Exploring learning theories.By

Jamie Scott

PCET Cert Ed

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In this essay I am going to explore and discuss the different types of learning

theories and how they impact on my subject specialism. There are three main

learning theories which are Behaviourism, Humanism and Cognitivist. I am going to

find out which of these theories is used most and how it promotes inclusivity in the

electrical installation course that I teach. But what is learning? Learning is something

that happens in the present that changes how we think in the future. Every day is a

learning day. Even when we are not actively learning, we are subconsciously

remembering information.

First of all I am going to discuss behaviourism. This is the theory that is used in most

subjects including my own subject specialism, electrical installations. At the

beginning of the twentieth century psychology was dominated by behaviourism and

the person at the forefront of this was John B. Watson. Morgan and Thorndike also

achieved great results within animal psychology and Watson (1924) declared

“human beings should be studied like any other animals. ‘Behaviour’ should be observed like the phenomena in all other natural sciences”.

It is a very structured approach of learning. It is also a form of conditioning.

Behaviourists believed that the conditioning reflex is a reflex that is changed from

direct stimulus to surrogate stimulus. This idea began with Pavlov as he observed

his dogs in the early part of the twentieth century. Pavlov noticed that at first his dogs

would only salivate when they were given food, then he noticed his dogs would

salivate even when there was no food but when the person who would give them the

food was in sight. His conclusion was that you cannot make yourself salivate just by

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thinking of salivating but by thinking about what you’re going to have for dinner, you

could make your mouth water. This is a conditioned reflex, a bit like when a child

hears the ice cream van music, they get excited because they associate the noise

with ice cream. So when a student comes to college from school, they have already

been conditioned to think that the teacher is the leader of the class room and

therefore is the one to learn from. If the students past experience of school was

enjoyable, they are more likely to enjoy the experience at college. If the experience

of learning something is pleasant it is likely to be repeated. I try and give positive

reinforcement if a student does something good. This also makes learning enjoying

and therefore more memorable.

The electrical installations course that I teach is designed in a way that the students

will start learning the basics first then progress throughout the year until they have

the required knowledge and skill set to progress to the next level. Learning in stages

is also an important part of behaviourism. If we take a look at the scheme of work

(Appendix 1) and an example of a lesson plan from that scheme (Appendix 2) we

can see that there are objectives for the students to achieve by the end of each

lesson. At the beginning of a theory lesson the students are given relevant

information about the subject either via Power Point or verbal/visual presentations.

Throughout the lesson there are a number of exercises for the students to

undertake. Because they have been given certain information, they should be able to

complete the exercises. By assessing the students this way, the tutor can make

assumptions on the progress of the students throughout each lesson. This all relates

to behaviourism because it sets out exactly what the student’s needs to learn and

when they should have learnt it by. This promotes inclusivity because if the tutor

feels a student isn’t quite grasping the topic, they can pay more attention to them.

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This also works the other way, if there is a student that is excelling in certain topics,

the lesson can be planned so that they are given slightly harder tasks.

If I asked a student at the end of a lesson if they had learned anything today, they

would normally say yes just to please me and get out of there. But how do I know

they really have? How can I be sure they have learned anything at all? The only way

to really assess that learning has taken place is by written or practical assessments

which is the behaviourist’s way. There are elements of the electrical course that I

would call surface learning. Lublin (2003) states,

Students who take a surface approach tend not to have the primary intention of becoming interested in and of understanding the subject, but rather their motivation tends to be that of jumping through the necessary hoops in order to acquire the mark, or the grade, or the qualification.

In the theory lessons, we give them the information they need to progress to the

next level. Not all students will have a deep understanding of every topic we teach

them. In affect we are telling the students what the need to know. Not why they need

to know it.

In the workshop lessons I teach, the students have a work book to work from

(Appendix 3). It starts off with an easy exercise i.e. wiring a plug top. It then gets

progressively harder, with more complex exercises. Because the students are

actually completing the exercises themselves, they will have a better understanding

of the subject which can be considered to be “Deep” learning. Lublin (2003) says,

Students who take a deep approach have the intention of understanding, engaging with, operating in and valuing the subject.

In order to progress, the students need to show that they have achieved the

outcome of the previous exercise. Although this is a structured design with outcomes

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(behaviourist), it is left up to the student how fast or slow they work. This can be

thought of as a Humanistic approach as well. Although this can lead to the students

falling behind because there is no time scale for each exercise but there is for the

whole course and if they don’t work fast enough they may not have time to finish.

The humanistic theory began in America as a reaction to behaviourism. The

humanists argued that the behaviourist approach reduced the human qualities to

mere physical entities. Maslow and Rogers were pioneers of the humanistic theory

and they felt that the ‘self’ is the essential characteristic of a human being. They said

that the teacher’s role is not to teach but to facilitate the student and help them to

realise ‘self-actualization’. This is when the student realises their full potential.

Rogers (1983) states,

“To be fully human, to trust in persons, to grant freedom with responsibility….these are not easy to achieve. The way we have presented is a challenge. It involves change in our thinking, in our way of being, in our relationship with our students. It involves a difficult commitment to a democratic ideal”.

There are some forms of humanism in my subject specialism. I believe there has to

be. It is okay to have a structured course but we are still relying on students to turn

up to class, on time, not to mess around in class and to undertake certain task we set

them. All these things are part of being a human. In the workshop of the electrical

department, students are given the tools and materials to complete certain exercises

in their work book. We don’t show them what to do on their work boards, we assume

from the theory lessons and the questions and answers page of their work book, that

they know what they are doing. Again this promotes inclusivity because it allows the

students to work at their own speed.

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When an adult returns to college to retrain, it is more than likely they will have

memories of their past experiences at school. Some of them may be good and some

may be bad. They might have been rewarded for doing well in certain subjects and

they may have been punished or humiliated for failing in others. If we remove the

barriers to learning and make them feel safe and secure in the class room, there is a

strong chance they will achieve their goal. After all, we need to feel good about

ourselves.

Although the humanistic approach to some is the only way to learn, there are some

disadvantages to this theory. Imagine that the new students starting the course are

between 16 and 19. They will have probably come straight from school or sixth form.

The lessons there are very much teacher orientated. The students have been given

the information instead of learning it. Now imagine at college we use the humanistic

theory of learning. We give the students the choice of what they want to learn and

when they want to learn it. We also let them do as little or as much work as they like.

I believe that most, if not all would walk out after an hour or not even turn up at all.

They have been conditioned to follow certain rules in an educational environment, so

giving them the choice would be a new experience that they could take advantage of.

In my opinion, the humanistic learning theory, used on its own wouldn’t work in most

subjects. For it to work, it would need to be started at the begging of the educational

system i.e. Primary school. This way, the students would think it is normal practice to

be in control of their own learning.

The cognitive learning theory is about mental processes, memorising, seeing the

whole picture, linking bits of information together and solving problems. Cognitive

differs from behaviourism because it doesn’t see humans as organisms waiting to be

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taught, but as individuals that actively seek information, select and organise

information from the surrounding environment. Constructivism is a brand of

cognativism and a way of learning whereby new information is connected to what we

already know and our mental frameworks adapt and develop.

On the electrical installation course most of the theory based topics are in a class

room and rely on the tutor giving certain information to the students in order for them

to complete the exercises. One of the important factors is how that information is

received. Is it tutor led or are the students left to explore it themselves? I try and point

the students in the right direction so they can find the information on their own. But in

the workshop, the students have to use what they already know and what they have

learned from the theory classes to actively create certain wiring installations. This is

student centred learning. They have been given the foundations in the theory classes

and they now have to put that theory into practice. They can then link what they have

learned to what they are actively doing.

Every student will have their own way of memorising things. Piaget was one of the

main contributors to constructivism and he helped develop the “Schema” theory.

These are mental models which an individual creates in order to understand and

store information in the long-term memory. An example of this in my class room is a

topic called “inspection & testing”. It is an essential part of being an electrician to

understand the testing sequence. In one of my lessons I gave the students a hand

out that had the word CRIPPLER written down the left hand margin see (Appendix

4). After each letter there was a brief description of the tests. I used the same

technique when I was at college to remember the testing sequence. Throughout each

lesson during the year I will be asking each student what each letter of CRIPPLER

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means. It is my hope that they will store this information and recall it when they start

doing any testing.

When a student has finished a certain exercise, for example, a two way lighting

circuit, they have to test it to make sure it is safe. Then when they power it up for the

first time, under the supervision of the tutor, you can see the enjoyment in their faces

when they realise that something they have worked on, at their own pace and

understanding, actually works. This is a form self-actualization although not in the full

sense. There are many moments like this in the workshop for many of the students

more so than in the class room. This may be because it is something they have taken

control of and seen it through until the end. One could argue that seeing the lights

turn on and off with a flick of the switch, is some kind of positive reinforcement. The

students will take this enthusiasm into the next exercise.

In the practical work books, the exercises start off easy and get harder so the

students can use the practical activity they did before to understand the next one.

This will create new understandings for the student. They can link each activity to the

one that preceded it. Although the work is carried out on a piece of wood in a small

work bay, the installations are what an electrician would do on a day to day basis

only on a larger scale. But having these small pieces of knowledge in their

“Schemas” (Piaget Cited Online), they can use and adapt this information and apply

it to the same installations on site. Sometimes thinking on your feet and solving

problems is part of being an electrician, so although the student may not use all the

theory we teach them in everyday working life, having this knowledge stored in their

memory will help them in the long term.

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The designers of the electrical course have to take into account not only the different

learning theories and how they can be applied but they also have to consider

“Inclusive learning”, which is a very important part of curriculum design. Further

education funding council define inclusive learning as,

By inclusive learning therefore we mean the greatest degree of match or fit between the individual learner’s requirements and the provision that is made for them. (Cited 2014)

One of the ways to ensure that inclusive learning is met; the electrical department

use an online diagnostic site called BKSB. This is where the students take online

exams to see at what skill level they are and whether or not they need any extra help.

There is also a section on the enrolment form that gives the students the chance to

declare any learning difficulties they may have.

In conclusion, I think that I can relate all three of the learning theories to the electrical

course I am teaching. I would say that most of it is behaviourism in the way that it is

structured. The students have to turn up at a set time; they have to learn certain

topics in a certain order. They are constantly being assessed to check on learning

outcomes. There is also a small part of the humanistic theory on my course. In the

work shop/practical lessons, the students are given the tools and exercises to

complete but at their own pace. I don’t tell them which bay to work in, how to screw in

a wood screw, what tool to use to put in a clip. This is up to them to work it out. I am

always there should they need to ask for help. As a tutor, I would like to use mainly

the humanistic theory because I believe it can be very good for the students but it

has to start at the beginning, in primary school for it to work solely on its own.

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Appendix 1:

City & Guilds 2330

Certificate of Electro-technical Technology level II

Revised 2008

This outline is only intended to act as a guide. It is not copyrighted so you may copy some or all of the material in the course outline into your own college course scheme format. The lesson plans can also be adapted to suit your individual needs.

Notes

• This course has been divided up into approximately 103 sessions

• Sessions each being 1.5 hours.

• Each outcome has an end test for the student to complete.

• Each outcome has its own booklet.

• The numbering system used (1.1.2) denotes firstly the Unit number, secondly the outcome number and lastly the item number.

• The units included in this scheme are the core units and option unit number 4.

Unit 1 Working effectively and safely in an Electro-technical environment

Outcome 1 Identify the legal responsibilities of both employers and employees and the importance of health and safety in the working environment

Session 1 1.1.2, 1.1.3 Health and safety legislation

Session 2 1.1.1, 1.1.4, 1.1.5 Legal duties of employers and employees

Session 3 1.1.6 Personal protective clothing

Session 4 1.1.8, 1.1.11 Fire extinguishers and warning signs

Session 5 1.1.7, 1.1.10 Electric shock and isolation

Session 6 1.1.9 Accident and emergency procedures

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Outcome 2 Identify the occupational specialisms within the breadth of companies that form the electro-technical industry

Session 1 1.2.1 1.2.2 Electrical specialisms and electro-technical activities

Session 2 1.2.3 1.2.4 Planning

Outcome 3 Identify sources of technical information and methods of retrieval and use of drawings, diagrams and manufactures data.

Session 1 1.3.1, 1.3.2 Researching sources of technical information

Session 2

1.3.3, 1.3.4, 1.3.5, 1.3.6 Diagrams

Unit 2 Principles of Electro-technology

Outcome 1 Describe the application of the basic units used in electro-technology

Session 1 2.1.2, 2.1.3 Basic S.I units and their multiples

Session 2 2.1.1, 2.1.7 Basic mechanics 1

Session 3 2.1.1, 2.1.7 Continued from previous session

Session 4 2.1.4 Resistance

Session 5 2.1.5, 2.1.6 Power Generation

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Engineering Session Plan Cover page for the syllabusCourse Level 2 Certificate in Electrotechnical Technology GLH - Session Number -

Subject Electrical Installation Unit 203 Awarding body City & Guilds Session Times 0830-1200

Tutor Name Jamie Scott Venue Westbrook Room 38AClass Conduct

Students are expected to arrive within 5 minutes of the start of class. Any student arriving after that time will be allowed in to class but challenged why

they are late. Continuous lateness will result in College disciplinary procedures being invoked. All students will conduct themselves according to the College code of conduct. Any

student breaking these rules will be asked to leave the class and will be referred to the Head of Department for disciplinary procedures.

Every Learner MattersBeing Healthy: All students have access to drinking water and toilet facilities during class. Teacher to remind students of importance of good posture and importance of a break during the session.Stay Safe: All equipment is PAT tested. Teacher to ensure all students work safely. Teacher and students have agreed a code of conduct in the session which everyone will adhere toEnjoying and Achieving: Ensure students enjoy their experiences and adequate resources are available. Ensure there is a good atmosphere and mutual respect between the teacher and studentsMaking a Positive Contribution; Students behave appropriately towards each other and are actively in all activities developing their individual and team skillsAchieving Economic Well Being: Students work towards completing tasks in a viable timescale making relevant connections to the world of work.

Standard ResourcesPower point x moodle x Text bookSmart board Equipment / tools Web resource/linkWhite board x TV Case study Hand-outs x Video/DVD x Other:Visual aids x Audio equipment Other:Worksheets x ICT Other:

Differentiation:- Teaching, learning, and assessment meet the needs of individual students;By outcome – learners carry out tasks according to individual level and in different waysBy task – tasks are graded by difficulty or extension tasks or different tasks By level – for some activities students may be grouped by their skill levelsBy interest – tasks may involve an element of choice according to the student’s interests By variety of learning and teaching methods eg media / groups,/resources /activities By customised resources: - eg larger font hand-outs, By support – learners vary in the amount and type of support they needBy assessment- level / format / medium/ differentiated questioning directed to individual students

Student ActivityProblem solving x Discussion Worksheet

engagementx

Question & answer x Research Revision/recap xIndividual working x Practical activity Evaluate xGroup/pair working x Brain storming Analyse

Equality and Diversity E&D checklist completed YES / NOAll material prepared for students and all activities undertaken are relevant and culturally sensitive.

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Teacher and Support Teacher ActivityRegistration x Supervise activities x Check on engagement xIntroduce session x Check on learning x Facilitate Q&A activity xRecap start/end x Summarise theory Consolidate learningFacilitate activities x Feedback x Direct learning

Integration of literacy, numeracy and ICTAll lesson plans ensure that there is clear inclusion and planning for the development of skills needed for successful learning.

Learner Support LSP Checklist completed YES / NOWhere a learning support assistant is present their active participation in achieving successful learning outcomes has been agreed with the tutor and identified on the lesson plan.Assessment Method –

Written work x Formal exam Response to questions xObservation x Home work x ICT based assessmentStudent feedback Course work x Classroom

engagementx

Assignment/task x Peer assessment

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Session Plan

Aim To understand what a resistor is and their colour code system. Objectives

Explain the purpose of a resistor. Identify a typical use for a resistor. Recognise and use resistor colour codes. Use a multimeter to accurately test the value of resistors. Calculate series and parallel resistance.

Time Teacher and support activity Student activity

0830

0835

0855

0915

1000

1030

1035

1145

Register.

Explanation of next unit, including the course content, assessment methods and key dates. Emphasis on self study and constant revision is paramount.

Introduction:Briefly outline what resistors are and explain what he colour code system represents using handout.

Development:Work through worksheet on resistors. Use Q/A to ensure that the students are completing the objectives as work is progressing. As students are completing the tasks, ask them to calculate series and parallel resistance, checking answers with test equipment.

End of session

Reconvene session (Register)

Continue with development.

Consolidation:Constantly moving around classroom checking learning and ensuring everyone is on task.

Group discussion of resistors including recap of session.

Students to respond to name.

Students to listen attentively, take notes where necessary and ask questions.

Students to follow handout, taking additional notes and asking for assistance if required.

Students to work in pairs, using physical resistors and test equipment to complete worksheet asking for assistance if required.

Students to continue with development activities.

Peer/self assessment of certain question can be completed using test equipment.

Students to listen and ask for assistance if required

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Engineering Workshop Management Plan Cover page for the syllabusCourse C&G 2330 Level 2 Electrotechnical Technology GLH 450 Session Number -

Subject Unit 206, Workshop activities, (preparation for final 10 hour practical assessment). Awarding body City & Guilds Session Times 8.30-10.15

10.30-12.15Tutor Name Jamie Scott Venue Trinity Green Room 0.11 Workshop

Class Conduct Students are expected to arrive within 5 minutes of the start of class Any student arriving after that time will be allowed in to class but will be asked to stay

back at the end of the lesson to explain lateness (Pink late slip) Continuous lateness will result in College disciplinary procedures being invoked All students will conduct themselves according to the College code of conduct. Any

student breaking these rules will be asked to leave the class and will be referred to the Head of Department for disciplinary procedures

Every Learner MattersBeing Healthy: All students have access to drinking water and toilet facilities during class. Teacher to remind students of importance of good posture and importance of a break during the session.Stay Safe: All equipment is PAT tested. Teacher to ensure all students work safely. Teacher and students have agreed a code of conduct in the session which everyone will adhere toEnjoying and Achieving: Ensure students enjoy their experiences and adequate resources are available. Ensure there is a good atmosphere and mutual respect between the teacher and studentsMaking a Positive Contribution; Students behave appropriately towards each other and are actively in all activities developing their individual and team skillsAchieving Economic Well Being: Students work towards completing tasks in a viable timescale making relevant connections to the world of work.

Standard ResourcesPower point moodle Text bookSmart board Equipment / tools Web resource/linkWhite board TV Case study Hand-outs Video/DVD Workshop book Visual aids, drawings Audio equipment PPE, goggles / gloves Worksheets ICT On-site Guide / Regs.

Differentiation:- Teaching, learning, and assessment meet the needs of individual students;By outcome – learners carry out tasks according to individual level and in different waysBy task – tasks are graded by difficulty or extension tasks or different tasks By level – for some activities students may be grouped by their skill levelsBy interest – tasks may involve an element of choice according to the student’s interests By variety of learning and teaching methods e.g. media / groups,/resources /activities By customised resources: - e.g. larger font hand-outs, By support – learners vary in the amount and type of support they needBy assessment- level / format / medium/ differentiated questioning directed to individual students

Student ActivityProblem solving Discussion Worksheet engagementQuestion & answer Research Revision/recapIndividual working Practical activity Evaluate

Group/pair working Brain storming Analyse

Equality and Diversity E&D checklist completed YES / NO

All material prepared for students and all activities undertaken are relevant and culturally sensitive.Integration of literacy, numeracy and ICTAll lesson plans ensure that there is clear inclusion and planning for the development of skills needed for successful learning.

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Teacher and Support Teacher ActivityRegistration Supervise activities Check on engagement Introduce session Check on learning Facilitate Q&A activityRecap start/end Summarise theory Consolidate learningFacilitate activities Feedback Direct learning

Learner Support LSP Checklist completed YES / NO / N/A

Where a learning support assistant is present their active participation in achieving successful learning outcomes has been agreed with the tutor and identified on the workshop management plan.

Assessment Method –

Workshop Management Plan

AimsTo be able to competently order materials, install electrical circuits and test an installation before handing over a safe and correctly installed installation.

Objectives

Students to progress through 17 exercises incorporating increasing levels of difficulty assessing their psychomotor skills and theoretical underpinning knowledge.

The final exercise, (exercise 18 - composite exercise), brings together various elements of the previous 17 exercises in preparation for the awarding body’s assessment.

Time Teacher and Support activity Learner activity

17

Register taken at commencement of session,(Tutor to ensure all students are wearing the correct PPE, i.e. appropriate clothing, safety boots, no jewellery, and long hair tied back/hairnet, etc. Students who meet the H & S criteria are then allowed to collect their personal work boards and commence from where they finished from the previous session). Where student arrives for session with no PPE the tutor is to set tasks from the workbook, i.e. drawings, questions, research from on-site guide which the student works on, in the rest area outside the workshop.

Ensure continued safety.Particular attention paid with regards to use of power tools, hack-saws, knives and their associated PPE.Exercises that entail the use of power tools and metal trunking which carry a higher risk of cuts and abrasions are supervised / given additional instruction to reduce the risk.

Encourage initiative but provide individual support, direction and guidance where needed.

Questioning individual students, with regard to the task / exercise being carried out.

Authorise stores requisitions.

Assess completed work

Any work not meeting a particular aspect of an exercise shall be discussed and revisited with the student.

Tutor shall look for continual improvement in the quality of work produced by the student and also be aware of repeated errors.

Students to arrive on time with correct PPE, pens, coloured pencils and ruler.

Main activities of students.Observe all H & S rules and maintain good housekeepingWork through workshop exercises book.Plan each task and use own initiative to complete each exercise.Refer any issues associated with exercises to the tutorPrior to continuing onto next exercise work must be assessed and signed off by tutor.Completion of workshop session.Approximately 15 minutes before the end of the double session the workshop is to be tidied up in an orderly mannerStudents to check their tools, equipment and materials and return them to the stores, students are responsible for any losses of tools and equipmentStudents should clean their work area, in conjunction with their classmates and ensure the workshop is clean and tidy No student is allowed to leave the workshop until the tutor is satisfied that the workshop is to an acceptable standard

Students will generally apply the following procedures to exercises.Read and follow instructions given for each exercise in the workbookAssess the task and complete a materials requisitionBook out tools, equipment and materials to complete the respective exerciseMeasure and mark out positions of equipment on their personal work boardPrepare twin and cpc exercisesUnderstand and follow model circuit and wiring diagramsTransfer model diagrams to workbook, prior to starting practical tasksWire 13A plug top, (BS 1361/62a), and16A 4-pin industrial plug top, (BS 4343)Wire lighting circuits, 1-way, 2-way and intermediateWire socket outlet circuits, ring final circuit and radial circuitMeasure and prepare 50mm x 50mm galv. trunkingMeasure and prepare 4mm2, 2-core pvc/swa/pvc cableMeasure and prepare 20mm pvcu conduit.Complete inspection schedule

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Explain and demonstrate how to carry out the Inspection & testing procedure. Show different test instruments and certificates.

Assess composite exercise, give direction to student on weak areas of the final exercise and where necessary, instruct student to re-attempt weaker elements of the composite exercise.

On successful completion of the composite exercise tutor to schedule the student for the 10 hour practical assessment, (unit 206), with the college assessment centre. A minimum of three weeks’ notice given to student of scheduled assessment date. Week prior to assessment, the assessment centre staff to contact student by mobile phone and/or e-mail to remind and confirm that the student will still be attending the assessment.

Carry out electrical tests, (continuity of cpcs, ring continuity, insulation resistance, polarity test), transfer results to workbook.Interpret test resultsSelf-assessment of work Written answers to questions in workbook and where required, reference on-site guide, BS 7671, (17th edition of the wiring regulations) and manufacturers catalogue Tidy up work bay and clear away all waste materials.

On completion of the workbook the student undertakes a separate composite exercise which incorporates most elements of the individual exercises carried out in the workbook.

Student to confirm that they will be attending the scheduled assessment date.

Student is allowed to bring in their personal hand-tools if they so wish.

Student’s power-tools are not allowed. (PAT testing).

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Functional Skills

Tutor:

Venue:

Time:

Communication / Information Technology / Application of Number

Homework set for next workshop session: i.e. Wiring diagram / Circuit diagram / assignment / Research answers for work book questions / etc.

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Early CompletersEarly completers are given access to the learning resource centre to carry out personalised study, research and work on their individual NVQ 3 portfolio.

The tutor gives guidance and direction on issues associated with student portfolios in the rest area, outside the workshop.

Evaluation / Reflection of the workshop session:

What went well?

What would I do differently?Written work Formal exam Response to questions Observation Home work ICT based assessmentStudent feedback Course work Workshop engagement Assignment/task Peer assessment

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22

23

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Appendix 4:

Continuity of C.P.C including main bonding.

Ring final circuit continuity. Dead Tests

Insulation resistance.

Polarity

Polarity

Loop impedance (Zs) Live tests

External Loop impedance (Ze)

RCD tests

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26

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Engineering Session Plan Cover page for the syllabusCourse NVQ 2357 in Electrotechnical Technology GLH - Session Number -

Subject Electrical Installation Unit 309 Awarding body City & Guilds Session Times 0830-1200

Tutor Name Jamie Scott Venue Westbrook Room 1.01Class Conduct

Students are expected to arrive within 5 minutes of the start of class. Any student arriving after that time will be allowed in to class but challenged why

they are late. Continuous lateness will result in College disciplinary procedures being invoked. All students will conduct themselves according to the College code of conduct. Any

student breaking these rules will be asked to leave the class and will be referred to the Head of Department for disciplinary procedures.

Every Learner MattersBeing Healthy: All students have access to drinking water and toilet facilities during class. Teacher to remind students of importance of good posture and importance of a break during the session.Stay Safe: All equipment is PAT tested. Teacher to ensure all students work safely. Teacher and students have agreed a code of conduct in the session which everyone will adhere toEnjoying and Achieving: Ensure students enjoy their experiences and adequate resources are available. Ensure there is a good atmosphere and mutual respect between the teacher and studentsMaking a Positive Contribution; Students behave appropriately towards each other and are actively in all activities developing their individual and team skillsAchieving Economic Well Being: Students work towards completing tasks in a viable timescale making relevant connections to the world of work.

Standard ResourcesPower point moodle Text bookSmart board Equipment / tools Web resource/linkWhite board TV Case study Hand-outs Video/DVD Other:Visual aids Audio equipment Other:Worksheets ICT Other:

Differentiation:- Teaching, learning, and assessment meet the needs of individual students;By outcome – learners carry out tasks according to individual level and in different waysBy task – tasks are graded by difficulty or extension tasks or different tasks By level – for some activities students may be grouped by their skill levelsBy interest – tasks may involve an element of choice according to the student’s interests By variety of learning and teaching methods eg media / groups,/resources /activities By customised resources: - eg larger font hand-outs, By support – learners vary in the amount and type of support they needBy assessment- level / format / medium/ differentiated questioning directed to individual students

Student ActivityProblem solving Discussion Worksheet engagementQuestion & answer Research Revision/recapIndividual working Practical activity EvaluateGroup/pair working Brain storming Analyse

Equality and Diversity E&D checklist completed YES / NOAll material prepared for students and all activities undertaken are relevant and culturally sensitive.

Teacher and Support Teacher ActivityRegistration Supervise activities Check on engagementIntroduce session Check on learning Facilitate Q&A activityRecap start/end Summarise theory Consolidate learningFacilitate activities Feedback Direct learning

Integration of literacy, numeracy and ICTAll lesson plans ensure that there is clear inclusion and planning for the development of skills needed for successful learning.

Learner Support LSP Checklist completed YES / NOWhere a learning support assistant is present their active participation in achieving successful learning outcomes has been agreed with the tutor and identified on the lesson plan.Assessment Method –

Written work Formal exam Response to questionsObservation Home work ICT based assessmentStudent feedback Course work Classroom engagementAssignment/task Peer assessment

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Session Plan

Aim To understand what a resistor is and their colour code system. Objectives

Explain the purpose of a resistor. Identify a typical use for a resistor. Recognise and use resistor colour codes. Use a multimeter to accurately test the value of resistors. Calculate series and parallel resistance.

Time Teacher and support activity Student activity

0830

0835

0855

0915

1000

1030

1035

1145

Register.

Explanation of next unit, including the course content, assessment methods and key dates. Emphasis on self study and constant revision is paramount.

Introduction:Briefly outline what resistors are and explain what he colour code system represents using handout.

Development:Work through worksheet on resistors. Use Q/A to ensure that the students are completing the objectives as work is progressing. As students are completing the tasks, ask them to calculate series and parallel resistance, checking answers with test equipment.

End of session

Reconvene session (Register)

Continue with development.

Consolidation:Constantly moving around classroom checking learning and ensuring everyone is on task.

Group discussion of resistors including recap of session.

Students to respond to name.

Students to listen attentively, take notes where necessary and ask questions.

Students to follow handout, taking additional notes and asking for assistance if required.

Students to work in pairs, using physical resistors and test equipment to complete worksheet asking for assistance if required.

Students to continue with development activities.

Peer/self assessment of certain question can be completed using test equipment.

Students to listen and ask for assistance if required

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References:

Watson J. B. (1924). Behaviourism: Philadelphia.

Rogers C. R. (1983) Freedom to Learn for the 80s: Columbus, Ohio.

McLeod, S. A. (2009). Jean Piaget. Retrieved (Online). Available at http://www.simplypsychology.org/piaget.html (2014)

http://www.csie.org.uk/resources/tomlinson-96.pdf (Online 2014)

http://www2.warwick.ac.uk/services/ldc/development/pga/introtandl/resources/2a_deep_surfacestrategic_approaches_to_learning.pdf (Online 2014)

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