Week 8 - 19/11/13 - Mirror, Mirror on the wall...

A big thank you goes to Amanda, our tutor for this session. It was very obvious that she was experienced in the field of " Learning Differences" and managed to create a class exercise that included us all by using a large visual floor plan that sparked discussion and debate.

We focused primarily on these major areas:

• ADHD ( attention deficit hyperactivity disorder )
• often manifesting itself with hyperactivity, inattentiveness or combination of both.

• Autism / Aspergers
• difficulties with how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them.

• Dyslexia
• difficulty with words (reading and spelling) and sometimes comprehension.

• Dyspraxia
• It is an impairment or immaturity of the organisation of movement.

If looking at this information wasn't scary enough, we were then introduced to three other terms

• Specific Learning difficulty
• Demonstrates a specific condition that impairs.
• Global Learning difficulty
• Demonstrates an overall impairment - non specific
• Co-morbidity.
• has a cross over of identifiable conditions.

It certainly is going to be a challenge to add flexibility to any course I run, so as to accommodate the various abilities of students so as to maintain interest. But to build in exercises and suitable outcomes that allow students with " learning differences" to take as much from the course as they can... Well that's a real challenge. Despite that, how reassuring it is to see the support in place for students and tutors.

I really felt that the following quote thankfully highlights the shift in attitude.

"Suppose you are a dyslexic student who can cope well with support, but not without.

How will your teacher discover your needs, and then meet them? How will your

teacher ensure that your needs are indeed being met by the support provided?

Each learner is unique and has individual needs. If the needs of our learners are

discovered and met, the chances of success are greatly increased. If you consider

the examples above, you will see that it is not enough to guess the needs of the

average student in your class. We need to discover and then meet individual needs,

and this can make the difference between failure and success for many students.

We used to teach courses. Now we teach students.

Education used to be a sieve: now it is a ladder. Poor teachers used to teach their

courses with little consideration for initial and diagnostic assessment, waiting to

see which students coped, and which didn't, and then perhaps dropped out. It

was common for A-level teachers to feel pleased if the numbers in their classes

dropped in the first few months: they said there was no point in having students

in their class who weren't up to it "

Petty,G. (2009). The professional in practice. In: Teaching Today a practical guide. 4th ed. Cheltnam: Nelson Thornes Ltd. p530.

As I watched the class exercise develop, it really brought to my mind that even an accommodating tutor could miss the point. 

Seeing the numerous conditions get placed onto the floor as part of large crystal shaped jigsaw, it became more like a mirror. We were warned not to read too much into what we saw, but identifying traits that I have myself, reinforced in my mind that the whole structure of support isn't about tolerating a person or just creating something for them to do. Rather, just as I believe that despite my idiosyncrasies I have something positive to contribute, offering support is about aiding different ones to loosen any shackles that might exist, and allow them to positively contribute and make the most of their talents - we all have them somewhere.

A question did come to my mind... how do you identify the line between bad behaviour and a legitimate learning difference? Rest assured, I was told, it'll be discussed next week.

As part of a final group exercise, we were encouraged to to discuss the following questions:

• What have you learnt from this session?
• Explain how you could adapt your teaching and learning activities to meet the needs of all learners?
• Consider one resource that you are currently using, how could you make it more inclusive?

In the past, my tutors have taught many receptive skills by using video. This is an effective method as it allows for the tutor to monitor carefully what the class picks up and for class to see different signers in action, rather than just their own tutor, giving an opportunity for familiarising them with the concept of regional dialects for example.

Watching and understanding a signer on a flat screen, particularly from quite a distance can present challenges, such as picking up depth and signs specific to time - past, present and future. If the whole class was working from one screen, it is easy for some students to dominate, get the answers right and for the tutor to move on before the rest have caught up.

Using modern tablet devices would certainly improve this approach. Students would have more control over the video clip, revisiting sections that they didn't fully comprehend. It would be easier for a tutor to build differentiation into the lesson, as additional video clips of varying levels of difficulty could be available for the more and less advanced student.

With such a visual language certain technological advancements are certainly very useful.

Class Practical 3 - 21/11/13 - 9:30am - 11am

Health and Social care

I had a very warm welcome from Jane Wilkinson and her Class. It was even nice to see a familiar face or two, students that I had met before. The nature of the class was more diverse than the two previous occasions. There were more Males in the class and the ages ranged from 16 - 29. within the class were four  individuals that had " learning differences".

I had the same introductory lesson in Sign language to teach, so to mix things up a bit, I tweaked the exercises slightly. For example, rather than getting the whole class to mingle and sign the new phrases to each other, I split the whole into three mixed groups. I found that this approach had it's merits, the group watched each other and collectively corrected each other when signs were forgotten or inaccurately performed... It also prompted different ones to wonder about how to sign other things- such as numbers- and so when I rotated around the groups it gave me the opportunity to give a little extra to those that wanted it.

As I interacted with each group, I found that I was learning a little about some of the students, one young lady had a deaf uncle that I happened to know very well, this certainly broke the ice. Most importantly, I was able to pick up the names of numerous students, this became invaluable later during the discussion.

Last time out, I noticed how the discussion session can become dominated by the few. So this time around I tried a slightly different approach. As I allowed the pairs to deliberate over the Deaf culture statements, I took on board certain opinions that students had. When the discussion started, if I believed it was becoming dominated by a few individuals I did one of two things.

1. I would point to a pair and mention a statement or raise a question they had made, invariably they would nod and take up the baton, making a comment themselves. On the odd occasion I would just get a nod and a glare that said " I don't want to say anything..." This was fine as I just carried on the point myself, although I would like to think that my mentioning something they had said would at least make them feel I was interested.
2. Alternatively, I made a really effort to look intently - without freaking anyone out - at the faces of students. You can tell when someone is trying to say something, if I felt this was the case I used their names to ask them if there was something they wanted to add. If not I apologised for my mistake, but I found most of the time they again took up the opportunity afforded them thanks to the lull in dominant voices.

Perhaps the trickiest moment came towards the end... It harks back to some comments made in my " Campanology" blog. I was demonstrating some signing and one student laughed and shouted " That's funny, He looks like a spastic..." a collective sharp intake of breath was made by all the students.

Had she taken it upon herself to use an inappropriate term to make a slur against me? I don't think so... She had been an attentive and productive member during the entire session. So why had she said that? I don't really know, but I am of the opinion that at times all of us are let down by the correlation between what we are wanting to say in our brains and what actually comes out of our mouths. I was also weary of how an overreaction by me could have ruined what had been a positive experience. 

Still it was inappropriate... Thankfully the gasp was followed up by her fellow peers bringing to her attention the undesirable use of such a word, she backtracked and apologised. Her peers know her better and work with her, some of the older ones are probably respected by her, so to have them address the issue is probably best for all concerned.

My area to improve on

It was a popular move when I got Jane - the tutor - involved with teaching some sign. As I come across different ones with some understanding, if they are willing, get them involved.

Class Practical 2 - 8/11/13 - 1pm - 2pm

Health and Social care

This was my second venture into the classroom as a tutor. The make up of the class was very similar to the previous class I taught, they were equally as keen to get involved and asked questions throughout. It was good to see various ones utilise a finger-spelling work sheet that I handed out - a suggestion I had taken on board from the mini teach session. To see various ones finish an activity and rather than just sit about or chat, try to work out how to spell their own names made me very happy - it was great for me to see the benefits of "differentiation"... On a small scale.

It hadn't started too well, as I had arrived and found myself thrown in the deep end, I was all alone with a group I didn't know, who didn't know me either! Instantly my mind raced from " Right, let's get this information over well...at least I have the tutor over in the corner..." to a combination of " Right, let's get this information over well, but what if an issue arises? What if I have to apply some form of discipline? What if I misjudge a students response because I don't know them or their needs?..."

I don't think there is a DEFCON rating suitably high enough to sufficiently represent the fear and trepidation I was experiencing.

They were great though, and on reflection I would have to meet a class on my own eventually. It also reminded me that being a tutor is more than turning up and giving what information you have... Rather it's a combination of that and monitoring the class that is packed full on individuals that from day to day will be having good days and bad.

My area to improve on

The make-up of the class meant that certain individuals often dominated the discussion, shouting out opinions freely. I'm happy that there were those that were so keen to share, still I was mindful that the more shy and retiring ones struggled to get a word in edgeways. I am old fashioned, so I was used to individuals putting up hands and then being invited to comment, this gives the tutor the added control on proceedings that allow others to join in. Perhaps this isn't how it's done now... If so, I need to find another way of making the discussions more inclusive.

Class Practical 1 - 7/11/13 - 1pm - 2pm

Health and Social care

I was asked by the college to attend a tutorial session for this class, and present an "introduction to British Sign Language", an extended version of the Mini teach I had previously completed.

Admittedly the nerves were there, but not to the degree I was expecting, even when I walked in and realised that my entire class was made up of young ladies aged 18-21. 

Thankfully, they were all attentive and in varying degrees, each had an active share. I mentioned at the outset that this was my first official teaching session and asked they be gentle with me.They were that and more - Thank you.

I was especially pleased with the discussion section of the class - Deaf Issues and Culture. I found that walking around the different groups during their deliberations, gave me an insight into which route the class discussion would likely take later. I was also able to give clarification to any misunderstanding of the printed questions and reign in any major "Tangent travelling" that bore no resemblance to the subject.

The full class discussion was lively and I would like to think that the session gave the students a little glimpse into the world of Sign language. I was grateful for the feedback from the tutor. 

One specific area:

Don't be to overly concerned by covering all the discussion points on the board, if it means stifling the flow of the student's debate. Engaging with the students is far more important - nurture it.

Week 7 - 12/11/13 - The lights are on and finally someone is at home.

This week we were all back together again, it would appear that this arrangement will continue for a few weeks to come. It's a shame that during all the mini teach sessions we couldn't join forces, I am intrigued to see what the other half did...

We still had a couple of mini teach sessions to go and we spent some time seeing Josh and Dan in action. Again - without wanting to sound like a broken record - they were very good. I was especially taken in by Dan's demonstration of the value of using tablet devices in some classes. It was a very visual and extremely informative mini teach, the information about what free on-line storage is available especially grabbed my attention - and that of my IT guru buddy, so I know it was worth noting. I can see BSL students utilising such large storage facilities when compiling video clips for assessment or for a portfolio submission. As a tutor, I especially can recognise the obvious benefits when I need to use various videos during " receptive" aspects of the course - large storage, quick and easy access, it has to be a winner!

Later our attention was brought to the subject : Planning to meet the needs of learners.

• Schemes of Work

What are they? Was the first thought to wander through my addled mind. Thankfully my Eureka moment was soon to follow.

Simply put - "Schemes of work" are the long term plan ( a term/ semester/ Year ), the "lesson plans" are a break down of the scheme into sessions. Although, I was also informed that some education establishments will not have " lesson plans" but rather have a more comprehensive " Scheme of Work", the usual exception to every rule!

We engaged in a group exercise to try and start planning a scheme of work...

So what makes a good scheme?

1. Cover the criteria 
2. Have clear progression
3. Identify resources
4. Assessment for learning
5. Achievable targets

It's still early days, but it's starting to make sense. I remember when I was last at college studying BSL level 3, it took a while to get into the groove, unusual subject specific jargon or getting onto the wavelength of your fellow students - people that are initially strangers - can add to the bewilderment. I am now happy to report that the lights are on and someone is finally at home.

Week 6 - 05/11/13 - One small step for man, One giant leap for... Karl

After the nerves I experienced prior to half term, this week I felt much happier. On reflection, I feel it was as a result of seeing numerous sessions played out that first week... It eliminated that "fear of the unknown". As a future tutor ( hopefully ), it drew to my attention the value of practically demonstrating a new exercise in class. Our minds have a remarkable ability to build up a mild query into a nerve shredding cataclysm, actually allaying many of the perceived worries by seeing it played through and witnessing the participant survive the ordeal and perhaps even enjoy it! Surely this has to help confidence.

So, back to the mini teaches... Again, it was a week to admire. Without exception, all tutors demonstrated a well rounded understanding of their subjects, while maintaining a relaxed, friendly atmosphere. 

I was particularly watching for techniques that would transfer to the BSL field. Hattie utilised a large box of lego - always a winner with me. This was coupled with an element of competition. I can imagine using such tools as this to teach and practice various aspects of BSL, such as colour, size and placement - the latter being a tricky skill to master. Having a visual creation at the end on a session is a great way to assess learning too. Imagine, for example, one student signing a description of something he has built, while one or more others would build what was being described. At the conclusion, the resulting "Lego masterpieces" would indicate how well the signer did, or how much the others understood.

Finally, it was my turn...

I really enjoyed it, once the initial thirty seconds had passed. 

I introduced an exercise that allowed the class to mingle and practice some phrases on each other :

1. My name is...
2. How old are you?
3. How are you?

At the conclusion of this exercise, I walked about the class asking - through sign - what information students had gleaned from each other.

We concluded with a lively debate on the following deaf cultural issues:

Overall, I was happy with the content, pace and flow of the mini teach, although I would have preferred longer on the vocabulary section. I don't feel that the lay out of the room was entirely suitable either, especially when you are encouraging students to get up and wander about, tables become obstacles.

Thankfully my peers were very complimentary. Still, a couple of suggested areas for improvement were given : 

• Some more worksheets demonstrating how to sign phrases would have been helpful - a fair comment, although how one person might record how to sign a phrase may be very different to what prompts the memory of another.
• One or two were a little confused when I started by signing and speaking, they felt that their minds kept drifting from what I was saying to " Oh is that the sign for that..?" Worthy of consideration, perhaps by watching the faces of my future classes, I will be able to gauge whether they are with me or I have lost them.

The mini teach was just fifteen minutes in one week, but for me it was a massive moment. I got to put some of the skills into action, I realised that perhaps I can do it.

Week 5 - 22/10/13 - Lights, Camera... But no Action!

When I say " No Action", It certainly wasn't an uneventful week in class. No doubt most of us budding tutors were at least apprehensive if not terrified at the prospect of completing the mini teach. So all of us were prepared and psyched up - lesson plans, pen drives and worksheets at the ready.

Sadly, for some of us we didn't have time to complete our mini lessons. So it was a climbdown from DEFCON 1 and back to normal stress levels, that is until we return after half term.

We understood that some wouldn't have the time, but more of us missed out as many of the mini lessons failed to keep within the 15 minute allocation. Quite frankly though, this was the only major flaw, as every Student - from Clive and his Sushi to Nick and his Musical rhythms, all performed admirably. At no point did I ever feel that an exercise was dragging on, far from it.

This didn't mean that they were all perfect... If we thought they would be, why are any of us on the course? So my week was spent offering honest, constructive comments - whether it was in the form of praise or to highlight an area for improvement. Thankfully, we don't have any divas, so all the remarks seemed to have been taken in the spirit they were given.

I actually found the process of completing the feedback forms a challenge to begin with. I think I was trying to write too much down, as if I was writing a detailed report on every element. So, like a naughty school boy, I peeked over at the comments that Richard was writing down... Just a few pertinent remarks. This made the whole exercise easier and made greater sense too, if we all recorded a few points, together these would be sufficient feedback for anybody. 

I was fortunate enough to see various skills on display - clever uses of question types, group exercises, quizzes and visual mediums to name a few.

Now it's time to prepare myself again, bring on week 6... Will it be - Lights, Camera and ACTION?

Week 4 - 15/10/13 - Nuts and Bolts.

It was really great to join forces with the other class, and while the combined group was large, we were afforded plenty of opportunities to have an active share through group activities.


This week can really be summed up by the phrase "Learning Outcomes".

In discussion, many of us thought that any decent lesson plan would have "objectives", but this tends to be a tutor driven term rather than "Learning Outcomes" which places greater emphasis on the benefits to the student. It might seem to be a bit like semantics, but starting to tweak our collective mindsets towards the student needs can't be a bad thing.

To bring both classes into synchronisation, we were introduced to some further "Equality and Diversity" guidelines. It's certainly more than the attitudes of tutor and student in class, but as the following model ( acronym - MASTER ) from Dr Christine Rose shows, Equality and Diversity should influence every element of the learning process.

So, back to Lesson plans and Learner Outcomes. For me, this was a much needed class exercise, the mini teach session was looming and I was still not confident about the preparation that should underpin my mini lesson. I have been hearing all sorts of educational jargon and my lack of understanding was making me feel out of touch with others within the group. So, here we were getting down to the " Nuts and Bolts" of it all, I especially found the acronym - SMART - very useful, it is so easy to list what students are going to DO rather than what they are going to LEARN - another instance of subtly adjusting how, as tutors, we should be approaching our classes.

Putting down these outcomes effectively into a " Lesson Plan " can also be tricky, so receiving further assistance using " Bloom's Taxonomy " and the extensive list of verbs made this exercise a little easier... Well I think so... Perhaps my own Lesson Plan and mini teach will indicate otherwise. Bring on week 5.

Week 3 - 08/10/13 - Do I hear a Campanology class? No, it's just Karl.

This week was lively, to put it mildly. This was in no small part to our covering tutor - Zaeed.

Debate and discussion was the hallmark of this weeks activities...

Most of the class was focused on nailing our presentations, so we were split into smaller groups and dispersed around the college, cameras at the ready. Our group did really well, Clive and Trevor did fine jobs and we readily offered constructive feedback. My presentation can be viewed - comments welcome, please be gentle or alternatively you can have a look at my notes.

How did I feel about the exercise? 

Well, I was happy with the content, although whether I have fully met the criteria set by the curriculum is uncertain. the teaching jargon that is used is still a little alien to me, so I await my tutor's feedback.

The delivery was not without flaws - Too much reliance on notes and poor audience contact took something away from the presentation, perhaps when I become more familiar with the subjects involved with the course, my fluency and confidence will improve. I also went over by 30 seconds... 

After a much needed break - the Debates began...

Reflective Practice was where we started. This is certainly another key approach and it's fair to say that while reflecting on the practice is fine. Reflecting in the practice will present greater challenges. Much discussion arose over the various versions - Borton, Gibbs and Kolb. Apparently, the Gibbs model arose to incorporate emotion and feelings into the equation. Some were drawn to the Gibbs model, others, including myself felt the Gibbs model was to cluttered and unnecessary - was the Borton model made for automatons? No, so when reflecting on "What", "So What" and "Now What", a human being would automatically include emotionally responses in their deliberations. This was only the beginning!

Next came Ensuring Equality and Celebrating Diversity. Zaeed, to start things off, made the statement that as a practising Muslim, He doesn't approve of same sex relationships, so how does that fit into the role of being a tutor that abides by the equality legislation? Simply put - Personal beliefs don't prevent you from accepting that people have freedom to make life choices, a tutor's responsibility is to deal fairly and professionally with all they meet. My favourite comment of the evening was made by Jo on the subject of Equal opportunities - " Equal opportunities doesn't mean treating everybody the same, it means, acknowledging that some people will need more help and support to have the same opportunities."

Since when has the subject of Equality been simple? How quickly things can go wrong became evident a moment later.

We were discussing whether a tutor should always challenge unacceptable attitudes? Generally we agreed they should... I raised the point though, that when Zaeed made his opening comments relating to his Islamic beliefs, his intention was to chuck a " hand grenade" into the class to stir up a discussion... It worked, but I had reservations that getting some students to perhaps open up and possibly admit to a specific religious belief or their sexuality may make them a target for certain prejudiced classmates - how does this fit into a tutors responsibility to safeguard his students? Perhaps a little discernment and prudence would influence the point at which such discussion sessions would take place...

Any way all of my point nearly fell away because of my " Hand grenade" comment. I was just using a term an old secondary school teacher of mine used to use, to indicate stirring things up! But when another student made an association with Muslims and Grenades, it became evident I had dropped a clanger, it wasn't pleasant.  

Embarrassed? Yes. Annoyed? Yes... 

Why was I annoyed? Well through every day I have to tolerate language that I find offensive due to my religious beliefs, people routinely punctuate statements with "Jesus Christ" or " Oh my God"... I have learnt to let these go, perhaps I shouldn't. Yet I made one innocent comment and due to the sad situation in society now, an unfortunate association was made and I was seen to be making a racist remark.
The overwhelming emotion was embarrassment... Ultimately, I am responsible for what comes out of my mouth. So the fact that someone was able to misconstrue my comments, stresses to me that a tutor must be very careful what language is used, even reviewing what may have once been acceptable.

One old proverb states - "Do not hurry in your spirit to become offended..."  I am grateful that Zaeed was similarly slow in taking offence... Still, it was a very important lesson in taking great care and how important information can be lost through one misplaced word. A further lesson for me was the need not to jump to conclusions... Was what the student said offensive? Or are they just using a term they don't fully understand? either way these two questions and numerous others highlight that there is rarely a "one size fits all" solution and tutors really need to come to know the class and tailor any response accordingly.

Equality and Diversity certainly stirred up a lively discussion, no one can go through life without making mistakes, perhaps the most important skill to learn is how to say "sorry".

Week 2 - 01/10/13 -...And we are off!

Unlike the first week, this was more like the classroom environment I had expected.

It was a little sad, although understandable, that we were split into two groups, my assigned tutor is Richard. 

So this week started with another opportunity to try and remember names from last week - something I am usually hopeless at... and initially I didn't fail to meet my usual standards. Richard echoed the suggestion of an old friend of mine - keep using the names, even if it feels a bit odd, they will stick. So during this second week of activity that's what I did - apologies to anyone that thought I was acting peculiar, anyway my memory improved and highlighted to me the need for all tutors to know their student's names, it is good manners and the first step in coming to know anybody. As this evening progressed, knowing your students was certainly at the core of what we discussed and learnt.

We were introduced to the merits of GROUPINGS, knowing the pros and cons of each group type :

• Ability
• Mixed ability
• Self selected
• Random

No doubt this method will contribute to a good vibe within most classes.

Our first taste of a group assignment was to determine... GROUND RULES. I imagine the vast majority of human beings want to believe that they have contributed to any rules that they must adhere to, it's this belief that necessitates this whole process we undertook to select our class rules - discussion, refinement and vote on suggestions we all had a share in formulating. Simple but very effective.  What I feel are the further " Merits of establishing Ground rules in class" can be read in my report.

Next came the carousel... Not quite as jolly as it might sound, although when the alternative is to sit on your own and wade through LEGISLATION, it's certainly an improvement to share the experience with a team mate... Trevor helped me out, he certainly knows his stuff, especially the Heath and Safety.

• Lifelong learning
• Safeguarding
• Health and Safety
• Equality act
• Every Child matters

A lot of information, but the Carousel approach worked a treat... Even now I can recall the fundamentals. This brings me back to a crucial teaching tool...

ALIGNMENT OF LEARNING
For me the Carousel approach was a great example of this process at work. The "Outcome" was for the class to explain the key elements of the legislation, the "activity" - Carousel - produced this outcome as was evident when we all discussed the various points towards the end of class. 

Of course the real crunch will come when we hopefully embark upon our teaching careers. Still a good indicator will come on week 3 - Presentation time!

Week 1 - 24/09/2013 - Nerves or Excitement?

The day leading up to the class was an unusual one... Am I nervous or excited? Either way, I didn't eat much that day.

On entering the college, then the classroom, I started to edge towards the "nerves" option and the overwhelming thought... What have I done? It reminded me of the first evening on my BSL level three course. I survived that and after an evening of introductions and guided tours, I believe I will survive this too.

There was an intriguing array of people, a variety of ages, backgrounds and vocations all with the common goal - learn to teach well.

It was reassuring too, to have two tutors putting us at ease, Richard and Tamara, two people I imagine we will come to know well as the course progresses.

Very little classroom time, although we did receive our curriculum and enjoyed our first taste of teaching effectively - How to get a class to review and comment on a rather dry and lengthy guide? introduce a competitive element. Not everybody's cup of tea, but it worked on the whole.

Level 4 Certificate in Education and Training