EDUCATION

Teaching & Assessment Based on the Personal Reflection

Introduction1

Context2

Managing Diversity at Leeds3

Back ground of Case study4

Teaching5

Assessment9

Mentor's evaluation10

Action Planning12

Conclusion12

References14

Teaching & Assessment Based on the Personal Reflection

Introduction

Learning has been an integral part of individuals' lives since the beginning of human civilisation. With the passage of time, people have refined the meaning of education in the context of today's life. Homo sapiens are born with unique abilities to manage self-learning process. They learn through experiences, and develop their personalities. Education serves two fold purposes; the first is associated to individual development, and the second relates to development of society. It is essential to understand that the purpose of teaching is not merely conveying knowledge; rather it is about stimulating the personal thinking capabilities for the betterment of mankind. Many theories have been developed to elaborate efficient learning, and teaching in various stages of life. There is a close connection between how we learn, and how we interpret. The attitude is associated to the cognitive development theory. The theory articulates the major phases of development of a human mind. These phases assist in identifying teaching strategies pertaining to the age of an individual. Piaget was a well-known French psychologist who presented a theory classifying human development into 4 major phases; Sensory Motor Period, Pre-Operation Period, Concrete Operation Period, and Formal Operation Period (Cherry, 2012, p.n.d). This classification is based on different age group. Formal Operation period explains the set of skills which a human develop when he is older than 12 years. An adult human develops skills such as critical thinking, interpreting logics, systematic reasoning, and interpreting abstract concepts (Stone, 2004, p.n.d). There are many elements of a knowledge exchange session. A lecturer has to view the prepared lecture material from the perspective of students. The main idea is to establish a lecture which has every element facilitating students in grasping the concepts. Moreover, the mode of lecture delivery is a significant aspect of teach & learn process.

In this paper, a case study is presented pertaining to a real life experience of teaching at Leeds Dental Institute. The write up aims to explore and assess the lecture session in the light of established lecture practices. A person may have acquired good grades throughout his academic life; but this does not guarantee that he would be an ideal teacher for his students. Mentoring requires exceptional efforts which require a lot of thinking, and planning. Further, the teaching methodology must address the needs of specific groups.

Context

In these pathology modules I teach, students are expected to demonstrate insight into relevant aspects of systemic diseases, conditions and their management, in patients and members of the oral health care team, which may influence appropriate oral health care provision.

Currently, I'm serving as a Clinical Lecturer at the Leeds Dental Institute. Besides, I am the Consultant Head, and Neck Pathologist at St. James' University Hospital. I have acquired the degree for Bachelor of Dental Surgery from India. I served as a lecturer in India for almost 2 years, where ...