Teaching Methods And Background Information Including Teaching Plan - Psychology Lesson

Background Information and Teaching Plan

As an individual, I am accommodating, versatile and am very capable of capturing and developing individuals so they can breed success. I am a dedicated, resourceful and professional educator with a solid commitment to the social and academic growth and development of those in my care. I am reliable, very hardworking and have an aptitude to remain flexible in the subject areas and roles I work in. I work as effectively independently as I do as a part of a team and see teaching as a lifelong learning curve. I have a proven outstanding track record in teaching, learning, mentoring pupils and staff and supporting colleagues and hope to develop these skills and so much more besides should I be given the opportunity to be your tutor. I have a sound understanding of the National Curriculum and each key stage and also other learning programmes available. I personally have helped children find work placements/apprenticeships through various agencies including Kirklees Metropolitan Council and Connexions. I relate well to both children and adults and have experience of teaching children with learning disabilities and behavioural difficulties.

I personally trained in Psychology. I hold PTLLS Level 4 teaching qualification. Psychology encompasses aspects of behaviour, thought and function including mental characteristics and has enabled me to provide a nurturing, learning environment successfully and to tackle challenging behaviour effectively, it has taught me how to diffuse challenging situations and deal with situations in a calm, effective manner which is sometimes overlooked in many educational establishments.

I have found that the way that you speak to students has an effect on how they react, for example shouting at students will not make matters better reasoning and compromise is better. My PTLLS course has given me the qualification to teach and I have found that discussion promotes an enjoyable learning atmosphere where all learners tend to participate and voice their own thoughts and ideas. I am able to adapt lessons and teaching methods depending on results obtained, which promotes effective results and suits the needs of my learners. Feedback is an important part of effective teaching have the students understood what I have taught? Finding out through self assessment things enjoyed, not enjoyed and improvements to be made, is a good way for me to focus on my teaching methods and find new ways of improvement. Feedback from students enables me to identify the best points of a lesson or event and focus on that area, and to improve and make more enjoyable points that showed the least satisfaction. Good planning techniques along with continuous assessment and evaluation all form part of the teaching cycle which I stringently follow.

My duties as a Supply Teacher involves teaching, monitoring behaviour, organising events and trips and administration (using the Sims system to take the register, log behaviour, monitor attendance and make positive/negative comments). Part of the teaching I provide relates to the National Curriculum in schools and part is private tuition where a subject may be asked for when a student is struggling. When specific events take place in the academic year for example Christmas, Easter, Wesak, Eid and Hanukkah and awareness events such as Aids Awareness, Handwash Campaigns and National No Smoking Day, I provide talks on the subject and deliver presentations. I teach all National Curriculum subjects starting at reception age through to year 11 and am able to plan and deliver lessons according to age group and ability. I am also involved in tutoring EFL within schools.

I have been tutoring English Language, IELTS, ESOL, Mathematics and other National Curriculum subjects, Key stage 1, 2, 3 and 4 as well higher education subjects (age 16 years +) and adult learners for more than 20 years.

Course/topic Psychology Memory Test Time 19:45 Duration 15 mins

Aim To understand how our memory works and the use of correct terminology within psychology

Timing

Objectives/learning outcomes

The learner will:

Resources

Teacher activities

Learning activities

Assessment

19:45

19:46

19:48

19:49

19:51

Aim to teach an introduction to psychology with the intention that learners will enjoy and absorb the information given and be able to use their memory better once the session is delivered

Know the correct definition of psychology

Understand the term ergonomics

Learn about 3 different types of memory

To engage learners in group participation and to use their memory to recall information

Pens, plain paper (coloured paper for those with impaired vision), Notes powerpoint

Listening and powerpoint

Powerpoint

Powerpoint

Quiz

Explaining to the class that I my intention is to provide a small insight into psychology with the intention that the class will gain knowledge and perhaps want to learn more

Asking the class for their definition of psychology

Class discussion

Asking the class what they understand by Episodal, semantic and procedural memory

Quiz discussion, explanation on the rules of the quiz

Listening, class discussion, writing notes, participating in group and individual discussion

Correcting and confirming answers

Discussion

Correcting and confirming answers

Discussion

Correcting and confirming answers

Discussion

Quiz, timed

Observing, circulating round the classroom, engaging in conversation with learners, questioning

Diagnostic (initial) assessment

Finding out how many understand the term ergomonics - Questioning

Providing responses to answers given

Asking learners if they understand the instructions for the quiz - Questioning

19:53

19:56

19:57

19:59

20:00

Be knowledgeable about how our memory works in an organised fashion and how the use of cues prompts recollection

Understand why the quiz/experiment was run and its relevance to psychology

Recap on Episodal, semantic and procedural memory with the powerpoint slide, refer to ESP as an aid to remembering and be able to organise information in an easy way (Schema)

Quiz and powerpoint

Powerpoint

Powerpoint

Explanation of the quiz and its relevance to psychology Weston Blousfield reference discussed

Ask the class if they understood what I had taught

Information where to find out more given

Quiz results and results discussion by asking the learner if the second test was easier given cues

Discussion, asking for definitions of Psychology, ESP, Schema, Ergonomics

Questions asked about any issues, things enjoyed/not enjoyed

Walking around the classroom, observing and engaging in conversation with learners - discussion

The second test proved that the learners memory worked better given cues

Listening, questioning and observing and providing correct answers where necessary and assessing whether a revisit is needed

Justification of approaches to learning:

The reason why I took the approach of presenting my microteach in the fashion of a powerpoint presentation and experiment/quiz is because it encompasses inclusivity, group participation and discussion. All learners are involved in discussion with myself from the onset and with each other and brought together to work in groups. During my introduction, I asked if there were any special requirements, I had prepared coloured paper worksheets for those with impaired vision and had taken into account measures for those who were hard of hearing. I invited learners to define their perception on psychology and its meaning providing prompts and corrections where necessary. I also walked round the classroom to engage in conversation individually and provide help if needed. This way I am including all learners in my microteach and identifying and assessing needs. Memory is something that we all possess and should interest us all and therefore I based an experiment specifically on memory and engaged learners in conversation. The quiz gave me a chance to observe the learners written and mental skills and provided learners with a fun activity and group work, lessening boredom. I was also able to find out whether or not what I had been teaching had been absorbed by asking questions and receiving feedback.

Semantic memory is our memory for factual knowledge such as two add two equals four or the capital of France is Paris, it refers to the memory of meanings, understandings, and other concept-based knowledge unrelated to specific experiences. The conscious recollection of factual information and general knowledge about the world is generally thought to be independent of context and personal relevanceSemantic memory includes generalised knowledge that does not involve memory of a specific event. For instance, people can answer questions like "Are wrenches pets or tools?" without remembering any specific event in which they learned that wrenches are tools.Is our memory for our personal past experiences. We use this type of memory when we recall what we has for breakfast or remember playing with a childhood friend. memory of autobiographical events (times, places, associated emotions, and other contextual knowledge) that can be explicitly stated. Semantic and episodic memory together make up the category of declarative memory, which is one of the two major divisions in memory. The counterpart to declarative, or explicit memory, is procedural memory, or implicit memory. Episodic memory is our memory for our personal past experiences. We use this type of memory when we recall what we has for breakfast or remember playing with a childhood friend. memory of autobiographical events (times, places, associated emotions, and other contextual knowledge) that can be explicitly stated. Semantic and episodic memory together make up the category of declarative memory, which is one of the two major divisions in memory. The counterpart to declarative, or explicit memory, is procedural memory, or implicit memory. Ergonomics is concerned with mental processes, such as perception, memory, reasoning, and motor response, as they affect interactions among humans and other elements of a system. Events that are recorded into episodic memory may trigger episodic learning, i.e. a change in behavior that occurs as a result of an event. For example, a fear of dogs that follows being bitten by a dog is episodic learning Events that are recorded into episodic memory may trigger episodic learning, i.e. a change in behavior that occurs as a result of an event. For example, a fear of dogs that follows being bitten by a dog is episodic learning This experiment is a simplified version of an experiment by Weston Bousfield (1953). Bousfield asked participants to learn a list of 60 words that could be divided into four categories. Though the words were presented in a random order, the participants tended to remember them in groups which belonged to the same category, so if they remembered apple, then they would remember peach, lemon and strawberry. In our version of the experiment you were also asked to have a second go at recalling the words after you had been given the category headings Most participants in these types of experiments find that although they think they have recalled all the words they will be able to remember, they can actually access more words once they have been given category headings as cues.

This illustrates that this information must have been available but without the cue they could not access it. When we try to recall information that has been organised it seems each bit of the information cues the next bit because we have it stored in an organised rather than haphazard fashion