Delivering Education and Training
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Unit 402 – Task A – Lenka Rowsell
Delivering education and training
In my role as a maths tutor I use different teaching and learning approaches which I believe are effective in meeting the individual needs of my leaners. I’ll structure the different activities and approaches over the course of my lessons. For example:
The beginning: Staring with an introduction to the lessons aims and objectives, followed by a starter activity such as a recap or a quiz – this encourages communication to take place plus can be used to test knowledge gained so far.
The middle: I use a variety of approaches such as discussions, group work, board work, individual worksheets, practical tasks and use of online tools. To ensure I meet the needs of my learners and promote inclusive learning I differentiate my approaches by using a range of activities and resources as listed. Using my knowledge of my learners’ individual abilities and learning styles I am able to plan relevant activities so the learners get the most out of their lesson.
The end: I’ll have a finishing activity based on the sessions’ topic such as a Q&A to test knowledge.
Communicating to learners can be done more than just through verbal communication alone. It’s important to remember that both non-verbal and written communication play an important part in getting across what you want to convey. Appleyard and Appleyard say ‘Our bodies give far more information that we realise. In fact you could say that bodies don’t talk: they shout. Body language includes facial expression, gestures and posture. It’s difficult to decide which of these three is the most important in teaching, but facial expression must be a strong contender’ (Appleyard and Appleyard, 2010:33)
Examples of communication methods I use are:
Verbal
* Face to face
* Discussions/questions
* One to one tutorials/Support...
Delivering education and training
In my role as a maths tutor I use different teaching and learning approaches which I believe are effective in meeting the individual needs of my leaners. I’ll structure the different activities and approaches over the course of my lessons. For example:
The beginning: Staring with an introduction to the lessons aims and objectives, followed by a starter activity such as a recap or a quiz – this encourages communication to take place plus can be used to test knowledge gained so far.
The middle: I use a variety of approaches such as discussions, group work, board work, individual worksheets, practical tasks and use of online tools. To ensure I meet the needs of my learners and promote inclusive learning I differentiate my approaches by using a range of activities and resources as listed. Using my knowledge of my learners’ individual abilities and learning styles I am able to plan relevant activities so the learners get the most out of their lesson.
The end: I’ll have a finishing activity based on the sessions’ topic such as a Q&A to test knowledge.
Communicating to learners can be done more than just through verbal communication alone. It’s important to remember that both non-verbal and written communication play an important part in getting across what you want to convey. Appleyard and Appleyard say ‘Our bodies give far more information that we realise. In fact you could say that bodies don’t talk: they shout. Body language includes facial expression, gestures and posture. It’s difficult to decide which of these three is the most important in teaching, but facial expression must be a strong contender’ (Appleyard and Appleyard, 2010:33)
Examples of communication methods I use are:
Verbal
* Face to face
* Discussions/questions
* One to one tutorials/Support...