Log Thirty Three: Literature Review One - "Independent Learning: What role does the teacher have to play?"

Dated 23rd May 2011, In this blog post the author talks about the importance of the role the teacher plays on promoting independent learning inside and outside the classroom. 

“Independent learning is a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation”

The author states that independent learning is a journey a child goes on enhance their own understanding at a pace the child doesn't get 'lost' by too much information thus being unable to keep up with their peers.

Adapted Teaching

"A drive for independent learning within and beyond the classroom certainly means a change in role from the teacher.  With more emphasis on learners taking responsibility for their learning the teachers’ role becomes one of leader rather than controller of learning"

Teacher's have to be willing to adapt their lesson plans whilst also implementing independent learning strategies.

Teacher's Role

"Teacher as facilitator, mentor, coach and guide:

Teachers are able to help learning in a myriad of ways and these will vary with every lesson and every student, but some key ways that teachers can act as facilitator, mentor, coach and guide are by:

·        Providing learners with resource materials

·        Whetting learners appetites to learn

·        Providing learners with opportunities to test out their learning

·        Giving learners feedback on their progress and

·        Helping learners to make sense of what they have learned"

The author explains that the role of the teacher changes from a rigid role to a fluid role aimed at positively coaching and impacting the learning development of every child inside and outside the classroom.

Advantages of Independent Learning

"What’s so great about Independent Learning anyway?

Directed learning, or teaching to the test usually results in pupils passing the exams and jumping through the hoops that the educational system requires of them.  But it doesn’t prepare them at all for life beyond the classroom – and in most cases it squeezes out any passion, enjoyment or spark they might have had for learning in the first place.

Independent learners have abilities that will stand them in good stead both during and beyond their education such as their ability to:

·        Acquire and deploy information

·        Communicate effectively using different media

·        Organise themselves

·        Problem solve and

·        Relate to others"

The author argues the advantages of independent learning and makes valid points on how it best prepares them to make choices outside school.

Examples of Independent Learning

"How to promote Independent Learning:

One of the most important roles of the teacher is to promote independent learning.  There are a number of practices you can build into your teaching to encourage independent learning during every lesson.  These include:

·        Giving pupils choices so they can reflect on their own interests and preferences

·        Encouraging group work so that learners can learn from each other

·        Collaborate with pupils to set shared learning goals

·        Involve pupils in lesson planning

·        Encourage pupils to reflect and plan" 

In my own experience as a special educational needs learning support assistant (SEN LSA) I have witnessed teachers promoting independent learning through 'jobs' such as: register monitors, one child to count how many children are in, lights on monitors, light off monitors, advent calendar, handing out books, having a worker of the day for a child who had worked hard the previous day and the teacher allowing the whole class to come up with classroom rules.

Summary

"Independent Learning needs teachers too!

So in short, the teacher doesn’t become redundant once independent learning becomes firmly embedded.  In fact, quite the contrary is true.  The teacher’s role becomes more important than ever.  It does, however, change beyond all recognition"

To summarise I picked this blog post as my literature review as I believe this blog post on the importance of a teacher's role in implementing independent learning is significant to my professional inquiry on "How do teachers foster the development of independent learners in a special educational needs (SEN) context?". It argues the advantages of how the implementation of independent learning impacts the learning development of all children and how crucial the role of the teacher plays the part of "... facilitator, mentor, coach and guide:". Thanks for reading.

Blog post link - http://www.creativeeducation.co.uk/blog/index.php/2011/05/independent-learning/

Log Thirty Two: Task 7A - Professional Inquiry

Having tweaked and edited my inquiry proposal numerous times, I decided that my inquiry should be on "How do teachers foster the development of independent learners in a special educational needs (SEN) context?".  I chose this line of inquiry because of my aspiration to become a primary school teacher and independent learning with SEN children is something that greatly interests me. I carried out my professional inquiry in late November and am in the process of completing my critical review and professional artefact thus nearly completing my BAPP journey. Thanks for reading. 

Log Thirty One: Praise and Encouragement

There are four main practices used to praise and support children:

1. Verbal - Positive comments,  award assemblies.

2. Non-verbal - thumbs up, sign language and smiling.

3. Symbolic - Stars or smiley faces.

4. Written - award certificates, positive written comments.

How do you manage a child experiencing failure and disappointment who rejects your efforts at praising them for taking part? How do you get that right balance when using  praise to ensure that, a child doesn't get uninspired from hearing the same thing constantly? These questions will be hopefully answered when I carry out my professional inquiry. Thanks for reading.

Log Thirty: Task 4D - Award Title (Update)

Proposed award title: BA (Hons) Professional Practice (Inclusive Practice)

Thanks for reading.

Log Twenty Nine: Module Three - 'Professional Inquiry'

After taking a break from the BAPP course I'm really looking forward to this module because I am interested in producing a professional inquiry that is going to challenge me and hopefully help me in my chosen career path as a primary school teacher. Whilst incredibly busy (like everyone) I will try my best to keep blogging and engage with my peers. At the moment I'm in the process of critically reading my inquiry making sure it's in the best shape it can be for carrying out my inquiry in two weeks. Thanks for reading.

Log Twenty Eight: A Teenager Brings His Class To Tears Just By Saying A Few Words

I thought I'd share this because this video is truly emotional and inspirational. Thanks for watching.

Log Twenty Seven: ‘A Critical Reflection on Principles of Professional Inquiry’

Introduction

Now I have critically reflected on Module Two – Principles of Professional Inquiry - I feel I have struggled to get as engaged in Module Two on the Principles of Professional Inquiry as I was in Module One in Establishing Professional Practice. However, I feel I have learned valuable aspects about designing a work based inquiry proposal.

Part One - “Developing Lines of Professional Inquiry”

Starting the module later than planned I quickly realised that this module would be much harder after I had read Reader One on Developing Lines of Professional Inquiry. Immediately I dived straight in with creating and developing my own questions on transitions a child experiences in primary school. After I reflected upon my questions and having a burning passion to become a primary school teacher I proposed that my award title be “BA (Hons) Professional Practice (Arts) Of Inclusive Teaching and Learning in Primary Education”. I feel my valuable experience of inclusion I learned at my previous placement (Chickenshed Theatre Company) and putting it into practice shaped my decision.

Part Two - “Professional Ethics and Tools of Professional Inquiry”

Having read Reader Two on Professional Ethics I was intrigued at the thought process one goes through in promoting good behaviour. Immediately I felt I could relate to this thought process working at school. I always thought it was common sense to ‘treat others how you wish to be treated’ which creates the foundations of what I believe to be the ethos of inclusive teaching.

Part Three - “My Learning Journey”

I feel at the start of the BAPP course I was actively engaged in blogging about my experiences in professional practice. However, since returning to my studies from my break I have struggled to recapture engaging with my peers and blogging about my journey on the BAPP course. I feel the knowledge I have gained from my learning journey on the course will help me develop my critical thinking in my professional practice because it has opened a door to way of thinking I never considered at work. Whilst I always maintain an inclusive approach to my work I never questioned why I did it and why others didn’t because it came naturally to me.

Conclusion

Upon reflection I feel while I have tried my best to be engaged in this module following my late start that I need to be more motivated to blog and interact more with my peers. I also feel I need to be more assertive and feel more confident in sharing my experiences with my peers. I will definitely look to take what I have learned and what I have identified I need to improve on to Module Three.