Name:Lesley CoxSpecialism: Lifeskills - SEN



Name:Lesley CoxSpecialism: Lifeskills - SEN1.1 Lesson titleCommunication1.2 Learner programme and level 1.3 No of learners1.4 Gender mix1.5 Age range1.6 Day and date1.7 TimeOn roll: Actual: 3 Females 3 Males18+ yearsMonday 2nd February 20152.1 Prior knowledge/attainment/experience/skills. What generic skills or experience are your students bringing to this session? Write a pen portrait of each learner and add to this as you teach them and get to know them better. Please see group profile2.2 Prior subject specific knowledge. What subject specific knowledge or skills are your students bringing to this session? Think about the session in relation to the scheme of work/exam. 3.1 Details of differentiation. How have you planned activities to cater for students’ differing skills, needs and experience? 3.2 Promotion of Equal Opportunities. How are you promoting inclusivity and promoting diversity? How are you tackling equal opportunities issues through your programme content? Think about how you actively develop social cohesion. 3.3 Health and Safety and safeguarding How have you planned to address health and safety issues and, where appropriate, risk assessment? How are you demonstrating an awareness of safeguarding issues?3.4 Key/Specialist Language. What specific words, phrases, abbreviations or acronyms will be encountered in this session? You might want to list specific words you want learners to be able to use by the end of the session. For ESOL you MUST identify the language focus here. About the lesson4.1 Aim(s). Written from the teacher’s perspective. Please think about this from your own perspective and think overall intention. To gain a greater understanding of the different types of communication and the some barriers these bring to those with communication difficulties. 4.2 Content Outcomes. Should be addressed in 4.5 and demonstrated in 5.3. What do you want the learners to be able to do by the end of the session? The outcomes should be specific, measurable, achievable realistic and time-related (SMART) Please number these content/ learning outcomes so they can be matched more easily to the chosen assessment activitiesBy the end of the session the students will be able to…..1. Identify different types of communication2. Explore the challenges that verbal communication can bring3. 4.3 Skills Outcomes Should be addressed in 4.5 and demonstrated in 5.3. These must be cross referenced to relevant literacy, numeracy and ESOL core curricula. Please use the full core curriculum descriptorPut the exact descriptor from the relevant Core Curriculum (CC) herePut the CC ref hereOpportunities for developing communication skills – literacy / ESOLRespond to print and symbolsFollow simple narrativesTrack words as culturally appropriate 1. M7 – Reading2. M7 – Speaking and listening3. M6 – Reading Opportunities for developing numeracy skillsExtract information from a listUse ordinal numbersCommunicate whats nextEL1 – Handling dataM8 – Context of numberM5 – measure shape and space Opportunities for developing IT skills – in this sessionOpportunities for students to develop other skillsIndividual learning into communication methods 4.4 Resources. Show use of resources in 5.2 and/or 5.3Please cite sources of handouts. 4.5 Assessment Activities. Should link to 4.2, 4.3 and 4.6Make an explicit link to the content outcomes and say HOW you will assess achievement of the outcomes for each studentSymbolsPowerpointPen and paper Outcome 1 – make an independent choice through votingOutcome 2 – follow a visual jigOutcome 3 – create work as independently as possible4.6 Homework/related activity. Should link to 4.5 or be addressed in next sessionResearch different communication methods 4.7 Planning for evaluative feedback. How have you planned to receive feedback from your students?Question StudentsEnd of session evaluation Implementing the lesson (this page should be expanded/altered as necessary)5.1 Timing5.2 Teacher Activity5.3 Student learning activities - with assessment opportunities highlighted and skills CC ref given.Materials 3-5 minsIntroductionTeacher led using powerpointPowerpoint5 mins(2 mins each) Activity Group work – tell you partner what you did at the weekend without talking:Group 1 – writeGroup 2 – draw pictures (like Pictionary)Group 3 - gesturesPens and paper5 minsFeed back discussion Group discussion about taskExplore difficulitesTeacher discuss literal meaning, emphasis etcEvaluation Student feed back formsFeed back forms EvaluationThis section should demonstrate your ability to review the learning and teaching process. It should critically examine the strengths, weaknesses and limitations of your planning and implementation and should draw upon student feedback as a source of evaluative data.6.1 PlanningFrom the feedback from the learners and my own reflection I feel I could have maybe used the time a little more effectively and focused on one or two methods of communication aids to enable more time with a handout for extended information. 6.2 Content and skills developmentAs above if I were to repeat this session I would remove the information on the powerpoint and use it as a teaching support and have the additional information already prepared for the learners. 6.3 MethodsI feel I used a variety of methods during my microteach and the group appeared to be involved throughout the session 6.4 Student activity and involvement – including effectiveness of differentiationI used discussion, pairs work and a feedback form throughout this session, I feel the variety of activities were good and I explored a variety of differentiation during the tasks set6.5 Support materials and equipmentI feel I should have used the powerpoint in a different way, possibly to aid what was happening and list further information instead of filling it with what I was teaching. I bought along a variety of communication aids to support the topic. 6.6 Implications for future planningIf I were to teach this session again, firstly I would check the groups use of communication aids and change the session as above, including cutting down the time of the pairs activity, changing the use of the powerpoint and offering learners a greater amount of time to explore communication aids provided as well as distributing a handout at the end. ................
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