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DERWEN COLLEGE CONTINUING PROFESSIONAL DEVELOPMENT CITY & GUILDS 7401 MODULE 6 OUTLINE FOR A CASE STUDY

DERWEN COLLEGE CONTINUING PROFESSIONAL DEVELOPMENT CITY & GUILDS 7401 MODULE 6 OUTLINE FOR A CASE STUDY. (Integrative Module). DERWEN COLLEGE C & G 7401 MODULE 6 CASE STUDY.

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DERWEN COLLEGE CONTINUING PROFESSIONAL DEVELOPMENT CITY & GUILDS 7401 MODULE 6 OUTLINE FOR A CASE STUDY

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  1. DERWEN COLLEGE CONTINUING PROFESSIONAL DEVELOPMENT CITY & GUILDS 7401 MODULE 6 OUTLINE FOR A CASE STUDY (Integrative Module)

  2. DERWEN COLLEGE C & G 7401 MODULE 6 CASE STUDY This is an integrative module which draws together the objectives of all previous modules in order to create a comprehensive outline of how a specialist college meets the needs of an individual student (the case study). A case study will identify the needs and learning difficulties of an individual learner and will consider a range of strategies which might be adopted to meet the needs of that person. It will then consider the appropriateness and effectiveness of that person’s curriculum and general provision in terms of his/her future transition and personal aspirations. It is an impartial critical evaluation of the provision offered to learners, using a typical sample for discussion of the issues. 5,000 words + Appendices

  3. Before we go any further … Don’t panic! This is the timescale: Proposal due: 6th June 2006 (D-Day?) Assignment due: 25th July 2006 NOTE: You should complete assignments 3 to 5 before starting on 6

  4. THE FOCUS The focus of this assignment is on the effectiveness of provision and support which underpins a learner’s progress towards TRANSITION. The aim is to analyse the effectiveness of the resources and support provided by a college to promote that progress: Assessment and integration into the college Curriculum design and provision over 8 to 9 terms Degree of independence and self-advocacy attained Progression and attainment – “distance travelled” Transition preparation and ultimate level of ‘transition readiness’ Transition essentials: next slide …

  5. TRANSITION PLANNING WHEEL SEN Toolkit onhttp://www.teachernet.gov.uk/wholeschool/sen/teacherlearningassistant/

  6. A SUGGESTED TITLE “A case study to evaluate the provision offered by a specialist residential college to meet the needs of a post-16 student with learning difficulties and/or physical disabilities.” (The title should clearly define the case to be studied) • Consider: • Why did your learner attend this college? • To what extent was the ultimate objective achieved? • What processes were followed in order to meet his/her needs? • To what extent were they appropriate and effective?

  7. Use the case study to conduct a critical evaluation of a stated hypothesis. HYPOTHESIS: An assumption which is made on the basis of past observation, which is then used as a condition when proving the truth of some further proposition. Past observation: e.g. examination of a student’s progress and achievement towards transition readiness. Further proposition: e.g. that the college fulfils its stated aims. Use a case study to compare the two through close analysis to evaluate a selected student’s assessed or stated needs, the curriculum offered, and the support structures which have underpinned that student’s progress towards transition readiness.

  8. AN EXAMPLE OF AN HYPOTHESIS ‘Derwen College is committed to promoting, through inclusive learning, the vocational, educational, personal and social development of young people with a wide range of learning difficulties and disabilities.’ Derwen College Prospectus,2004 ff A case study is a method of studying an institution or a process, such as a learner’s progress through the college, through a systematic examination of specific instances. The outcomes are tested and evaluated against the hypothesis.

  9. What you are aiming to do: By means of a comprehensive case study, prove (or disprove) the stated hypothesis.

  10. Writing up:Introduction to your case study What will be shown to prove the hypothesis – the structure you will use to frame your study. • Why this person? (typical example/teach every day, etc). • The college – management structure, curriculum provision, • departments, curricula (e.g. core & extended), support facilities, physical facilities, strategic planning, etc. • The students in general – range, abilities, LDs, PDs, etc. • The case study student (pseudonym) – full profile.

  11. Suggested “ORDER of EVENTS” when constructing the study 1. Choose a suitable title To organise the essay, use headings and sub-headings 2. State the hypothesis 3. Introduce your case study – see previous slide 4. Choose one student (NB: Change the name – ensure confidentiality). “Anonymise”ALL documentation 5. Outline the student’s disability, impairment, handicap, syndrome, etc.Mention abilities, too. (Module 1) • 6. Give a general description of the student: • Sex, age, appearance • Medical history, family history • (Module 2, 3)

  12. Previous schooling, academic achievements • Progression routes followed • Situation to date: current status of student – what curriculum s/he is currently following. • His/her post-college aspirations (if any). Indicate whether they are realistic. • Outline ‘problems’ - social, academic, physical (‘barriers’) • Discuss strategies outlined for the learner – H & S, behaviour, medical, social, etc (Mod 2) NB: To research this information – speak to your chosen case and to his/her teachers; consult records in D/bases and Personal Tutorial files) Write any discussions up and include them in the appendix Include copies of documents consulted (with pseudonym inserted) NB: Nothing personal and confidential permitted

  13. Strengths/weaknesses • Behavioural issues and strategies • (Discuss all these in terms of teaching, learning and personal development strategies) • Assessments • Tutorials and Reviews – outline important and relevant issues. (Search for the records – in files and on ‘databases.’) • Progressive records – outline • Map these: • attainment • progression • achievement • accreditation (Module 3)

  14. CURRICULUM • Outline the curriculum followed during his/her three years • Departments accessed • Changes made (and why) • Developments • Influences • Evaluate the curriculum described. • was it effective? • did it fulfil the student’s needs? • did it have the desired effect? • NB: Supporting documentation in the Appendix, cross-referenced to your text • (Module 2)

  15. RESOURCES and SUPPORT • Describe internal and external agencies which have been used to support the provision of the curriculum • Evaluate their effectiveness • College structure – management, departments, support services, etc • Design of working day • Timetabling • Communication • Staff development and training(Module 4)

  16. AN EXAMPLE OF TYPICAL RESOURCES & AGENCIES AVAILABLE Local Sector College Sport & Leisure Extended Curriculum Trips; Tours Community Access Visits Choices; Enrichment Programmes Connexions, PCP, etc Assessment Clubs & Societies Teaching Staff WBT W Exp LNC Vocational Curriculum Care Support Accommodation IT Centre PD Physio Independent Living Skills S.A.L.T. Art Therapy Music Counsellor Medical Centre Conferences; Reviews Personal Tutor Management; Administration Social worker Typical Curriculum Provision Support Infrastructure Home Student Council Learner

  17. TRANSITION • Transition plan • Support available – college and local area • Transition reviews and reports • Evaluate effectiveness (relate this to student’s aspirations as described earlier) • ConsiderTransitionfrom more than one angle: • e.g. • Has preparation for transition since entry been appropriate and effective? • Are there sufficient support/resources in place to aid and sustain transition after college?

  18. TRANSITION PLANNING SEN Toolkit onhttp://www.teachernet.gov.uk/wholeschool/sen/teacherlearningassistant/

  19. CONCLUSION & APPENDIX • Brief summary of your own ‘prognosis’ for the student’s future • Base your opinions on your earlier descriptions and evaluations • Consider his/her future in terms of: • Readiness for transition • Educational prospects • Further training • Work prospects • Social and/or health issues • ECM objectives met? Remember to use the Transition Planning Wheel for issues to evaluate. State whether, in your opinion, the original hypothesis has been proved – or not – or to what extent. Complete the Appendix (supporting documents, cross-referenced to the written text).

  20. Submit your proposal for approval prior to starting your work. This is IMPORTANT There are strict deadlines for:- Feel free to submit them anytime before then! The proposal6/6/06 The assignment25/7/06 BUT … You will find this assignment very interesting. It will make you think about what we as staff and the college as a whole are really about. Support will be available, after taught sessions have been completed, each Tuesday between 5.15 and 8.00 in the Basic Skills rooms. Ask, and it shall be given … Use of the department PCs is also available – all have access to the college network. Module 6 Proposal

  21. NAME OF CANDIDATE: I. M. Mee WORKPLACE and LOCATION: Derwen College Catering Department PROPOSED TITLE: A case study to …. INDICATIVE CONTENT (Subject/Topic area to be covered) Examination of the progress made by a typical student through an investigation of assessments, curriculum design, progress records, resourcing and support, and transition readiness. OVERALL AIMS/APPLICATIONS: By means of a comprehensive case study, to prove (or disprove) the stated hypothesis.Relevant documentation to be researched. Staff and the student to be interviewed. MAIN SECTIONS: Title ; hypothesis Introduction: aim of case study; the student; the college; its clients Case study: Assessment and curriculum; Progression and achievements; Resources and support; Transition and prognosis Conclusions Appendix

  22. OTHERS INVOLVED (for team efforts): n/a MAIN SOURCES OF INFORMATION Staff, the student; college documentation and records PROCEDURES (outline main strategy) Literature search; Interviews ; selection of relevant data; draft; final copy CHOSEN FORMAT (written/recorded/etc) Written PROPOSED COMPLETION DATE: 25/7/06 SIGNED: (Candidate) …………………… DATE: ……………… ___________________________________________________ Your proposal has been accepted and you may proceed with the project as described above. SIGNED: (Tutor) ………………………………………DATE: ……………………..

  23. The end is nigh … You have nearly completed. Keep your focus – there’ll be lots of time to relax later …

  24. Further reading: • Bloom B.S. (1960): Taxonomy of Educational Objectives, Handbook 1, David McKay • Butt, Graham (2003) Lesson Planning, Continuum • Byers R and Rose R (2004) Planning the Curriculum for Pupils with Special Educational Needs, David Fulton Publishers, London • Gardner H (1984) Frames of mind: the theory of multiple intelligence, Heinemann • Lewis A (1992) From planning to practice,British Journal of Special Education 19 (1), p24-27 • Petty, Geoffrey (1998) Teaching Today, Nelson Thornes • Reece, I & Walker, S (2003) Teaching, Training and Learning, Business Education Publishers • Tomlinson J (1996) Inclusive Learning: Principles and Recommendations • Walkin, L (2000) Teaching and Learning in Further and Adult Education, Nelson Thornes

  25. … and more • Armitage, Bryant, Dunhill, Hudson, Kent, Lawes and Renwick, Teaching and Training in Post-Compulsory Education , Open University Press • Cheminais R, (2001) Developing Inclusive School Practice: A Practical Guide, David Fulton Publishers, London • Cottrell, Stella, (2003) The Study Skills Handbook Palgrave MacMillan • Department for Education and Employment (2000) Freedom to Learn: Basic Skills for Learners with Learning Difficulties and Disabilities, DfEE, London • Farrell, M (2003) The Special Education Handbook, David Fulton Publishers, London • Kelly, Alex, Working with Adults with a Learning Disability, Speechmark Publishing Ltd • Kennedy, Helena, (1997) Learning Works: Widening Participation in Further Education, FEFC • National Advisory Group for Continuing Education and Lifelong Learning (1998) Creating Learning Cultures: Next Steps in Achieving the Learning Age, DfEE, London • Stevens M (1976) The Educational and Social Needs of Children with Severe Handicap, Edward Arnold, London • Swain J; Finkelstein V; French S; Oliver M (1993), Disabling Barriers – Enabling Environment, University/Sage Publications, London • Warnock, (1978) Special Educational Needs: The Report of the Committee of Enquiry into the Education of Handicapped Children and Young People 1978 (The Warnock Report) • See notes for full list

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