Ptlls Reflection 2

PTLLS Assignments Reflection 2 Strategies for effective educational activity Within my role of belief on the level one possibility command course, I do a variety of teaching strategies to hopefully cover as m each another(prenominal) learners needs as possible. Even though the course is assessable, the emphasis is rattling much on gaining an understanding of the command principles, rather than just lettered the right answers.There are a number of reasons for the need of variety * We cook no knowledge of the students prior information earlier they arrive, and the course is only one week long, therefore there is poor time to analyse individual learning styles. * different methods are capture for different areas of knowledge * Initiall(a)y we use a more deductive learning forward motion, by providing a system input session outlining the incident command approaches we want them to adopt. * We then undertake a classroom establish scenario, where the students can practice the new skills. However when we go onto the fireground and undertake touchable 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 send out 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 visual learners, some like working in groups, some prefer the written word etc. Throughout the course we are aware that the theory input can be dry, and the same teaching style forget cause even the keenest student to lose interest, so we have scattered the selective information into three distinct sections and rotate the teaching staff to pass judgment and keep the students attention throughout. Due to the nature of the role we are maturation the students into, the most effective learning activities are those that require students to proc ess information rather than transfer information or answer questions without understanding.Hence we spend the bulk of the week undertaking applicative exercises. As much(prenominal) learning strategies such as Blooms Taxonomy may not be relevant 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 costly at making practical applications of ideas and using deductive reasoning to cream problems Divergers are imaginative and are darling at sexual climax 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 instead of tho reading about and studying them Students learn best when they actively enrol in the learning process, when they are engaged and motivated to learn, and when they can manufacture 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 apply Honey and Mumford stages in the following ways 1. Having an experience The practical scenarios 2. critical reviewing the experience Immediate debrief and feedback 3. Concluding from the experience Reflective Review of the experience by the student 4.Planning the next steps Development writing for the student To be an efficient, effective teacher, you need to know what your students are learning, as well 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 engender barriers to future learning.