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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 7 of 10
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Was The Pupil Given Appropriate And Timely Feedbacl During The Session

The fifth competence under Teaching and learning strategies runs through all three broader competencies of the Standards Check (lesson planning, Risk management and T&L Strats) because a well-planned lesson can only be facilitated by feedback both given to and elicited from the client, risk can only be managed and understood through the use of two-way feedback and of course feedback is an essential teaching strategy for all educators.

So what is feedback? Feedback is a consequence of performance, whatever we do and however, we do it there will be both internal and external feedback around the performance. Internally it’s the way an individual thinks and feels about a particular situation whilst externally clues might be given by the learner through body language, tone or expression. Feedback can be received from one’s self and an external party. At its best, it is not fault focussed, rather it works best when it focuses on finding the solution and it must come primarily from the learner since the trainer can’t know for sure how the learner felt in practise or whether they consider that the performance-matched their own beliefs, values and expectations. feedback works best when information precedes it, such as practise or reflection, obtained by and from the learner. Effective feedback enables and accelerates learning as it provides correctional and alternative strategies, it gives purpose and meaning to practise and experimentation, instruction, for example, can be essential to keeping the car safe, when helping the pupil manage risk, however, instruction without feedback does not lead to new learning, feedback fills the gap between what is already known and new learning, and also bridges the gap between intention and behaviour, by way of enabling the pupil to restructure the already learnt into a new formation that fits the new learning goal. By confirming that the learning is right or wrong. By pointing out new objectives that the learner could Pursue and giving information around external and internal motivations to enhance the learning process. Positive feedback can be engaging and motivating for all learners and can form links between positive behaviour and positive emotions, beliefs and attitudes thus creating drivers who understand the importance of safe driving themselves. Feedback should always be focused on the clear learning goals of the session, including any safety-critical incidents, consider how and where the learning is going currently and consider what steps need to be taken to move forwards.

The DVSA ADI 1 States:

Feedback is an essential part of learning but the process must be balanced. A pupil needs to have a clear picture of how they are doing against their learning objectives throughout the lesson. they should be encouraged when performing well and coached when a problem or learning opportunity occurs.

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Unique course that teaches you the ins and outs of the hazard perception test.