Teaching Methods

I chose to begin with an icebreaker in the form of a group discussion on what there understanding of a pressure ulcer was as it would enable me to informally assess their level of understanding about the topic area and would also be an opportunity for them to share their experiences and understanding of the subject area. This worked well as it allowed the group to express their views and generate some group participation in an informal way.

In my lesson plan I wanted to incorporate as many different teaching methods as possible in terms of the appropriateness of the length of the session. I was conscious of getting an appropriate balance as I didn’t want to cram so much work in and not provide time for reflection on what we were talking about. I also wanted to capture the learning styles of the participants. I work with all the participants so had a good understanding about their ways of working and particular preferences to learning.

I wanted to incorporate the use of the flip chart within my session to promote brainstorming ideas and acknowledge everyone’s contribution; however I was also aware of the space I had to facilitate the session in. I was able to reach a compromise and use the magic board which enabled me to get the same result but to make effective use of the space I had to work in. The magic board was a sheet that could be attached directly on to the wall and could be used over and over again as you could erase what you had written. I decided not to use the power point, again due to the space and felt as it was a smaller group I could print the power point off in a handout form so that we could discuss the slides as a group. I allowed note space on the handouts so that participants could make notes throughout the session if they wished to.

I utilised group work and discussion using question and answer techniques, I knew I had a willing group as they had all nominated themselves for the session so I knew they had an interest in the subject...