Personal Development Reflective Report Assignment | Online Assignment

PLEASE USE UK ENGLISH PLEASE MAKE THE MICROSOFT WORD DOCUMENT – ENGLISH (UNITED KINGDOM) PLEASE COMPLETE PAPER ON TIME PLEASE DO NOT USE SOURCES FROM ANY LOCKED SITES OR ESSAY WRITING SITES PLEASE ONLY USE SOURCES FROM ACADEMIC SOURCES, RELIABLE SOURCES AND UNLOCKED WEBSITES PLEASE DO NOT USE THE SAME SOURCES FOR EVERY SENTENCE OR REPEATEDLY USE THE SAME REFERENCE SOURCE OVER AND OVER AGAIN PLEASE ADHERE TO ALL INSTRUCTIONS VERY STRICTLY

Course Details
Tutor Contact Details
Student
Course
A202CES
Teacher Training Taster
Location
Semester A – RC213
Lecturers
Kevin Coyne
Devina Whitwell
Module Leader
Module Leader: Devina Whitwell
Tel: 02477 655248
Office: The Hub, Room 1.43
Email: ab8552@coventry.ac.uk
10-4pm Monday to Friday
Location: 1.43 SU, The Hub, Coventry University, Priory Street, Coventry, CV1 5FB
Module Tutor Module Tutor: Kevin Coyne Tel: 024 77651405 Email: employability.su@coventry.ac.uk 10-4pm Monday to Friday
Location: 1.43 SU, The Hub, Coventry University, Priory Street, Coventry, CV1 5FB
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Module Leader: Devina Whitwell
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Introduction to Module
This Add+Vantage module has been designed to give you the theoretical framework to help you build on your communication skills in a practical way. The module bridges theory and practice so that your communication skills are practiced in a safe environment. There are plenty of opportunities to discuss real situations in preparation for placements and graduate roles.
Workshops
This module is delivered in a workshop format, this means you will be asked to complete tasks within each session that will help you build and develop your communication skills. This blend of theory and practice will help you to generate ideas for the final assignment. You will benefit from the input of your colleagues through pair or group work and from the feedback of your tutor during class activities.
Module Handouts
Students enrolled on this module will be given relevant handouts during the weekly workshops. These will also be made available to them via CUOnline/Moodle webpages. CUOnline will also be used to provide information about the module
Time Commitment Required
Each class lasts for two hours/100min. There are 11 weeks of seminars as well as additional opportunity to contact the module tutors, amounting to a total of 22 hours contact time. In addition, you are required to spend a total of 78 hours on the weekly tasks as well as researching, planning, drafting, revising and editing your assignment. This can also include access to the tutors for tutorials regarding the assignment, times and dates to be shared by the tutors.
To complete the module successfully, you must attend all classes. You are also expected to undertake any required background reading and practice exercises. You are expected to participate in discussions during the workshops.
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Module Leader: Devina Whitwell
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Intended Learning Outcomes (ILO)
By the end of this module you should be able to:
ILO1
Reflect upon the landscape of the teaching profession and different routes into the teacher training and how these relate to future career development
ILO2
Consider and reflect upon relevant skills and experiences and complete a personal development plan.
ILO3
Reflect upon the delivery of a micro teaching session, including feedback, whilst considering pedagogical theory.
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Module Leader: Devina Whitwell
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Course Structure
Week Topic Week: 1 Why teach and introductions to the course Week: 2 The teaching landscape and work experience Week: 3 How to apply to teacher training and technology in the classroom Week: 4 Teaching Interviews Week: 5 Education guest speaker Week: 6 Teaching pedagogy – Approaches to teaching and theory Week: 7 A Teachers toolkit – Resources, technology and lesson planning Week: 8 How to pass this assignment! Key advice on the assessment Week: 9 Micro teach planning Week: 10 Reflective practice & micro teach delivery Week: 11 Micro teach feedback – self and peer reflection opportunity; structuring your reflection.
A202CES: TEACHER TRAINING TASTER
Module Leader: Devina Whitwell
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Assessment
Assessment Hand in Schedule
Deadline: Semester A
Final submission
9th December 2019
Turnitin
Assignment, 100 % of mark
This assignment consists of three sections (to be submitted as one piece) with a word count of 1,750 words. The standard University 10% +/- margin applies. Students will be docked marks for not adhering to this rule
PLEASE NOTE – All of the elements for all three learning outcomes, must be completed in order to pass. Missing any of the elements below will result in a fail.
Learning Outcome
Element
Percentage of mark LO1 Reflect on some of the changes in the teaching sector e.g. policy, staff shortages, technology etc LO1 Critically analyse at least three of the main teacher training routes 25% LO1 Reflect on which teaching option you were prefer and why LO2 Critically reflect on your skills, experience and areas for development and complete a SWOT analysis related to teaching LO2 Reflecting on a future teaching career create a PDP related to future goals 25% LO3 Outline the Microteach session that you delivered e.g. by reflecting on style and content LO3 Critically reflect on the feedback received from your peers 25% LO3 Using pedagogical theory and references explain and critically evaluate your Microteach session
Research
Use of resources, research and referencing
15%
Style
Structure, style, presentation and language
10%
Other key assignment guidance
 It is advised that you use roughly 600 words for each Learning Outcome
 Use the SWOT/PDP template provided on Moodle and add it to the main body of the assignment (not added to the appendix)
 Add a bibliography and consider adding supporting information e.g. lesson plans/feedback sheets to the appendix
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Module Leader: Devina Whitwell
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Accessibility
Submitting your Assessment
Semester A Students
The deadline for the assignment is: Monday 9th December 18:00pm. Please, note that the system marks late submissions in red and you receive a zero mark.
Feedback and grades will become available through Moodle by 23rd December 2019
All marks notified to you during the year are provisional until confirmed by the end of year Subject Assessment Board. It is possible that notified marks may be raised or lowered by this board. Students MUST keep copies (electronic or photocopies) of all coursework submitted on this module.
If you have a disability or medical condition and need an adjustment to allow you to fully participate in this module (e.g. different format of literature, clear communication for lip reading, breaks for medication, etc.) please tell your tutor so that arrangements may be made.
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Module Leader: Devina Whitwell
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Extensions, Deferrals and Penalties
The University wants you to do your best. However we know that sometimes events happen which mean that you can’t submit your coursework by the deadline – these events should be beyond your control and not easy to predict. If this happens, you can apply for an extension to your deadline for up to two weeks, or if you need longer, you can apply for a deferral, which takes you to the next assessment period (for example, to the re-sit period following the main Assessment Boards). You must apply before the deadline.
You will find information about the process and what is or is not considered to be an event beyond your control at: https://share.coventry.ac.uk/students/Registry/Pages/Deferrals-and-Extension.aspx
Late Penalties: If you submit an assessed piece of work late, without an authorised extension/deferral, you will receive a mark of 0% for that piece of work. You may however be eligible for a resit attempt at the assessment at the next available opportunity.
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Module Leader: Devina Whitwell
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Marking Criteria
Grade Fail / Referred (0-39) Pass / Third Class (40-49) Pass / Lower Second Class (2:2) (50-59) Merit / Upper Second Class (2:1) (60-69) Distinction / First Class (70-100)* Criteria
* Learning Outcome 1 (25%)
Reflect upon the landscape of the teaching profession and different routes into the teacher training and how these relate to future career development
Presents limited or no understanding of the topic(s) and no reflection. Has unsubstantiated and invalid analysis or discussion based on anecdotes and generalisation. Learning outcome not met/covered.
Shows limited understanding of the topic(s) and little reflection. Demonstrates basic arguments with some analysis and discussion, based on limited use of literature. Learning outcome just met/covered.
Demonstrates reasonable understanding of the topic(s) some reflection. Evidence of logical and clear arguments shown in analysis and discussion, based on reasonable use of literature. Learning outcome met/covered.
Shows good understanding of the topic(s) and reflection. Has well-reasoned arguments shown in analysis and discussion, based on sound use of literature. Learning outcome covered well.
Shows excellent depth and breadth of understanding of the topic(s) and very strong reflection. Presents strong and critical analysis and discussion well-grounded in literature. Learning outcome covered very comprehensively.
* Learning Outcome 2 (25%)
Consider and reflect upon relevant skills and experiences and complete a personal development plan.
Presents limited or no understanding of the topic(s). No self-reflection and career planning. Has unsubstantiated and invalid analysis or discussion based on anecdotes and generalisation. Learning outcome not met/covered.
Shows limited understanding of the topic(s). Little self-reflection and career planning. Demonstrates basic arguments with some analysis and discussion, based on limited use of literature. Learning outcome just met/covered.
Demonstrates reasonable understanding of the topic(s). Some self-reflection and career planning. Evidence of logical and clear arguments shown in analysis and discussion, based on reasonable use of
Shows good understanding of the topic(s). Good self-reflection and career planning. Has well-reasoned arguments shown in analysis and discussion, based on sound use of literature. Learning outcome covered well.
Shows excellent clear depth and breadth of understanding of the topic(s). Strong self-reflection and career planning. Presents strong and critical analysis and discussion well-grounded in literature. Learning outcome covered very comprehensively.
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Module Leader: Devina Whitwell
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literature. Learning outcome met/covered
* Learning Outcome 3 (25%)
Reflect upon the delivery of a micro teaching session, including feedback, whilst considering pedagogical theory.
Presents limited or no understanding of the topic(s) and no reflection. Has unsubstantiated and invalid analysis or discussion based on anecdotes and generalisation. Learning outcome not met/covered.
Shows limited understanding of the topic(s) and little reflection. Demonstrates basic arguments with some analysis and discussion, based on limited use of literature. Learning outcome just met/covered.
Demonstrates reasonable understanding of the topic(s) some reflection. Evidence of logical and clear arguments shown in analysis and discussion, based on reasonable use of literature. Learning outcome met/covered.
Shows good understanding of the topic(s) and reflection. Has well-reasoned arguments shown in analysis and discussion, based on sound use of literature. Learning outcome covered well.
Shows excellent depth and breadth of understanding of the topic(s) and very strong reflection. Presents strong and critical analysis and discussion well-grounded in literature. Learning outcome covered very comprehensively.
Grade Fail / Referred (0-39) Pass / Third Class (40-49) Pass /Lower Second Class (2:2) (50-59) Merit /Upper Second Class (2:1) (60-69) Distinction / First Class (70-100)*
Use of resources, research and referencing (15%)
Shows little or no use of resources, research and referencing.
Contact the Centre for Academic Writing for support with this area.
Shows limited use and presentation of resources, research and referencing.
Contact the Centre for Academic Writing for support with this area
Shows reasonable use and presentation of resources, research and referencing.
Shows good use and presentation of resources, research and referencing.
Shows extensive use and presentation of resources, research and referencing.
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Module Leader: Devina Whitwell
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Structure, style, presentation and language (10%
Work is not clearly written and presented. Proofreading your work may remove grammatical/ language issues.
Contact the Centre for Academic Writing for support with this area.
Work is adequately written and presented. Proofreading your work may remove grammatical/ language issues.
Contact the Centre for Academic Writing for support with this area.
Work is clearly written and presented. Proofreading your work may remove some minor errors.
Work is clearly written and presented with very few errors or type related issues.
Work is very well written and presented.
 For a mark of 80+, the assignment should be of sufficient standard to demonstrate high degree of understanding and critical/analytical skills, where specified. Outstanding in all respects.
 If ANY of the learning outcomes are not met the overall mark for the work will be less than 40% and result in assessment failure.
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Module Leader: Devina Whitwell
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Reading List
Essential Reading
Ginnis, P. (2002) The Teacher’s Toolkit: Raise Classroom Achievement with Strategies for Every Learner. Crown House Publishing; Illustrated edition edition
Hind, D. and S, Moss. (2005) Employability skills – Business Education Publishers Ltd.
Kolb, D. (1984) Experimental Learning: Experience as the source of learning and development. London: Prentice Hall 370.152KOL
Moon, J. (2006) Learning Journals. 2nd edn. London: Routledge 370.1523 MOO
Petty, G. (2009) Teaching Today: A practical guide. 4th edn. Cheltenham: Nelson Thornes 371.102PET
Pollard, A. (2014) Reflective Teaching in Schools, Bloomsbury Academic; 4th Revised edition
Watton, P. Collings, J. and Moon, J. (2001) Reflective Writing: Guidance Notes for Students [online] – PDF downloadable from A302CSU moodle page
Desirable Reading
Barkley, E. (2010) Student Engagement Techniques: A handbook for college faculty, San Francisco: Jossey-Bass 378.125 BAR
Beers, B. (2006) Learning-driven Schools: A practical guide for teachers and principals. – e-book available via the library catalogue, Locate
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Module Leader: Devina Whitwell
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Black, P.J. (2003) Assessment for Learning: Putting it into Practice. Maidenhead: Open University Press – e-book available via the library catalogue, Locate
Brooks, V., Abbott, I. and Bills, L. (eds.) (2004) Preparing to Teach in Secondary Schools: A student teacher’s guide to professional issues in secondary education. Maidenhead: Open University Press – e-book, available via the library catalogue, Locate
Capel, S., Leask, M. and Turner, T. (2005) Learning to Teach in the Secondary School. 4th edn. London: Routledge 373.102 CAP
Jarvis, M. (2005) The Psychology of Effective Learning and Teaching, Cheltenham: Nelson Thornes 370.15JAR
Fletcher, S. (2000) Mentoring in Schools: A Handbook of Good Practice. London: Kogan Page 371.1020941 FLE
Kay, D. and Hinds, R. (2012) A Practical Guide to Mentoring: How to Help Others Achieve Their Goals. 5th edn. Oxford: How To Books Ltd.
Miller, A. (2002) Mentoring Students and Young People: A Handbook of Effective Practice. London: Kogan Page 371.102 MIL
Some useful websites and online articles:
http://www.bbc.co.uk/news/education – Education News
http://www.education.gov.uk/ – teaching and education news
https://getintoteaching.education.gov.uk/ – the Government’s Teacher Training Advice website
http://www.theguardian.com/education – Education News

My Professional Development

SWOT Analysis/PDP – Link to Teaching Career Plans and Teaching Professional Development

My Personal Development Plan (PDP)

Please ensure that you refer to this plan and that you review it regularly as you progress throughout your module.