Alll quiet on the teaching front

Stardate 21 November
All quiet on the teaching front.
The teaching sessions were both indicative of a midterm session. All the learners were engaged with producing projects and on the whole seemed motivated, I spent the session monitoring learning and assisting in trouble shooting, where required. I always question if I should break up such a session with a demonstration or let the learners progress their work. I decided to let them get on. It’s interesting to watch how the newest learners progress the subject of natural ability is fascinating. Some learners take to the skills so naturally and some really have to apply themselves to progress. But it’s notable that some of the less naturally talented learners appear to derive more pleasure from basic achievements than the naturals. The more talented learners see more problems in their own work ironically and question every detail and flaw. The level of course I feel is suitable to both kinds and this diversity and differentiation I feel benefits everyone. I still question how to best record and reconcile this type of learning in my paperwork, especially in the production of the scheme of work and lesson plans. From discussions with a peer they inform me they produce 2 different schemes of work beginners and advanced which is a solution but my learners are more ramped than a or b, and I do like to feel I encourage them to maximise their potential and regardless of the level the course is set at I don’t want to hold anyone back, and frankly the skill level of some of my students is astonishing and whilst other learners skill level is low, the sense of achievement and satisfaction from their work is no less great. I partly feel a detailed individual tracking sheet combined with the workshop lesson plans would be a better snapshot of the session than a scheme of work and a lesson plan.