Equality and diversity - Classroom 2.02024-03-29T14:18:44Zhttps://www.classroom20.com/forum/topics/equality-and-diversity?commentId=649749%3AComment%3A928755&feed=yes&xn_auth=noHi Simon.
I have been trying…tag:www.classroom20.com,2013-05-13:649749:Comment:9317592013-05-13T23:42:35.180ZStuart Eccles-skinnerhttps://www.classroom20.com/profile/StuartEcclesskinner
<p>Hi Simon.</p>
<p></p>
<p>I have been trying to introduce log books at the school. I have a idea for a learning diary I would like to put together. including stave/tab/chords sheet, a calendar, scale, chords, and practice notes. Apparently the school has the facilities to print such a thing. it's just getting the time to work it through with the staff. Hopefully this summer might provide the ideal opportunity.</p>
<p></p>
<p>Hi Simon.</p>
<p></p>
<p>I have been trying to introduce log books at the school. I have a idea for a learning diary I would like to put together. including stave/tab/chords sheet, a calendar, scale, chords, and practice notes. Apparently the school has the facilities to print such a thing. it's just getting the time to work it through with the staff. Hopefully this summer might provide the ideal opportunity.</p>
<p></p> Thanks for that Andrew.
I'll…tag:www.classroom20.com,2013-05-13:649749:Comment:9318402013-05-13T23:37:50.475ZStuart Eccles-skinnerhttps://www.classroom20.com/profile/StuartEcclesskinner
<p>Thanks for that Andrew.</p>
<p>I'll take a look at it.</p>
<p></p>
<p>Thanks for that Andrew.</p>
<p>I'll take a look at it.</p>
<p></p> Would you consider your resou…tag:www.classroom20.com,2013-05-08:649749:Comment:9307482013-05-08T06:23:53.872Zandrew paynehttps://www.classroom20.com/profile/andrewpayne323
<p>Would you consider your resources for this as part of a teaching toolkit?</p>
<p>Would you consider your resources for this as part of a teaching toolkit?</p> Stu,
I have just replied to S…tag:www.classroom20.com,2013-05-08:649749:Comment:9308522013-05-08T06:10:11.785Zandrew paynehttps://www.classroom20.com/profile/andrewpayne323
<p>Stu,</p>
<p>I have just replied to Simon's thoughts on this and part of that reply dealt with Blooms taxonomy and the Psychomotive domain. I Think that a good grasp of the hierarchy or developmental levels in this domain go ever such a long way to help people who are involved in teaching a skill subject. It is my bible and not failed me yet. I lays out very clearly what is going on within the learning curve. It also integrates very nicely into all the other learning theories that you are…</p>
<p>Stu,</p>
<p>I have just replied to Simon's thoughts on this and part of that reply dealt with Blooms taxonomy and the Psychomotive domain. I Think that a good grasp of the hierarchy or developmental levels in this domain go ever such a long way to help people who are involved in teaching a skill subject. It is my bible and not failed me yet. I lays out very clearly what is going on within the learning curve. It also integrates very nicely into all the other learning theories that you are likely to come across as the basic steps are pretty much the same. It also address things like VAK. A good description of the levels in this domain can be found by following this link <a href="http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's%20psychomotor%20domain">http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's psychomotor domain</a></p>
<p></p>
<p>Used in conjunction with the learning curve diagram you have an extremely powerful tool that will help you a lot.</p>
<p> <a href="http://www.flashcardlearner.com/imgs/learning-curve.jpg" target="_blank">http://www.flashcardlearner.com/imgs/learning-curve.jpg</a></p>
<p>This link may help but its not ideal. the the 5 levels of the P/M domain can be mapped across onto this with Naturalisation at the plateau phase. </p> Hi Tom
The sessions I plan f…tag:www.classroom20.com,2013-05-08:649749:Comment:9307472013-05-08T05:47:11.547ZSusan Walshamhttps://www.classroom20.com/profile/SusanWalsham
Hi Tom<br />
<br />
The sessions I plan for I do not know the learners. They are short courses, so planning is based on learning outcomes allowing for more abled students, with harder resources. I start with agreed goals by determining their needs. I find I have to react in action due to courses very short., however you do start to build your resources based on previous sessions and can adapt to most learning. I had to make resources as I'm teaching!<br />
<br />
Sue
Hi Tom<br />
<br />
The sessions I plan for I do not know the learners. They are short courses, so planning is based on learning outcomes allowing for more abled students, with harder resources. I start with agreed goals by determining their needs. I find I have to react in action due to courses very short., however you do start to build your resources based on previous sessions and can adapt to most learning. I had to make resources as I'm teaching!<br />
<br />
Sue Hi Simon,
You have made a goo…tag:www.classroom20.com,2013-05-08:649749:Comment:9310132013-05-08T05:44:58.400Zandrew paynehttps://www.classroom20.com/profile/andrewpayne323
<p>Hi Simon,</p>
<p>You have made a good point.</p>
<p>I think that the idea of Scaffolding is a good one but only if applied after a certain stage of development has been reached.</p>
<p>I am drawing in my own experience here of hands on vocational training, and your subject may allow for a different approach to this. I remember once a suggestion from a director of learning at a college I was working at to the effect of Why dont you get the students to create their own individual scheme of…</p>
<p>Hi Simon,</p>
<p>You have made a good point.</p>
<p>I think that the idea of Scaffolding is a good one but only if applied after a certain stage of development has been reached.</p>
<p>I am drawing in my own experience here of hands on vocational training, and your subject may allow for a different approach to this. I remember once a suggestion from a director of learning at a college I was working at to the effect of Why dont you get the students to create their own individual scheme of work.....well thats all well and good once they have reached a point where there is understanding of the subject to the degree where this might be possible but certainly not to fresh faced students who have never picked up a file or hacksaw. I think the saying that would apply if Scaffolding were to be applied too early in the learning process would be "The Blind leading The Blind" I resume that your comments lead in this direction.</p>
<p></p>
<p>To return to Blooms Psychomotive domain that I love I would say that the developmental stage that scaffolding would be started at would be the Precision/Articulation stage.</p> Hi Stu,
Glad to hear your co…tag:www.classroom20.com,2013-05-08:649749:Comment:9307442013-05-08T05:22:58.559Zandrew paynehttps://www.classroom20.com/profile/andrewpayne323
<p>Hi Stu,</p>
<p></p>
<p>Glad to hear your comment about Ofstead. That comes as a welcome change of focus. It has been the case that the process was becoming the yardstick rather than the outcome, a case of throwing the baby out with the bathwater. I like your comment about the proof of the pudding being the ingredients... not. Nicely Illustrates the concept. There is a very good article in the Intuition Magazine that you would enjoy reading by John Hattie talking to Geoff Petty here is the…</p>
<p>Hi Stu,</p>
<p></p>
<p>Glad to hear your comment about Ofstead. That comes as a welcome change of focus. It has been the case that the process was becoming the yardstick rather than the outcome, a case of throwing the baby out with the bathwater. I like your comment about the proof of the pudding being the ingredients... not. Nicely Illustrates the concept. There is a very good article in the Intuition Magazine that you would enjoy reading by John Hattie talking to Geoff Petty here is the link <a href="http://www.ifl.ac.uk/membership/intuition/intuition-issue-11/interview">http://www.ifl.ac.uk/membership/intuition/intuition-issue-11/interview</a>.</p>
<p></p>
<p>He actually states that he basically doesn't give a hoot about how teaching takes place so long as the outcome is achieved.!!!!!</p> It amazes me Mark that someti…tag:www.classroom20.com,2013-05-08:649749:Comment:9307422013-05-08T05:01:41.642Zandrew paynehttps://www.classroom20.com/profile/andrewpayne323
<p>It amazes me Mark that sometimes providers get uppity about teaching outside the syllabus, but I suspect its more to do with GLH and getting the financial outcome in the shortest possible time. Like yourself I can see lots of positives.</p>
<p>It amazes me Mark that sometimes providers get uppity about teaching outside the syllabus, but I suspect its more to do with GLH and getting the financial outcome in the shortest possible time. Like yourself I can see lots of positives.</p> Hi Tom,
I think you have larg…tag:www.classroom20.com,2013-05-08:649749:Comment:9307412013-05-08T04:55:13.853Zandrew paynehttps://www.classroom20.com/profile/andrewpayne323
<p>Hi Tom,</p>
<p>I think you have largely answered your own question there in the first part of the 2nd paragraph and partly in the second part. To be able to differentiate you will need to know to some extent the students and their particular needs. until you have been involved with them you cannot be too specific in the way that you provide inclusivety through differentiation. However that's not to say that you cannot second guess to some extent and have a variety of tasks of different…</p>
<p>Hi Tom,</p>
<p>I think you have largely answered your own question there in the first part of the 2nd paragraph and partly in the second part. To be able to differentiate you will need to know to some extent the students and their particular needs. until you have been involved with them you cannot be too specific in the way that you provide inclusivety through differentiation. However that's not to say that you cannot second guess to some extent and have a variety of tasks of different types suitable for differing learning styles and abilities in your arsenal. In a way I think that is what you are trying to say in the last part of the paragraph, the only difference in approach is that you cannot decide definitively how you will differentiate in the 1st lesson but just have a tool kit ready that from experience will get you by.</p> Hi Stu
On the matter of log b…tag:www.classroom20.com,2013-05-07:649749:Comment:9310052013-05-07T20:39:49.271ZSimon Warnehttps://www.classroom20.com/profile/SimonWarne
<p>Hi Stu</p>
<p>On the matter of log books. I have been working with logbooks with my one to one voice students. To be honest this was a pain for me last year and I felt that it was a bit of a waste of time, eating into valuable practical teaching time. However it was a necessary part of the assessment for the students so I did try and get things written down.</p>
<p>This year has been completely different. In a voice department meeting the discussion of the time spent on the logbooks was…</p>
<p>Hi Stu</p>
<p>On the matter of log books. I have been working with logbooks with my one to one voice students. To be honest this was a pain for me last year and I felt that it was a bit of a waste of time, eating into valuable practical teaching time. However it was a necessary part of the assessment for the students so I did try and get things written down.</p>
<p>This year has been completely different. In a voice department meeting the discussion of the time spent on the logbooks was brought up. One of my colleagues suggested that it should be down to the student to fill this out and for the tutor just to put in a few important points or directions.</p>
<p>This has completely changed my view of the logbook. Each student now has a way of cementing what they have heard or carried out in their lessons, by taking notes in the lesson or after, in a form that they can understand. They have evidence of having processed the information and I have a formative assessment process that informs me from week to week that learning has taken place. It has certainly given the students more intrinsic motivation and has allowed each student to develop their own style of reproducing or evidencing their knowledge. This often informs me of particular learning styles or subjects that they find easy or more difficult to work with.</p>
<p>Never thought I would see the day. Hooray for logbooks!</p>