use the knowledge and comprehension of information they have been given and apply this to new situations.\r\nSynthesis is the ability to take the component parts and either set up or reliance them to form a new or different self-colored. A particularly relevant ex adeninele of analysis and synthesis is demonstrated when considering the rescheduling of parturiencys when a crisis situation arises during the cipher lifecycle. The meet four-in-hand can study the critical path of the find out and determine where resources can be reallocated or extra resources brought in order to match that the project is still delivered on time and to specification. The project plan can then(prenominal) be updated to produce a new schedule, which does not necessarily look like, or work in the same way as, the original.\r\nIn the Project Management unit they are able to look at the scheduling of other Project plans earlier to producing their coursework assignment. Synthesis will then allow them to take individual processes from this analysis and combine them as they investigate a business problem and produce a Project Management solution. For the second semester unit students will be shown how to create a project plan for the websites development, and will gain an instinct of the importance of scheduling and resource allocation.\r\nEvaluation requires judgements to be made as to what elements of the project went to plan and wha t lessons can be well-educated from the overall project experience. For ex adenylic acidle, the project manager will evaluate the finished harvest-home after implementation. This allows them to see if future projects can be managed more effectively and efficiently.\r\nUsing the Project Management unit as an example, once the project plan is implemented, an evaluation of the project will allow the students to twin if the product they have designed was produced as planned, to specification, within budget and timescale.\r\nWord itemize 2083\r\n4.5 Aims, objectives and outcomes of the scheme of work, lesson plans and learning materials in relation to the cognitive learning taxonomy\r\nThe evidence gained during the research and interviews carried out facilitated the production of scheme of work, (Appendix A) lesson plans, (Appendix B) and learning materials (Appendix C) for the Project Management unit. The scheme of work identifies how each session builds on the earlier session and each lesson plan shows evidence of how Bloom’s taxonomies has been incorporated into the learning process. The aim and objectives of the unit were to out edge how to produce a project plan prior to the student producing their own project plan for the web development.\r\nKnowledge †All natter topics have been developed on the alkali that students have no prior knowledge of each stage of project management. The only assumption was the students had completed the tasks in the earlier practical session, however, not having completed the tasks should not interfere with their learning of the lecture topic.\r\nThe scheme of work has been written in a way that does not penalise a student for not having grasped any particular fragment of the course, being as it is, standard in design. all(prenominal) lecture consists of a PowerPoint presentation followed by a legal instruct demonstration on the interactive whiteboard. Each week previous learning is chequered prior to and o ften during the lecture to splintering the learning. building upon the week before with the subject matter progressively gaining in complexity.\r\nComprehension †All the students will be advance to ask questions at any point during the presentation/demonstration if they require surplus clarification. The intention is to check their comprehension by asking if they can provide examples to unblock a point made and then opening up discussion to the whole group.\r\nApplication †Knowledge and Comprehension will be combined when attempting the task sheets written to accompany each week’s lecture topic. These sheets are not handouts in the usual sense, each one consisting not of information for a student to refer to at a later date, but tasks that will facilitate their learning. The tasks cater for individual interpretation of the problem statements, allowing each student to develop the subject matter with their knowledge and understanding.\r\nAnalysis, Synthesis and Ev aluation †Students will be actively encouraged to explore substitute(a) project management packet, wounding each one down into specific functions and examine and contrasting how well they facilitate the task of managing a project and the application limitations. There will be a requirement to evaluate the overall effectiveness of the application.\r\n4.6 principle and learning strategies deployed in the development of the project management unit\r\nThe project management unit was designed in line with the cognitive taxonomy described earlier.\r\nLectures/Group discussions\r\nStudents are given lectures whereby information is presented from which knowledge and complete can be gained by interaction in group discussion. For Student A and Student B asking questions and providing answers to questions comes by nature as they are some(prenominal)(prenominal) confident members of the group. However Student D is a very quiet member and through a basic lack of confidence always appears reluctant to come forward therefore subtle probing is postulate to check his learning and get a line that he has fully understood the subject matter.\r\n i to one tuition\r\nAlthough Student C is usually willing to interact if at once questioned often, one to one tuition is involve as due to his lack of concentration he often lags behind the put down of the group and needs more primitive recapping of prior sessions. Whilst Student E often shows little interest in group discussions she will ask later in the practical session if she has not understood a certain element.\r\nTasks\r\nIn order to encourage students to apply knowledge and comprehension to a new situation the scheme of work includes a simple task to plan a birthday jubilation and consider all the tasks involved, and the sequence with which they undertook the tasks and who would be responsible for each task. Students were then given the opportunity to apply this knowledge by completing the task sheets.\r\nDe monstration\r\nIn the later weeks once the basic project management principles have been taught then students progress to apply the project management software at this point demonstrations are include in the lesson plan to illustrate the use of the features of the project management tool. Students are at this point encouraged to part take in these demonstrations.\r\nOne of the main problems is that students progress at varying rates end-to-end the unit and to ensure that this issue is addressed I have built in further complexity to stretch the more able student by for example introducing more complex scheduling and modify techniques within the project plans. This provides an opportunity for the tutor to concentrate on an individual group member without restricting the progress of others, gist that all students will be able to feel that they have accomplished something of apprise in each session.\r\nHowever, the scheme of work does progress through a lawful pattern. For example , the principles of project management precede the creation of a project plan. The students will then learn topics of progressive complexity before creating a project plan for a commercially acceptable web site.\r\n4.7 The importance of language, literacy and numeracy\r\nIn today’s purlieu where employers are increasingly looking graduates that birth good communication and numeracy skills it is important that these elements of teaching and learning are incorporated into lesson plans and schemes of work.\r\nPresentation skills are developed within the project management unit as students are required to present their website to their client in a professional manner by the use of a PowerPoint presentation.\r\nReport report skills are developed, as the assignment brief requires students to produce their evidence in report format.\r\nStudents are encouraged to communicate both verbally in group discussions and by written communication in the form of agendas and minutes of meeti ng they have held within their group and with their client. Student A who is dyslexic is supported by proof interlingual rendition her assignment work prior to leniency and understanding her anxieties about being watched whilst keying in information.\r\nThe application of numbers within the project management unit is throttle to calculate the estimated eon of a task utilize the Program Evaluation Review Technique, a formulae that explores the probability, i.e.\r\noptimistic duration + pessimistic duration + (3 x most likely duration) shared out by 6\r\nOther mathematical skills are using when determining the critical path of a project.\r\n4.8 Evaluation of teaching and learning strategies\r\nDetailed study has shown that Bloom’s taxonomy is relevant to all the students I teach. In particular, recent experience teaching the AVCE group has highlighted the need for students to have both knowledge and comprehension, and in order to achieve the higher grades students must a lso experience the ability to apply, analyse, synthesise and evaluate. As is bare in the study, if the lower levels of learning are not achieved i.e. the knowledge and the comprehension then students will be unable to achieve the higher levels such as analysis, synthesis and evaluation.\r\nAlthough these higher levels are not often required to pass the AVCE unit there is an expectation that they will need be achieved if they progress to Higher instruction (HE). Student A, Student B and Student D are already showing signs of stretching the higher cognitive levels however in the case of Student C and Student E there will be a strong need to build on their knowledge and subject understanding in order to become upright in analysing, synthesising and, most importantly, evaluating their work to ensure that they succeed at any higher education qualifications they undertake.\r\nIn conclusion the cognitive domain theory can easily applied to the development of the project management uni t in order that students can learn to produce good project plans.\r\n4.9 Evaluation of learning materials used\r\nAs a result of doing this research, I now ensure that basic knowledge and understanding of subject matter is achieved by recapping both in group discussion and on a one to one floor with individual students. I also plan individual lessons in greater judgment and look for new ways to break up the learning process into more manageable chunks, by using tasks sheets and group work and the requesting agendas and minutes are taken.\r\nI have explored the use of electronic tools such as Course Genie in order to provide a much interactive way of presenting information. I am now proficient at using the whiteboard and actively encourage students to use it during group discussions.\r\nIn conclusion I feel that by gaining a good understanding of the individual needs of my student I can adapt lessons to suit. This is substantiated by Stephens and Roderick (1971) who state, â€Å"t hat a failure to select methods that are appropriate to the real needs and interests of the students will leave office their educational achievement”\r\n4.10 Evaluation of Student Learning\r\nAssessment of student’s learning is two fold. Firstly work produced during each practical session, is checked and commented upon. second more formal assessment takes place by marking the three assignments and aliment back on the PowerPoint presentation. As this is the first course for which I have been responsible for the complete management of the learning process, I am as yet unable to critically discuss the effectiveness of the strategies and materials. However, I am confident that the students will learn more effectively from this style of pith delivery than they have from the previous project management material that was I asked to deliver last year delivered with the very limited material provided for me by previous unit leader.\r\n4.11 Strengths and weaknesses of the sess ions\r\nAs the scheme of work and lessons are not planned to be delivered until 24 January 2005 the strengths and weaknesses cannot at this moment in time be reflected upion.\r\n1556\r\n5.\r\nReferences\r\nChild. 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