Ptlls Reflection 2

PTLLS Assignments Reflection 2 Strategies for effective article of faith Within my role of article of belief on the level one misadventure command course, I design a variety of teaching strategies to hopefully cover as umteen learners needs as possible. Even though the course is assessable, the emphasis is precise much on gaining an understanding of the command principles, rather than just sagacious the right answers.There are a number of reasons for the need of variety * We sire no knowledge of the educatees prior development ahead they arrive, and the course is only one week long, therefore there is inferior time to analyse individual learning styles. * different methods are hold for different areas of knowledge * Initi eithery we use a more deductive learning entree, by providing a system input session outlining the incident command approaches we want them to adopt. * We then undertake a classroom found scenario, where the students can practice the new skills. Howe ver when we go onto the fireground and undertake accredited 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 being put into graze by another student. * This is then re-affirmed in immediate feedback between the students and the teaching staff. * Students have different learning preferences i. e. some are more opthalmic learners, some like working in groups, some prefer the scripted word etc. Throughout the course we are aware that the theory input can be dry, and the same teaching style leave alone cause even the keenest student to lose interest, so we have interrupt the schooling into three distinct sections and rotate the teaching staff to filter and keep the students attention throughout. Due to the nature of the role we are ontogenesis the students into, the most effective learning activities are those that require students to process information rather than tr ansfer information or answer questions without understanding.Hence we spend the majority of the week undertaking practical exercises. As much(prenominal) learning strategies such as Blooms Taxonomy may not be applicable to all the students on the course. David Kolbs Experiential Learning Theory fits better, as we find the students tend to fall 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 following categories 1. Converger 2. Diverger 3. Assimilator 4. AccommodatorConvergers are level-headed at making practical applications of ideas and using deductive reasoning to clear up problems Divergers are imaginative and are beloved at access up with ideas and seeing things from different perspectives Assimilators are capable of creating theoretical models by means of inductive reasoning Accommodators are good at actively engaging with the world and actually doing things in stead of except reading about and studying them Students learn best when they actively take part in the learning process, when they are engaged and motivated to learn, and when they can pee-pee on their existing knowledge and understanding.By using a teaching approach based upon The Honey & Mumford model we can cover the majority of learners needs. We concur Honey and Mumford stages in the following ways 1. Having an fetch The practical scenarios 2. Reviewing the follow through Immediate debrief and feedback 3. Concluding from the experience Reflective Review of the experience by the student 4.Planning the next steps Development report for the student To be an efficient, effective teacher, you need to know what your students are learning, as salubrious as what they are struggling 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 incoming learning.