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MTS: Teaching And Learning Strategies

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  1. Teaching and Learning Strategies
  2. Was The Teaching Style Suited To The Learning Style And Current Ability
    5 Topics
  3. The GROW Model
  4. Was The Pupil Encouraged To Analyse Problems And Take Responsibility For Their Learning
    2 Topics
  5. Were Opportunities And Examples Used To Clarify Learning Outcomes
    3 Topics
  6. Was The Technical Information Given Comprehensive, Appropriate And Accurate?
    3 Topics
  7. Was The Pupil Given Appropriate And Timely Feedbacl During The Session
    3 Topics
  8. Were The Pupils Queries Followed Up And Answered
    3 Topics
  9. Did The Trainer Maintain An Appropriate Non Discriminatory Manner Throughout The Session
  10. At The End of The Session Was The Pupil Encouraged To Reflect On Their Own Performance
    1 Topic
Lesson 3 of 10
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The GROW Model

The Hermes Project (2007-2010) States:

It is worth stressing the fact that whilst questions constitute an important part of coaching, the worst thing can do as a coach is to ask questions the whole time. Asking too many questions will quickly lead the coach to lose the relationship with the coachee. Coaching is being ‘appropriate for the circumstances’ and ‘ensuring that the learner is put in the active role wherever possible. Giving information and setting some limits or suggesting some order of learning tasks can be part of this process and active listening, followed by questions based on the learner’s answers are also important. This process becomes clearer as experience with coaching progresses. 

Understand your pupil and how they learn best. Encourage them to consider which methods are likely to be most effective for them and what options they have to adapt when necessary. Remember, it’s our role as the instructor to adjust our teaching style to suit the pupil’s learning style.

The DVSA ADI 1 outlines its competencies as follows:

Indications that all the elements of competence are in place could include:

  • actively working to understand how they can best support the pupil’s learning process (they might not achieve a full understanding in the session – it is the attempt that demonstrates competence)
  • modifying teaching style when or if they realise there is a need to do so 
  • providing accurate and technically correct demonstration, instruction or information- giving technically incorrect instruction or information is an automatic fail if that input might lead to a safety-critical situation
  • using practical examples and other similar tools to provide different ways of looking at a particular subject
  • linking learning in theory to learning in practise
  • encouraging and helping the pupil to take ownership of the learning process
  • responding to faults in a timely manner
  • providing enough uninterrupted time to practice new skills
  • providing the pupil with clear guidance about  how they might practice outside the session

Indications of lack of competence:

  • adopting a teaching style clearly at odds with the pupil’s learning style
  • failing to check with the pupil whether the approach they are taking is acceptable
  • failing to explore other ways of addressing a particular learning point
  • concentrating on delivering teaching tools rather than looking for learning outcome
  • ignoring safety issues

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