Session 2 ptlls


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Session 2 ptlls

  1. 1. Session 2 PTLLS Martin Lea Learners needs Teaching cycle
  2. 2. Aims• To recognise the role of the tutor in the teaching and learning process• To identify and recognise the links between teaching and learning• To identify your own study needs and learners needs• Identify points of referral
  3. 3. IDENTIFYING LEARNERS NEEDS• Why are they doing the course?• Discuss in pairs the reasons why your learners will be on your course. What are their motivations?
  4. 4. IDENTIFYING LEARNERS NEEDS• How do they relate to one another?• Will they be willing to take part?• What activities best suit their individual learning styles?• What are their expectations of the course?• What are the levels of motivation?
  5. 5. Learning styles• The Visual-Auditory-Kinesthetic learning styles model or inventory, usually abbreviated to VAK, provides a simple way to explain and understand your own learning style (and learning styles of others).• Very basic model, there are more useful theories such as Gardner (1984)
  6. 6. Learning styles• Gardner MI (1984)
  7. 7. Activity• Fill in the questionnaire to indicate the way that you best learn
  8. 8. Honey and Mumford (1982)Learning Styles• Activist• Reflector• Theorist• Pragmatist
  9. 9. Activists• The here and now• Just do it• Jump in at the deep end• Have a go• Act without thinking it through• Don’t like preparation• Get bored easily
  10. 10. Reflectors• Take time to think it through• Consider all angles and implications• Listen to others• Uncomfortable in unplanned situations• Need information to work on• Dislike deadlines
  11. 11. Theorists• Logical• Rational• Analytical• Objective• Perfectionist• Restricted lateral thinking• Don’t like uncertainty• Don’t like subjectivity
  12. 12. Pragmatists• Does it work in practice?• Like linking the theory to the problem• Like to tackle it straight away• Enjoy coaching and feedback• Don’t like open ended discussions• Need clear guidelines• Need immediate reward
  13. 13. Learning/TeachingcycleExperiential theoryKolb (1984)
  14. 14. Concrete Experience E.g. Doing stage Active ReflectiveExperimentation Observation E.g. E.g.Redoing stage Thinking about what you have done stage Abstract Conceptualisation E.g. Planning how you will do it differently stage
  15. 15. Concrete Experience E.g. Wash Client’s hair or watch a demonstration Active Reflective Experimentation Observation E.g. E.g.Using the instruction Discuss what happened. What sheet wash your was good? what was bad? how could it be improved? client’s hair Abstract Conceptualisation E.g. Draw up an instruction sheet showing how to wash hair
  16. 16. Kolb Learning Cycle / Explained using theEASE model Energise Embed Activate Share
  17. 17. Activity• In pairs discuss an aspect of what you teach or train and explain it using the Kolb model?• Think about how you can use this approach to help your learners get the most out of the learning experiences you provide them. Note down some ideas.
  18. 18. Points of referral• Support systems• In groups identify relevant referral points in your practice.
  19. 19. Summary• In this session we have looked at Learners needs and the teaching and learning cycle.• Update learning journal• Next session we will cover: Learning Sectors, Current legislation and Equality & Diversity,• Reflect and feedback
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