Dale Brunt Level 5 Diploma In Education And Training Unit 7

Dale Bruntlevel 5 Diploma In Education And Trainingunit 7 Section 6

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 in 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.

Paper For Above instruction

Evaluating and Improving Personal Knowledge and Skills as a Forensic Science Educator

Continual professional development (CPD) is crucial for educators, particularly in specialized fields like forensic science, where advances in technology, methodologies, and legal standards constantly evolve. In my role as a forensic science lecturer, I recognize the importance of regularly evaluating my knowledge and teaching practices to ensure I am providing students with accurate, engaging, and inclusive education that prepares them for real-world applications. This paper explores my methods of self-evaluation, areas of strength, identification of improvement areas, and strategies for professional growth rooted in reflection, feedback, and ongoing learning.

Utilizing Observations and Feedback for Self-Assessment

Observation is a fundamental tool in assessing my effectiveness as an educator. Formal evaluations, such as peer observations and managerial reviews, allow me to gather objective insights into my teaching methods and classroom management. Informal observations, including walk-in sessions, offer real-time, candid feedback from students and colleagues, highlighting both strengths and areas for improvement. For instance, I have been informed that I tend to use filler words such as “okay,” which can diminish the professionalism of my delivery. Responding to this feedback, I have consciously worked on reducing such verbal tics by practicing more deliberate speech, resulting in clearer communication and increased student engagement.

Moreover, I incorporate self-assessment and reflective practices, such as performance reviews and self-monitoring, to evaluate my progression over time. Internal quality reviews (IQRs) provide structured feedback, and I utilize this to refine my teaching strategies, adapt content, and enhance learner engagement. For example, I have integrated interactive activities like 'live scenes' whereby students role-play crime scene investigators, fostering hands-on realism that enhances understanding and inclusivity. These assessments help me develop a comprehensive view of my practice and shape my continuous professional development (CPD) plans.

Strengths in Teaching and Practice

My extensive background in military investigation, law enforcement, and fire investigations provides a distinctive edge in forensic science education. These practical experiences allow me to bring authenticity and real-world relevance to my lectures, which resonate with students. For example, I incorporate actual case studies, legal procedures, and crime scene techniques, reinforcing theoretical knowledge with practical applications. Such approaches motivate students and help develop their critical thinking skills, essential for their future careers.

Variety in teaching methods is another strength. Using quick quizzes, tutorials, group projects, and multimedia resources caters to different learning styles and promotes active participation. I also recognize the importance of accessible language and inclusive content, considering students from diverse backgrounds and with varying abilities. I utilize online platforms like YouTube and plan to develop podcasts, especially for students with dyslexia or those requiring alternative assessment methods, ensuring equitable access to learning.

Identified Areas for Improvement

While my teaching approach is largely successful, I recognize the need for ongoing enhancement. One area involves increasing use of e-learning technologies and online forums to facilitate peer-to-peer interaction and independent learning. Utilizing digital tools more effectively can foster greater engagement, especially among students with shorter attention spans or those facing external challenges such as illness or motivation barriers.

Additionally, I aim to improve my awareness of diversity and inclusion by incorporating a broader range of culturally relevant examples, especially in specialized topics like pathology, where racial differences influence skull morphology. This will enhance students’ understanding of forensic anthropology across different populations.

Furthermore, I am committed to refining my classroom management strategies to better cater to mixed-ability groups. For example, I plan to introduce icebreaker activities at the start of each term, such as 'Speed Dating' or 'Language,' to build rapport and gather insights into student backgrounds and expectations. These activities will enhance classroom cohesion and support differentiated instruction.

Strategies for Ongoing Development

To continue advancing my knowledge, I regularly consult updated forensic websites, journals, and industry developments. Attending professional seminars and participating in forensic forums provide opportunities to stay abreast of innovations and best practices. I also seek peer mentorship and engage in collaborative learning projects within my institution to share ideas and receive constructive feedback.

In terms of pedagogical growth, I plan to incorporate more formative assessments and 360-degree feedback mechanisms, ensuring that students' voices influence my teaching practices. Reflective journaling and peer reviews will facilitate self-awareness and encourage the adoption of innovative teaching strategies, such as the use of multimedia presentations, podcasts, and interactive case studies.

In conclusion, my approach to evaluating and updating my professional knowledge and skills prioritizes reflective practice, constructive feedback, diversified teaching methods, and an openness to new educational technologies. This holistic approach aims to enhance not only my effectiveness as an educator but also enrich the student experience, ensuring that learners are well-equipped for careers in forensic science and related fields.

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