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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 5, Topic 3
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3. Where Possible Adopt A Post-Test Approach To Contextual Learning

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  1. Where possible adopt a post-test approach to contextual learning.

‘Safe driving for life’ suggests that we must, wherever possible, encourage our pupils to consider their driving in a post-test environment. Use opportunities and examples within the learning process that will enable your clients to consider how they, as a person, will manage their own emotions, beliefs, motivations and personalities beyond the driving test.

These opportunities could come in the form of a comment regarding peer pressure from the clients social group…”My mates would laugh at me if | drove like that” a discussion around what effect such comments might have on their own driving post-test, to raise their own learning in the context of their own life as a driver in their own social climate.

Questions to help your client explore and add context could include:

“Will that be different for you, when your friends are in your car?”

“Will it be easy for you to say no?”

“How will your friends respond?”

“How will you feel?”

“What will you do?”

“Will it be safe?”

“Is there anything you can do to make it safe?”

Missing these opportunities would prevent the learner from considering their own responses, and potential consequences, and as a result the opportunity for us to help our clients to consider their own intentions and the reality of the difficulties in perhaps maintaining their intentions in the face of peer pressure. Once considered this new context can help to form strategies to cope and build self-responsibility for actions that previously may not have been considered.

The Hermes Project (2007-2010) states:

Learning is enhanced if the ‘student’ is asked to do the following ‘active’ things:

1. State what they have learned in their own words
2.Give examples of it
3.Recognise it in various guises and circumstances
4.See connections between it and other facts or ideas
5.Make use of it in various ways
6.Foresee some of its consequences
7.State its opposite or converse

The DVSA ADI 1 outlines its competencies as follows:

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

  •  using examples identified on a lesson in a suitable way and at a suitable time to confirm or reinforce understanding
  • exploring different ways to use examples to respond to differences in preferred learning style
  • using examples that are within the pupil’s range of experience and ability to understand
  • recognising that some pupils will be able to respond instantly while others will want to think about the issue

Indication of lack of competence include:

  • using examples the pupil cannot really understand through lack of experience
  • using complex examples that the pupil doesn’t have the ability to respond to
  • failing to give the pupil time to think through the issues and come to their own conclusion
  • imposing an interpretation

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