Teaching And Learning Activities Essay

Introduction There are many teaching and learning activities which tend to be used to achieve lessons plan aims and goals. The choice depends upon many factors, including the domain and level of aim. For example , the best activities to learn a motor skill is through demonstration and person practice although to gain understanding and understanding a lecture, group debate and problem and response sessions activities are more suitable (Reese and Walker p137).

Reese and Walker (pg 140) states that Honey and Mumford (1986) released the manual of learning styles which will identified several main learning styles: Activists whom, take pleasure in the present, just like the immediate knowledge and interact to short term issues Reflectors whom, prefer to consider things and explore every aspects prior to coming to a conclusion. Theorists whom, just like principles, ideas, models and systems. Pragmatists whom search for new concepts and are keen to experiment We while teachers consequently need to think about what teaching tactics the students favor, particular within a class which usually consists of a mixture of activists, mirrors, theorist and pragmatists.

The group size is another important factor to consider when choosing a learning activity. Different strategies/ activities are usually more appropriate for diverse group size. At one particular extreme a group’ may well consist of only one student. In such instances methods such as projects or assignments, and tutoring can be more suitable whereas for small groups of between 5 and 20 learners, a discussion technique is suitable.

A group between twelve and twenty the approach often followed is what is usually called classroom teaching’ (Reese and Master pg 137) which includes a mixture of methods. Groups more than 20 pupils, suitable strategies could be spiel and demonstration. Generally, learners learn in various ways: a way that is suitable to one pupil may not be appropriate for another. Some people learn better in a group through the connection with both the teacher and also other students. We have to therefore appreciate the importance of varying learning activities for our learners (Reese and Walker, pg 138).

The aims and objectives on this assignment should be: a) Review the range training and learning activities offered to promote open access and widening involvement. Review the number of methods available inside the organisation for any selected curriculum area b) Prepare, make use of and examine one of educating and learning activities and resources. c) Evaluate one of the activities picked. d) Evaluate the advantages and challenges of the chosen resource and just how it has reinforced learning. Educating and Learning Activities Because discussed simply by Petty (pg 15) there are two ways to guide the range of activities, the mnemonic EDUCARE (table 1 ) 1) and CIA (table 1 . 2).

Educare can be described as suitable guide when learning is focused upon acquiring particular skills although CIA can be described as more roundabout approach to organizing corrected practice if learning is not focused on purchasing specific abilities. EDUCARE At the Explanation, college student needs to realise why the skill is required M Doing-Detail via demonstration or case study, by way of example U Work with, practise skill C Examine and correct practice A Aide-memoire, student requires reminder- by way of example notes, handout R Review and reuse, of before work in order that old learning is not really forgotten Electronic Evaluation.

Desk 1 . 1 (Petty, pg15) CIA C Content, Clarify topic content to an appropriate depth and breadth I Concepts, Determine contents main: ideas, factors, proof, viewpoints and so forth A Activities, Create queries and activities where learners must explanation with the important ideas Desk 1 . one particular (Petty, pg 357) I actually apply equally approaches with respect to the subject area, in most cases EDUCARE might be a more ideal guide for the topic in chemistry while CIA fits a topic in biology. To get the training element of my task the CIA approach is somewhat more appropriate because the trainees instructing are not purchasing specific expertise.

My current role for Thermo Electron Corporation requires training clients on how make use of sophisticated tools and instruct chemistry classes and aid biology classes voluntarily at St Helens College. The training sessions runs for two days 2009: 00 to 16: 35 every 90 days. The number of consumers range between 5 and 12 with different scientific experience and numerous levels of experience of the gadgets. The next training session will be upon April twenty fifth and 26th for almost eight clients.

The whole number of training hours is definitely 15. Excellent training manual from the previous trainer which I follow for each and every training session. Ideal to start sessions requires audio, visible and kinaesthetic teaching variations. I use OHP, handouts and demonstrations.

The organic biochemistry and physiology course period is sixteen weeks (from January 2006 to May possibly 2006). The chemistry will be 3 hours in the evenings, five students as a whole of mixed gender, old 16-19, and all students are currently employed by Usa Utilities and come on the course about day relieve basis from their employers. Their particular main reason to be on the study course is for qualification purposes to enhance career prospects and the recommendation by their company. The physiology classes are 3 hours per week, 18 college students in total, merged gender and age ranges 16-19.

Most are straight from secondary college others happen to be repeating the units. I actually currently aid the teacher to set-up practical program. The instructing and learning activities (particularly in a classroom environment) that I use in order to promote open up access and encourage involvement include Ice-breakers, group actions (games, quizzes), brainstorming classes and conversations.

The ice-breakers and informal introductions allows learners to know each other and usually reveal the particular learners provide the group; such as, inquiries, experience (good or awful, personal and academic), and varied degrees of knowledge of this issue. The activities I use more frequently happen to be group actions. I divided the group into two or three group (depending on activity and the number of attendees) to carry out complementing card games, electric games or to partake in a quiz. Corresponding cards game. The maximum range of students on the evening organic and natural chemistry study course is five, for this reason they each work in a bunch.

I put together two units of playing cards, one established with issue and the additional set with answers. During the lesions the scholars are advised to arrange the seating to be able to work in a team. They can be then given the cards are given a period in which to complete the job. Electronic game titles. The students function individually.

Prior to the lesson I actually research subject-related game within the internet. The final game found had a game show’ type theme, who wants to become a millionaire type format. A lot more questions you answer correctly the nearer the chances of successful ГЇ 1Million! Class Quiz The students is set up again in a game show’ setting, separated into two groupings. The team which gives the highest volume of answers correctly wins the game.

These activities prove favourable for the scholars, it the actual learning procedure fun and interesting, at the same time stimulating teamwork and participation. The group actions also means the opportunity to see social interaction; study learner’s relationship with each other; gain an insight to their personality and; discover confident, unwilling, dominant and quieter character types. I would absolutely reuse this method as it is an effective learning method.

Although the activities have confirmed successful you will find areas of improvement. Such bringing out more various kinds of games; environment tasks in order that at the right level for all those students; establishing different responsibilities for different pupils; stretching actions for students/groups whom finish early; check students job by shifting systematically around the class; overlooking their shoulders and possibly; requesting students to self-check or peer-check. For tasks like the Matching cards game it ensures that no one is concluding the tasks incorrectly, and will allow the guitar tutor to manage the tasks more effectively (Petty, pg 170).

Resources One, as defined by Reece and Walker is a support to teaching approaches which helps learning. The time I generally use to present materials and teach are WB, handouts, OHP, as well as the Internet. Apart the White board, the source I use most often are handouts (see fastened example of my own lesson plan). The handouts are given away at the start from the lesson. The handouts are combinations of worksheets and information handouts.

They consist of text, Queen & A sections and diagrams on the internet or/and textbooks relevant to the topic for that session. The worksheets (incomplete handouts) have gaps which the students are expected to fill-in during the lesson and on occasions full for home work The source of diagrams and texts are always referenced, pertaining to copy-write functions and to inspire the student perform own research/study. The blueprints are colourful illustrations; plus the text is often printed on coloured daily news in order to separate between different factors.

The students are talked through the handouts and asked to answer the concerns or fill-in the gaps’ individually (occasionally in groups). I locate this source a very effective visual aid for learning; it is simple, for the point and interesting. The primary advantages of image aids while discussed simply by Petty will be; they gain attention; that they add variety and fascination; they aid conceptualisation, a large number of ideas are comprehended visually instead of verbally; that they aid recollection, I realize that the students locate visual info easier to bear in mind than spoken information and finally; they explain to you care, likely to trouble of preparing aesthetic aids displays students you take their learning significantly.

The resources weakness on the other-hand is that the student tends to never read the handouts that are how come it is good practice to include imperfect handouts at the beginning of the lessons. Completion of the handout can build the focus from the learning (Reece and Master pg 212). I assess the chosen aid by asking my learners their thought about the appropriateness and whether they assisted learning. The opinions is generally confident, especially regarding the shiny coloured documents!

Teaching strategies Petty (1998 pg 121) states that in order to make an informed choice of teaching method and to be flexible and have a variety of activities pertaining to lesson organizing, the teacher must know what teaching methods are available; what are the strengths and weaknesses of the methods; what purpose all of them can provide and; just how each ought to be used in practice. I choose resources which can be best suited to my instructing methods. With regards to the topic my methods range from one or more in the following; sound, visual, actions, demonstrations and discussions.

For example the white plank, handouts and cards will be resources best suited for brainstorming/discussion and group activities. In respect to Reese and Walker (pg 138) we while teachers need to consider the right way to provide the experiences so as to generate learning as effortless and speedy to likely. Two conceivable approaches are; to design a teaching programme where the articles is carefully derived from an analysis with the student’s personal, social/or business needs, and which is applied by the tutor in controlled and put manner; the other approach starts from the connection with the student.

It then depends upon students identifying and accepting a purpose to learn. The teaching methods which enable this second approach to end up being implemented will be project job derived from students’ current knowledge, discussions, activities designed to give opportunities for specific learning outcomes, and the learning of specific problem-solving techniques. Reference Petty, G. Teaching Today, second edition, 1998, pages 121-166 and 315-333. Reece, I. and Walker, S. Teaching, Training and Learning.

A practical guide, fourth model, 2000, pages 6, 49-57, 531-533.

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