Planning and Enabling Learning (Dtllsyr1)
- Submitted by: 12manybandits
- Views: 2204
- Category: Other
- Date Submitted: 05/03/2010 02:30 PM
- Pages: 4
- Report this Essay
Planning and Enabling Learning.
Plan.
Gray et al (2005, pg 93) states that ‘Aims‘, ‘Objectives’ and ‘Methods’ are a
fundamental part to the planning of lessons, but also stipulates that they are
necessary for the construction of the Scheme of Work. It is important
that a scheme of work should convey the balance of learning objectives, that they are intended to meet, such as behavioural, cognitive, affective or personal
growth.
Another aspect that needs to be taken into account in designing a
scheme of work is the structure. Teachers should start off with easier
topics and build up to more difficult ones and at the same time, show a
relationship between the topics building in revision to aid the
learning process.(Walker S, 2001). Bruner called this the spiral
curriculum. One should hold students interest by beginning with an
interesting topic, vary and balance each session including new work
and revision. Some topics may need more than one session and this
should be a consideration. (Wallace S, 2001) As I have had to reschedule on
more than one occasion to finish off more complex topics we were doing. The course started off looking at students’ skills and abilities and many of the
learners’ seemed to enjoy the session as it enabled all of them to
participate in a group discussion of their life, in particular in examining individuality, their positive skills and abilities.
The content and structure are the most obvious features of any Scheme
of Work, since it is the whole syllabus of what is going to be delivered,
how it is going to be delivered and when it will be delivered. The
organisation and sequence of the course outlines the indicative content of
each lesson, therefore a logical format must be well-thought out (Gray et al 2005, pg 194). The teacher has the ultimate responsibility to organise
& sequence the course as a whole, so that the direction is clear from
lesson to lesson (Gray et al 2005, pg 94). Therefore, the order in...
Plan.
Gray et al (2005, pg 93) states that ‘Aims‘, ‘Objectives’ and ‘Methods’ are a
fundamental part to the planning of lessons, but also stipulates that they are
necessary for the construction of the Scheme of Work. It is important
that a scheme of work should convey the balance of learning objectives, that they are intended to meet, such as behavioural, cognitive, affective or personal
growth.
Another aspect that needs to be taken into account in designing a
scheme of work is the structure. Teachers should start off with easier
topics and build up to more difficult ones and at the same time, show a
relationship between the topics building in revision to aid the
learning process.(Walker S, 2001). Bruner called this the spiral
curriculum. One should hold students interest by beginning with an
interesting topic, vary and balance each session including new work
and revision. Some topics may need more than one session and this
should be a consideration. (Wallace S, 2001) As I have had to reschedule on
more than one occasion to finish off more complex topics we were doing. The course started off looking at students’ skills and abilities and many of the
learners’ seemed to enjoy the session as it enabled all of them to
participate in a group discussion of their life, in particular in examining individuality, their positive skills and abilities.
The content and structure are the most obvious features of any Scheme
of Work, since it is the whole syllabus of what is going to be delivered,
how it is going to be delivered and when it will be delivered. The
organisation and sequence of the course outlines the indicative content of
each lesson, therefore a logical format must be well-thought out (Gray et al 2005, pg 194). The teacher has the ultimate responsibility to organise
& sequence the course as a whole, so that the direction is clear from
lesson to lesson (Gray et al 2005, pg 94). Therefore, the order in...