Dtlls 223 Wider Professional Practice

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Dtlls 110 Roles, responsibilities and boundaries within teaching By Carolyn Handley
I teach ceramics to level students in a certified class.

My role as a teacher is to create stimulating classes giving the learners the opportunity to develop and achieve skills associated with ceramics practices. I start by firstly understanding the assesment criteria set out by the AS board,
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are needed. We use weighing and measuring in ceramics. Reading and writing is used in research and delivery of work. I.T. skills are used for a variety of reasons during; searching the internet for information is greatly used. It is an area I personally need to develop to keep up with modern teaching demands.

I am responsible also for supporting lesson plans by accompanying them with information and giving practical demonstrations at every stage. By the end pupils have a body of given information they can refer to in their portfolios, accompanying design sheets, sketch books, drawings, investigations ,clay tests and final fired work.

On reading David Kolbs paper on the experiential learning model experiencing, reflecting, generalising and applying, he argues “that effective learning entails the possession of four different abilities ; concrete experience abilities, reflective observation abilities, abstract conceptualisation abilities and active experimentation.

During my experience of teaching so far, I feel my class have engaged in the whole cycle of learning experiences mentioned within the model . I feel practical skills classes such as art naturally fall into these realms. In Anne Gravells book, “Preparing to teach in the life long learning”, she talkes about pupils going through 5 stages when learning: Stage 1: Forming( getting to know you and

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