Order 2597797: Additional

Dale Brunt

Level 5 Diploma in Education and Training

Unit 7 Section 6 - Be able to evaluate, improve and update own knowledge and skills in a specialist area

7.6.1 Review the effectiveness of your own knowledge and skills in a specialist area

I value the observation of my teaching both formally and walk in and line manager observations to help me to identify developmental needs and mentoring support are important components of the college’s drive to constantly improve the teaching standards and therefore the student experience. The evidence collected from observations I use to develop a range of quality processes such as my self-assessment, performance reviews, my appraisal, sharing good practice with my peers and from my peers and student support. It can also be used to develop my CPD (Continued professional development) planning. Our IQR (Internal quality reviews) is a system of feedback to both individuals who have been observed and for relevant managers within the college and it is a valuable tool for improving my teaching for example there are times I tend to say ‘okay’ a great deal and both students and staff have highlighted this.

I am very lucky to have had an active work life such as the Army, Police, and now teaching Forensic Science that I am able to bring an plethora of ideas to allow the students to grasp to concepts being taught. I use 'live scenes' using students to play various roles in crime scenes- hands on realism effect for learners. Real court rooms are utilised for Criminal investigation procedures phase as well as the forensic course for giving evidence. This then promotes inclusive learning; it promotes understanding in students.

7.6.2 Identify your own strengths and areas for improvement in relation to practice in a specialist area

I feel I am ideally suited to my role as a Forensic Science lecturer, as I was first introduced to forensic science in my early Army career, where I was trained in investigating crime scenes within the military. After leaving the Army I joined the Police and became a detective again, a unique position to work with Applied Sciences. I also worked with the Fire Service as a Fire Investigator so in many respects I have more training and qualifications required for my role as a lecturer in the vocational studies of forensics and crime.

In my lectures I bring a uniqueness to the lessons as the students are aware that for every lecture, they have I will give them actual cases to discuss. I supply handouts that develop the students critical thinking skills, because they are linked to ‘real ‘cases. I always include a variety of teaching/learning methods in lectures such as the use of quick quizzes and tutorials

in reflective feedback. In almost all lessons I encourage discussions in class; and to improve on this, try to involve all students to identify and understand which areas they find difficult and how we can develop their understanding in a way that clarifies the information to them.

As a great deal of the BTEC work can be completed as group activities such as for projects, this allows me to promote integration and a competitive spirit in groups. Some of my students tend to write a great deal during the lessons so I do not talk too fast and I always use accessible language – explaining any colloquialisms and acronyms. I always try to make lectures enjoyable by keeping the subject interesting and engaging for example, in practical exercises I do as I have said use my experiences as a police officer to set up crime scenes and I incorporate a large number of exhibits for collection or use practical interviews in Criminology. The danger with this is that I sometimes forget I am dealing with students and not trainee police officers as I can be a little impatient but, I bring myself back to lecturer mode and let the students work at their own pace.

I try to make lectures accessible to students of all levels of ability. I have used online resources such as You Tube to help those students who need further assistance or cannot easily access the library. A few my students come from different countries and backgrounds; I always consider this before teaching a module. I always use examples that are relevant to the students. Including teaching about diversity issues (where relevant) by using a range of examples especially in pathology class as different races have different skull shapes so that they can be identified.

I have considered creating podcasts which should be considered for students with dyslexia. Students also can present their assessments in a variety of styles, multimedia, podcasts, orally or written depending on the learning objectives of the unit. I endeavour to provide a range of learning experiences for students to enhance the learning of students from many different backgrounds and different learning methods. When planning exercises I ensure that the practical work is fully connected to the written work, to this end I must ensure that the students have a voice in their learning using 360 degree feedback so that I can make relevant changes to improving my skills and the students inclusive practice. I am going to introduce icebreakers to lessons at the beginning of term such as 'Speed dating' or 'Language' both of which allow students to talk to each other and allows me to gain insight into how they think and act. I need to research online resources more such as web forums and get the students utilising e learning more effectively.

I review the length and structure of lessons to include a number of short breaks within any activity that will assist students with short attention spans, illness, and even the less motivated student to pay attention effectively for longer. My knowledge of the subject matter is constantly being tested with new innovations, and I strive to improve my knowledge on a daily basis using various forensic websites and reading material and then pass this on to the students so both them and myself can remain focused.