Evaluate the teaching and learning approaches and effectiveness of resources for your observed session. Evaluate how your session met the needs of individual learners. My session was called “Introduction to COSHH”. I planned the lesson to be effective and take into account of and respect learner differences. I introduced the course and agreed ground rules and Health and Safety. This promoted effective classroom management. Language skills were required to listen to and understand instructions.
I explained the meaning of COSHH and made sure learners were aware of the objectives. I then used these teaching methods: Role play/simulation & discussion This allowed me to include several methods with opportunities for teacher led and learner centred activities. “Role-play is very useful in developing the ‘interpersonal skills’ of learners… It gives learners an opportunity to practice skills in a risk-free environment. It is also useful as an empathy activity where feelings and attitudes are being explored. (Geoff Petty) I utilised this by instilling a realistic sense of panic and emergency into the role-play and asked everyone to make a quick decision. People responded well because Role-play is ideal for visual learners. Language skills were also used in listening to and getting involved in the role play and discussion. Lecture with Power-point presentation Power-point is good tool but should not be over used. It doesn’t suit all learning styles, so Power-point only formed a part of my lesson. “PowerPoint can be used to teach new ideas and concepts to students. In theory this sounds very good; however, in practice this can be tricky.
“Ok Sam, the patient in trauma room 7 needs an x-ray”. “Ok Smith, what’s the status of the patient”? “Sam, she is a 20 year old female with potential bilateral fractures to both femurs, a potentially pelvis fracture, non-ambulatory, and non-weight bearing”. I remember this scenario so well because it was the first time I had to actually perform outside of ...
The teacher must anticipate areas of misunderstanding and difficulty. Once the teacher knows the troubles, which the students will face, he or she can create or adapt a presentation for the students. The presentation must be clear and uncluttered. It should address anticipated areas of student difficulty in an orderly manner. This type of presentation is difficult to prepare, but it can be done. Once an initial teaching presentation is prepared, it can be saved and used again and again, and it can be shared with others. ” (Don L. Fisher) I presented what could become a dull section with enthusiasm for the subject.
Literacy skills were required and the slides were fully explained in case of reading difficulties. Discussion This allowed me to show listening skills by responding to learners’ comments and ideas adapting my plans to answer questions. Their comments were interesting because we could then talk about our previous experiences and anecdotes to do with COSHH. Quiz I used Props to aid the consolidation of learning as part of the quiz which is ideal for visual learners. This gave opportunities for application of new knowledge as we looked at the items, thought about them and discussed scenarios and the results of the quiz. A short quiz or multiple-choice test towards the end of your session is a good way to check knowledge if you have time, and acts as an assessment activity. ” (Ann Gravells) I was conscious to encourage answering, thus rewarding effort as well as achievement. The quiz allowed for self-assessment by the learners of their performance. Also it can be adapted to suit needs by making the instructions more simple or difficult depending on ability. Language, Literacy & Numeracy skills were required when reading Labels & CoSHH Data sheets for the quiz.
In almost all the business roles today, presentation skill has become a core competency and an inevitable prerequisite for any reasonable job. One of the popular fears among the people, after dogs, snakes heights, water, is public speaking. This category of people usually experience abnormal heartbeats, cold sweats, shivering and the worst, low or high blood pressures. Contrary to this, ...
I managed to meet the needs of the group by accommodating as many learning styles as possible in 30 minutes. I took into account that learners learn at different rates through constant question and discussion assessment, tailoring the course to suit. I was very clear and repeated the objectives at the beginning and end of the course. The mixture of group discussion and individual quiz allowed me to plan collaborative and individual tasks. I used a wide variety of questioning skills to actively engage and involve everybody in the lesson, tailoring my questions to the ability levels of the learners.
I believe in plain English and used straightforward clear language. I rephrased where learners did not appear to understand my question initially. I listened carefully so that I actually heard what the learners were saying and took time out to answer all questions accurately and effectively. In my lesson I took to heart the following advice; “The key purpose of the teacher is to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners.