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MTS: Teaching And Learning Strategies

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

1. Allow your pupil the opportunity to add context to their learning when setting up the learning goals.

Contextual learning is based on the theory that learning takes place when teachers can present information in such a way that students can construct meaning based on their own experiences.

It might be simply a case of discussing what mirrors were checked when pulling up on the left-hand side of the road when giving context to which mirrors need to be checked to turn left at the end of the road, or adapting planning and scanning skills for different junctions from previous experience. Linking back to previous experience encourages the learner to process and reflect internally, asking them to consider their strengths and weaknesses, “How well did you manage to do that previously?” And to also consider what their thoughts and feelings were around their previous experience “what are your thoughts on…?” “How did you feel when…” reinforces the learning in the brain’s neural pathways. Finally getting the learner to consider the similarities between previous experiences “What is similar here?” “What skills do you already have to help you?” the new learning goal for the session, allows the brain to form links. This type of learning is far more effective, longer-lasting and better for developing responsibility, than telling.

Remember that this is their learning, and we must facilitate it by asking appropriate questions at appropriate times, then give the learner time to reflect and respond, without making judgements. It might be necessary to give guidance or suggest alternative actions or consequences, where they may not have previously been considered, but be mindful that enforcing one’s own opinion on an individual’s experience is likely to be rejected by the individual if it is considered negatively to their own experience and beliefs. In this case, the learner is most likely to reinforce their own beliefs by behaving oppositely to that which was rejected.

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