Preparing for your poster By Dominic Brockway

Aims To provide a scaffolding structure for the poster assessment task.

All learners to: -Listen to and respond (where relevant) to class discussion and engage in higher level thinking skills. Some learners will: -Ask questions for clarification purposes -Share their research ideas with the rest of the group to stimulate class discussion.

Poster Headings Problem identification Information gathering Carrying out the research Recommendations for practice References

1) Problem identification In this section the problem would be identified and delineated. Here, you will address the context of your research also. The word "problem" is used here because outcome no.7 of the module (which the poster task must fulfil) specifies that the candidate must "Relate the methods of cognitive psychology to the appropriate and considered resolution of a context-specific problem" (C4).

2) Information Gathering In this section the trainee would record the result of the background reading and research that they have undertaken into the psychology of teaching, learning and assessment. Here, they would go into the particular aspect of educational psychology that has proved useful to them in the resolution of a practice problem

3) Carrying out the research In this section they would record the results of this very small-scale research.

4) Recommendation for Practice In this section, give some recommendations for practice (2 or 3) and justify the applicability of the aspect of psychology to their teaching practice. This section would include the critical evaluation of a range of appropriate and fair methods of assessment used to support progression and achievement. (This is an assessment requirement for the poster)

5) References Use Harvard References. Always cite any references to other’s work in the poster. In general, you probably shouldn’t have as many references as contained in Task 1.

Some example Poster titles Socratic questioning used to re-frame perspectives with A-level maths students Developing an internal locus of control with level one bricklaying students Using Weiner’s attribution theory with year 10 students in the science classroom. Transactional Analysis used to transform Positive interactions with level 3 IT students using Berne’s model of transactional analysis Using scaffolding for teaching and assessing L2 hairdressing students Exploring the Zone of Proximal development in a level 2 Beauty therapy class Developing metacognition with L2 English literature students Helping Sugar-craft students become self-regulated learners.