Dtlls Unit 403
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- Date Submitted: 09/09/2014 01:40 PM
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Unit 403 : Understanding Inclusive Learning and Teaching in Lifelong Learning
Analysing Learning and Teaching Strategies Used in Own Specialism :
In each session (Dewy, 1987) I try and include both pedagogic and andragogic approaches to provide variety and engage with a range of learning styles. Typically this might involve a 15-25 minute period of presentation and demonstration, including teacher-led discussion and/or question-and-answer sessions, followed by 10 or 15 minutes of individual or group work, then gather the attention of the students again to share progress or problems. For a one and a half hour lesson this cycle might be repeated twice, for example.
While observing it is found very interesting that, several students prefer to follow projection slides and handouts rather than attempt to balance printed materials on their laps whilst holding their instruments.
For sharing experience of any confusion I try and clarify the points as well as gather suggestions and answers on a whiteboard that helps to involve the students.
Every time I encountered an unexpected amount of resistance whenever I tried to get the students to work together as a single team. What does seem to work is the use of “props”; asking the students to identify and describe uses for a collection of microphones proved much more engaging when the mics were on a table to hold and study while deciding. I tried to vary the bulk of the lesson time which is usually spent in practical work of some sort.
Evaluating the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learners :
Jean Piaget, David Ausubel and other cognitive theorists were concerned with the changes in a student’s understanding that result from learning and with the fundamental importance of the environment. Constructivism has many variations itself, such as Generative Learning, Cognitive Apprenticeship, Problem-Based (Inquiry) Learning, Discovery Learning, situated...
Analysing Learning and Teaching Strategies Used in Own Specialism :
In each session (Dewy, 1987) I try and include both pedagogic and andragogic approaches to provide variety and engage with a range of learning styles. Typically this might involve a 15-25 minute period of presentation and demonstration, including teacher-led discussion and/or question-and-answer sessions, followed by 10 or 15 minutes of individual or group work, then gather the attention of the students again to share progress or problems. For a one and a half hour lesson this cycle might be repeated twice, for example.
While observing it is found very interesting that, several students prefer to follow projection slides and handouts rather than attempt to balance printed materials on their laps whilst holding their instruments.
For sharing experience of any confusion I try and clarify the points as well as gather suggestions and answers on a whiteboard that helps to involve the students.
Every time I encountered an unexpected amount of resistance whenever I tried to get the students to work together as a single team. What does seem to work is the use of “props”; asking the students to identify and describe uses for a collection of microphones proved much more engaging when the mics were on a table to hold and study while deciding. I tried to vary the bulk of the lesson time which is usually spent in practical work of some sort.
Evaluating the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learners :
Jean Piaget, David Ausubel and other cognitive theorists were concerned with the changes in a student’s understanding that result from learning and with the fundamental importance of the environment. Constructivism has many variations itself, such as Generative Learning, Cognitive Apprenticeship, Problem-Based (Inquiry) Learning, Discovery Learning, situated...