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Transcript: Talking teaching, training and learning in practice

Introducing the approaches

Speaker A:

It was a bunch of cards that had active learning methodologies or pedagogies on it that we had to discuss and say whether we used them all of the time, sometimes, none of the time, and really discussed what they actually were.

Speaker B:

Differentiation is mine.

Speaker C:

Yeah, I think that one is...

Speaker B:

We've got to go for Always again.

Speaker C:

And this should be built into schemes of work anyway. So it comes out naturally in the lesson plan.

Speaker D:

Differentiation by group. Whether they're in placement, whether they're employed...

Speaker C:

But I think they've missed something out of this because in fact you need to look at what the students are capable of. And sometimes you might want to separate out the groups. Using electronic technologies. MP3 players, mobile phones, personal digital assistant - PDAs.

Speaker D:

The positive side of it is things like the video streaming... you know where you can take bits of an advert and use it within your lesson to illustrate a piece of theory, or a real-life situation.

Sharing observations

Trainer:

Any comments about the cards themselves?

Speaker E:

I don't think everybody's understanding of some of these things is the same. We had a long conversation about assessment for learning and what we regarded to be as assessment while you are teaching and learning. And for some us it was simply observing and other people wanted a more systematic or objective approach, so I think the words are important so that people share the same understanding about what these headings mean.

Linking approaches to curriculum

Speaker A:

We then had a scenario that we could use with learners and use that idea incorporating any of or all of those active learning methods that we'd looked at before.

Speaker F:

It helped us bring all those into perspective, didn't it? I mean, when it was the first session, they were almost looked at in isolation. But by bringing it in with that activity you realised, actually, you could cover a lot of different aspects.

Speaker A:

And it made it real, didn't it?

Speaker F:

Yeah, it did.

"An elderly female resident who is unable to move the right side of her body after a stroke, would like to have a bath."

Speaker H:

I think you could even get them to research - the tasks that have to take place.

Speaker A:

Yeah.

Speaker H:

Rather than them write them out themselves.

Speaker A:

As they are doing that you're assessing them... And they're assessing themselves because they're having a discussion, so they're assessing themselves. Because they're taking Health and safety, they're thinking about care plans, they're thinking about confidentiality...

Speaker F:

And it's relating theory to practice, because it's asking for risk assessments.

Speaker H:

If you've got a bath, you could actually do a sort of mini role-play.

Speaker A:

The ideas that were bouncing off everybody on the table, "We could do this, we could do that," you know, was actually really quite fantastic because you wouldn't have been able to do that on your own. It would have taken forever to think of all those ideas, if ever really. You know, because everyone's experience was brought into light, wasn't it?

Speaker F:

Yeah. I don't know about you but I want to go home and use it now. I want to go home and think "Ooh I can develop this. I can develop that."

Speaker C:

The learning experience and the teaching experience could actually be enhanced by using those cards. Because I'd like to give different topics to different students and ask them to read them, reflect on them and see if they can see any of what's written - for example, differentiation - within the lessons that I give them, within the lessons that other people deliver and within their own learning. And then from there to develop some discussion as to how we might incorporate those things into their work.