Ptlls Reflection 2

PTLLS Assignments Reflection 2 Strategies for telling statement Within my theatrical role of teaching on the level one accident command course, I determination a variety of teaching strategies to hopefully secure as many learners needs as possible. Even though the course is assessable, the emphasis is very much on gaining an judgment of the command principles, rather than just learned the right answers.There argon a list of reasons for the need of variety * We have no knowledge of the school-age childs former learn before they arrive, and the course is only when one week long, thitherfore there is insufficient time to analyse somebody tuition elans. * different methods be prehend for different areas of knowledge * Initially we use a more deductive breeding approach, by providing a theory scuttlebutt session outlining the incident command approaches we penury them to adopt. * We then undertake a schoolroom based scenario, where the scholars seat practice the pertly skills. However when we go onto the fireground and undertake unfeigned life scenarios, we use a more Inductive learning approach, by utilising students as observers, the intent is for the students to recognise the command principles macrocosm put into place by a nonher(prenominal) student. * This is then re-affirmed in immediate feedback amid the students and the teaching staff. * Students have different learning preferences i. e. some are more ocular learners, some like working in groups, some prefer the written article etc. Throughout the course we are aware that the theory input can be dry, and the same teaching style will cause even the keenest student to lose interest, so we have furcate the instruction into three distinct sections and get around the teaching staff to try and sustain the students attention throughout. Due to the nature of the role we are developing the students into, the most in effect(p) learning activities are those that require students to transition information rather than transfer information or answer questions without understanding.Hence we spend the volume of the week undertaking practical exercises. As such learning strategies such as Blooms Taxonomy may not be applicable to all the students on the course. David Kolbs Experiential Learning possible action fits better, as we find the students tend to riposte into one or more learning style, and the practical based learning environment that we have is conductive to all students. Kolb defines student learning into the hobby categories 1. Converger 2. Diverger 3. Assimilator 4. AccommodatorConvergers are good at fashioning practical applications of ideas and using deductive reason out to solve problems Divergers are grotesque and are good at coming up with ideas and seeing things from different perspectives Assimilators are capable of creating theoretical models by gist of inductive reasoning Accommodators are good at actively engaging with the world and a ctually doing things rather of merely reading about and canvass them Students learn best when they actively figure in the learning process, when they are diligent and motivated to learn, and when they can build on their existing knowledge and understanding.By using a teaching approach based upon The honey & Mumford model we can cover the legal age of learners needs. We apply Honey and Mumford stages in the following ways 1. Having an friendship The practical scenarios 2. Reviewing the birth Immediate debrief and feedback 3. Concluding from the experience Reflective Review of the experience by the student 4.Planning the next steps education report for the student To be an efficient, legal teacher, you need to know what your students are learning, as well as what they are assay with. Assessing their learning, early and often, allows you to attend to any difficulties, or any misconceptions, as soon as they arise, before they become barriers to future learning.