Preparing to Teach

in the Lifelong
Learning Sector
Session 6

Friday, 1 March 13
 Task

• Sort the cards into two piles, one

that represents ‘aims’ and
another that represents
‘objectives’

Friday, 1 March 13
 Learning Outcomes:

Friday, 1 March 13
 Learning Outcomes:
• identify different theories of
learning and identify links to
micro-teach strategies

Friday, 1 March 13
 Learning Outcomes:
• identify different theories of
learning and identify links to
micro-teach strategies
• identify outcomes which are
SMART and those which are not

Friday, 1 March 13
 Learning Outcomes:
• identify different theories of
learning and identify links to
micro-teach strategies
• identify outcomes which are
SMART and those which are not
• plan a 20 minute micro-teach

Friday, 1 March 13
 Learning Outcomes:
• identify different theories of
learning and identify links to
micro-teach strategies
• identify outcomes which are
SMART and those which are not
• plan a 20 minute micro-teach
• identify features of effective
differentiation
3

Friday, 1 March 13
 Learning styles
and
Theories of
learning

Friday, 1 March 13
 This presentation will cover:

Friday, 1 March 13
 This presentation will cover:
• How does learning occur?

Friday, 1 March 13
 This presentation will cover:
• How does learning occur?
• Learning styles: Fleming, Honey &
Mumford

Friday, 1 March 13
 This presentation will cover:
• How does learning occur?
• Learning styles: Fleming, Honey &
Mumford
• Retention of learning

Friday, 1 March 13
 This presentation will cover:
• How does learning occur?
• Learning styles: Fleming, Honey &
Mumford
• Retention of learning
• Domains of learning: Bloom

Friday, 1 March 13
 This presentation will cover:
• How does learning occur?
• Learning styles: Fleming, Honey &
Mumford
• Retention of learning
• Domains of learning: Bloom
• Conditions of learning: Gagne

Friday, 1 March 13
 This presentation will cover:
• How does learning occur?
• Learning styles: Fleming, Honey &
Mumford
• Retention of learning
• Domains of learning: Bloom
• Conditions of learning: Gagne
• Sensory theory: Laird

Friday, 1 March 13
 This presentation will cover:
• How does learning occur?
• Learning styles: Fleming, Honey &
Mumford
• Retention of learning
• Domains of learning: Bloom
• Conditions of learning: Gagne
• Sensory theory: Laird
• Experiential theory: Kolb

Friday, 1 March 13
 This presentation will cover:
• How does learning occur?
• Learning styles: Fleming, Honey &
Mumford
• Retention of learning
• Domains of learning: Bloom
• Conditions of learning: Gagne
• Sensory theory: Laird
• Experiential theory: Kolb
• Humanist theory: Rogers

Friday, 1 March 13
 This presentation will cover:
• How does learning occur?
• Learning styles: Fleming, Honey &
Mumford
• Retention of learning
• Domains of learning: Bloom
• Conditions of learning: Gagne
• Sensory theory: Laird
• Experiential theory: Kolb
• Humanist theory: Rogers
• Behaviourist theory: Skinner
Friday, 1 March 13
 Learning Styles

Friday, 1 March 13
 Learning Styles
• There is an old Chinese proverb: I hear - I
forget, I see - I remember, I do - I
understand

Friday, 1 March 13
 Learning Styles
• There is an old Chinese proverb: I hear - I
forget, I see - I remember, I do - I
understand
• When you hear lots of information you may
find it difficult to remember it all

Friday, 1 March 13
 Learning Styles
• There is an old Chinese proverb: I hear - I
forget, I see - I remember, I do - I
understand
• When you hear lots of information you may
find it difficult to remember it all
• If you can see something taking place
that represents what you hear, you will
hopefully remember more

Friday, 1 March 13
 Learning Styles
• There is an old Chinese proverb: I hear - I
forget, I see - I remember, I do - I
understand
• When you hear lots of information you may
find it difficult to remember it all
• If you can see something taking place
that represents what you hear, you will
hopefully remember more
• However, if you actually carry out the task,
you will understand the full process and
remember how to do it again

Friday, 1 March 13
 Retention of learning

Friday, 1 March 13
 Retention of learning
Studies show that over a period of
three days, learners remember:

Friday, 1 March 13
 Retention of learning
Studies show that over a period of
three days, learners remember:
•10% of what they read

Friday, 1 March 13
 Retention of learning
Studies show that over a period of
three days, learners remember:
•10% of what they read
•20% of what they hear

Friday, 1 March 13
 Retention of learning
Studies show that over a period of
three days, learners remember:
•10% of what they read
•20% of what they hear
•30% of what they see

Friday, 1 March 13
 Retention of learning
Studies show that over a period of
three days, learners remember:
•10% of what they read
•20% of what they hear
•30% of what they see
•50% of what they see and hear

Friday, 1 March 13
 Retention of learning
Studies show that over a period of
three days, learners remember:
•10% of what they read
•20% of what they hear
•30% of what they see
•50% of what they see and hear
•70% of what they say

Friday, 1 March 13
 Retention of learning
Studies show that over a period of
three days, learners remember:
•10% of what they read
•20% of what they hear
•30% of what they see
•50% of what they see and hear
•70% of what they say
•90% of what they say and do

Friday, 1 March 13
 Retention of learning
Studies show that over a period of
three days, learners remember:
•10% of what they read
•20% of what they hear
•30% of what they see
•50% of what they see and hear
•70% of what they say
•90% of what they say and do
Pike (1989)
Friday, 1 March 13
 Fleming (2005) VARK

Friday, 1 March 13
 Fleming (2005) VARK
• Fleming stated people can be grouped
into four styles of learning: visual,
aural, read/write and kinaesthetic
(VARK)

Friday, 1 March 13
 Fleming (2005) VARK
• Fleming stated people can be grouped
into four styles of learning: visual,
aural, read/write and kinaesthetic
(VARK)
• Visual – seeing and looking

Friday, 1 March 13
 Fleming (2005) VARK
• Fleming stated people can be grouped
into four styles of learning: visual,
aural, read/write and kinaesthetic
(VARK)
• Visual – seeing and looking
• Aural – listening and talking

Friday, 1 March 13
 Fleming (2005) VARK
• Fleming stated people can be grouped
into four styles of learning: visual,
aural, read/write and kinaesthetic
(VARK)
• Visual – seeing and looking
• Aural – listening and talking
• Read/write – reading and writing

Friday, 1 March 13
 Fleming (2005) VARK
• Fleming stated people can be grouped
into four styles of learning: visual,
aural, read/write and kinaesthetic
(VARK)
• Visual – seeing and looking
• Aural – listening and talking
• Read/write – reading and writing
• Kinaesthetic – doing

Friday, 1 March 13
 Fleming (2005) VARK
• Fleming stated people can be grouped
into four styles of learning: visual,
aural, read/write and kinaesthetic
(VARK)
• Visual – seeing and looking
• Aural – listening and talking
• Read/write – reading and writing
• Kinaesthetic – doing
• How could you cover all learning styles
when teaching your subject?
Friday, 1 March 13
 Honey & Mumford (1992)

Friday, 1 March 13
 Honey & Mumford (1992)
• Honey and Mumford suggest learners
are a mixture of the following four
styles:

Friday, 1 March 13
 Honey & Mumford (1992)
• Honey and Mumford suggest learners
are a mixture of the following four
styles:
• activist

Friday, 1 March 13
 Honey & Mumford (1992)
• Honey and Mumford suggest learners
are a mixture of the following four
styles:
• activist
• pragmatist

Friday, 1 March 13
 Honey & Mumford (1992)
• Honey and Mumford suggest learners
are a mixture of the following four
styles:
• activist
• pragmatist
• theorist

Friday, 1 March 13
 Honey & Mumford (1992)
• Honey and Mumford suggest learners
are a mixture of the following four
styles:
• activist
• pragmatist
• theorist
• reflector

Friday, 1 March 13
 Honey & Mumford (1992)
• Honey and Mumford suggest learners
are a mixture of the following four
styles:
• activist
• pragmatist
• theorist
• reflector
• Not all learners fall into one style; they
may be multi-modal, i.e. a mixture of
two or more styles enabling learning to
take place more quickly
Friday, 1 March 13
 Domains of learning

Friday, 1 March 13
 Domains of learning
• Bloom (1956) stated that learning
goes through five stages which can
affect a person’s thinking, emotions
and actions

Friday, 1 March 13
 Domains of learning
• Bloom (1956) stated that learning
goes through five stages which can
affect a person’s thinking, emotions
and actions
• These are known as cognitive,
affective, and psycho-motor
(respectively)

Friday, 1 March 13
 Domains of learning
• Bloom (1956) stated that learning
goes through five stages which can
affect a person’s thinking, emotions
and actions
• These are known as cognitive,
affective, and psycho-motor
(respectively)
• Think of cognitive as the head
(thinking), affective as the heart
(emotions) and psycho-motor as the
hands (actions)
Friday, 1 March 13
Friday, 1 March 13
 • Attention is the first stage, leading
through to a change in behaviour
once learning has been successful

Friday, 1 March 13
 • Attention is the first stage, leading
through to a change in behaviour
once learning has been successful

Friday, 1 March 13
 • Attention is the first stage, leading
through to a change in behaviour
once learning has been successful

• attention

Friday, 1 March 13
 • Attention is the first stage, leading
through to a change in behaviour
once learning has been successful

• attention
• perception

Friday, 1 March 13
 • Attention is the first stage, leading
through to a change in behaviour
once learning has been successful

• attention
• perception
• understanding

Friday, 1 March 13
 • Attention is the first stage, leading
through to a change in behaviour
once learning has been successful

• attention
• perception
• understanding
• short/long term memory

Friday, 1 March 13
 • Attention is the first stage, leading
through to a change in behaviour
once learning has been successful

• attention
• perception
• understanding
• short/long term memory
• change in behaviour

Friday, 1 March 13
Friday, 1 March 13
 • Bloom also identified six different
levels of learning with associated
objectives that could be used when
teaching and assessing learning:

Friday, 1 March 13
 • Bloom also identified six different
levels of learning with associated
objectives that could be used when
teaching and assessing learning:

Friday, 1 March 13
 • Bloom also identified six different
levels of learning with associated
objectives that could be used when
teaching and assessing learning:

• knowledge – list, recall, state

Friday, 1 March 13
 • Bloom also identified six different
levels of learning with associated
objectives that could be used when
teaching and assessing learning:

• knowledge – list, recall, state

• comprehension – describe, explain,
identify

Friday, 1 March 13
 • Bloom also identified six different
levels of learning with associated
objectives that could be used when
teaching and assessing learning:

• knowledge – list, recall, state

• comprehension – describe, explain,
identify
• application – apply, construct, solve

Friday, 1 March 13
 • Bloom also identified six different
levels of learning with associated
objectives that could be used when
teaching and assessing learning:

• knowledge – list, recall, state

• comprehension – describe, explain,
identify
• application – apply, construct, solve
• analysis – calculate; compare, contrast

Friday, 1 March 13
 • Bloom also identified six different
levels of learning with associated
objectives that could be used when
teaching and assessing learning:

• knowledge – list, recall, state

• comprehension – describe, explain,
identify
• application – apply, construct, solve
• analysis – calculate; compare, contrast
• synthesis – argue, define, summarise

Friday, 1 March 13
 • Bloom also identified six different
levels of learning with associated
objectives that could be used when
teaching and assessing learning:

• knowledge – list, recall, state

• comprehension – describe, explain,
identify
• application – apply, construct, solve
• analysis – calculate; compare, contrast
• synthesis – argue, define, summarise
• evaluation – criticise, evaluate, reflect

Friday, 1 March 13
 Conditions of learning

Friday, 1 March 13
 Conditions of learning
• Gagne (1985) suggests that there are
several different types or levels of
learning, each different type requires
different types of teaching

Friday, 1 March 13
 Conditions of learning
• Gagne (1985) suggests that there are
several different types or levels of
learning, each different type requires
different types of teaching
• He identified five major conditions
of learning:

Friday, 1 March 13
 Conditions of learning
• Gagne (1985) suggests that there are
several different types or levels of
learning, each different type requires
different types of teaching
• He identified five major conditions
of learning:
• verbal information

Friday, 1 March 13
 Conditions of learning
• Gagne (1985) suggests that there are
several different types or levels of
learning, each different type requires
different types of teaching
• He identified five major conditions
of learning:
• verbal information
• intellectual skills

Friday, 1 March 13
 Conditions of learning
• Gagne (1985) suggests that there are
several different types or levels of
learning, each different type requires
different types of teaching
• He identified five major conditions
of learning:
• verbal information
• intellectual skills
• cognitive strategies

Friday, 1 March 13
 Conditions of learning
• Gagne (1985) suggests that there are
several different types or levels of
learning, each different type requires
different types of teaching
• He identified five major conditions
of learning:
• verbal information
• intellectual skills
• cognitive strategies
• motor skills

Friday, 1 March 13
 Conditions of learning
• Gagne (1985) suggests that there are
several different types or levels of
learning, each different type requires
different types of teaching
• He identified five major conditions
of learning:
• verbal information
• intellectual skills
• cognitive strategies
• motor skills
• attitudes
Friday, 1 March 13
 Sensory theory

Friday, 1 March 13
 Sensory theory
• Laird (1985) stated learning occurs
when the five senses of sight, hearing,
touch, smell and taste are stimulated

Friday, 1 March 13
 Sensory theory
• Laird (1985) stated learning occurs
when the five senses of sight, hearing,
touch, smell and taste are stimulated
• Laird's theory suggests that if multi-
senses are stimulated, greater learning
takes place

Friday, 1 March 13
 Sensory theory
• Laird (1985) stated learning occurs
when the five senses of sight, hearing,
touch, smell and taste are stimulated
• Laird's theory suggests that if multi-
senses are stimulated, greater learning
takes place
• You could therefore adapt your
teaching styles and resources to
enable your learners to use as many of
their senses as possible

Friday, 1 March 13
 Experiential theory

Friday, 1 March 13
 Experiential theory
• Kolb (1984) proposed a four-stage
experiential learning cycle by
which people understand their
experiences, and as a result,
modify their behaviour

Friday, 1 March 13
 Experiential theory
• Kolb (1984) proposed a four-stage
experiential learning cycle by
which people understand their
experiences, and as a result,
modify their behaviour
• It is based on the idea that the
more often a learner reflects on a
task, the more often they have the
opportunity to modify and refine
their efforts
Friday, 1 March 13
Friday, 1 March 13
Friday, 1 March 13
 Humanist theory

Friday, 1 March 13
 Humanist theory
• Rogers (1983) and others developed
the theory of facilitative learning

Friday, 1 March 13
 Humanist theory
• Rogers (1983) and others developed
the theory of facilitative learning
• This is based upon a belief that
people have a natural human
eagerness to learn and that learning
involves changing your own concept
of yourself

Friday, 1 March 13
 Humanist theory
• Rogers (1983) and others developed
the theory of facilitative learning
• This is based upon a belief that
people have a natural human
eagerness to learn and that learning
involves changing your own concept
of yourself
• This theory suggests that learning
will take place if the person
delivering it acts as a facilitator
Friday, 1 March 13
Friday, 1 March 13
 • To facilitate learning, you should
establish an atmosphere in which your
learners feel comfortable and are able
to discuss new ideas

Friday, 1 March 13
 • To facilitate learning, you should
establish an atmosphere in which your
learners feel comfortable and are able
to discuss new ideas
• Your learners should be able to learn
from their mistakes (if it’s safe to do
so)

Friday, 1 March 13
 • To facilitate learning, you should
establish an atmosphere in which your
learners feel comfortable and are able
to discuss new ideas
• Your learners should be able to learn
from their mistakes (if it’s safe to do
so)
• Your learners should be able to find
things out for themselves by
experience

Friday, 1 March 13
 • To facilitate learning, you should
establish an atmosphere in which your
learners feel comfortable and are able
to discuss new ideas
• Your learners should be able to learn
from their mistakes (if it’s safe to do
so)
• Your learners should be able to find
things out for themselves by
experience
• Your learners should not feel

Friday, 1 March 13
 Behaviourist theory

Friday, 1 March 13
 Behaviourist theory
• Skinner (1974) believed that behaviour
is a function of its consequences

Friday, 1 March 13
 Behaviourist theory
• Skinner (1974) believed that behaviour
is a function of its consequences
• Your learner will repeat the desired
behaviour if positive reinforcement
follows

Friday, 1 March 13
 Behaviourist theory
• Skinner (1974) believed that behaviour
is a function of its consequences
• Your learner will repeat the desired
behaviour if positive reinforcement
follows
• Your learner should not repeat the
behaviour if negative feedback is given

Friday, 1 March 13
 Behaviourist theory
• Skinner (1974) believed that behaviour
is a function of its consequences
• Your learner will repeat the desired
behaviour if positive reinforcement
follows
• Your learner should not repeat the
behaviour if negative feedback is given
• Giving immediate feedback whether
positive or negative, should enable your
learner to behave in a certain way

Friday, 1 March 13
 Further reading

Friday, 1 March 13
 Further reading
• Bloom BS (1956) Taxonomy of Educational
Objectives: The Classification of Educational
Goals New York McKay

Friday, 1 March 13
 Further reading
• Bloom BS (1956) Taxonomy of Educational
Objectives: The Classification of Educational
Goals New York McKay
• Fleming N (2005) Teaching and learning
styles: VARK strategies, Honolulu Honolulu
Community College

Friday, 1 March 13
 Further reading
• Bloom BS (1956) Taxonomy of Educational
Objectives: The Classification of Educational
Goals New York McKay
• Fleming N (2005) Teaching and learning
styles: VARK strategies, Honolulu Honolulu
Community College
• Gagne R (1985) The Conditions of Learning
(4th Edn) New York Holt, Rinehart & Winston

Friday, 1 March 13
 Further reading
• Bloom BS (1956) Taxonomy of Educational
Objectives: The Classification of Educational
Goals New York McKay
• Fleming N (2005) Teaching and learning
styles: VARK strategies, Honolulu Honolulu
Community College
• Gagne R (1985) The Conditions of Learning
(4th Edn) New York Holt, Rinehart & Winston
• Gravells A (2012) Preparing to Teach in the
Lifelong Learning Sector: The New Award
London Learning Matters

Friday, 1 March 13
Friday, 1 March 13
 • Honey P & Mumford A (1992) The
manual of learning styles (3rd Edn)
Maidenhead Peter Honey Associates

Friday, 1 March 13
 • Honey P & Mumford A (1992) The
manual of learning styles (3rd Edn)
Maidenhead Peter Honey Associates
• Kolb DA (1984) Experiential Learning:
Experience as the Source of Learning
and Development New Jersey Prentice-
Hall.

Friday, 1 March 13
 • Honey P & Mumford A (1992) The
manual of learning styles (3rd Edn)
Maidenhead Peter Honey Associates
• Kolb DA (1984) Experiential Learning:
Experience as the Source of Learning
and Development New Jersey Prentice-
Hall.
• Laird D (1985) Approaches to Training
and Development Harlow Addison
Wesley

Friday, 1 March 13
Friday, 1 March 13
 • Maslow AH (1987) Edited by Frager R
Motivation and Personality (3rd Revised
Edn) New York Pearson Education Ltd

Friday, 1 March 13
 • Maslow AH (1987) Edited by Frager R
Motivation and Personality (3rd Revised
Edn) New York Pearson Education Ltd
• Pike R W (1989) Creative Training
Techniques Handbook Minneapolis MN
Lakewood Books

Friday, 1 March 13
 • Maslow AH (1987) Edited by Frager R
Motivation and Personality (3rd Revised
Edn) New York Pearson Education Ltd
• Pike R W (1989) Creative Training
Techniques Handbook Minneapolis MN
Lakewood Books
• Rogers CR (1983) Freedom to Learn for
the 80s, Columbus Merrill

Friday, 1 March 13
 • Maslow AH (1987) Edited by Frager R
Motivation and Personality (3rd Revised
Edn) New York Pearson Education Ltd
• Pike R W (1989) Creative Training
Techniques Handbook Minneapolis MN
Lakewood Books
• Rogers CR (1983) Freedom to Learn for
the 80s, Columbus Merrill
• Skinner BF (1974) About Behaviorism,
San Francisco CA Knopf

Friday, 1 March 13
 Websites
• Cognitive Learning Styles - http://
tip.psychology.org/styles.html
• Honey & Mumford - www.peterhoney.com
• Informal Education Encyclopedia –
www.infed.org/encyclopaedia.htm
• Learning styles test – www.vark-
learn.com
• Learning theories - www.learning-
theories.com
• Thinkers and theorists - http://
www.infed.org/thinkers/

Friday, 1 March 13
 Pedagogy or
Andragogy

Friday, 1 March 13
 Pedagogy

25

Friday, 1 March 13
 Pedagogy
• The art of science of teaching
children

25

Friday, 1 March 13
 Pedagogy
• The art of science of teaching
children
• From Greek paidagogia
"education, attendance on boys"

25

Friday, 1 March 13
 Andragogy

• The science and

methods of teaching
adults

26

Friday, 1 March 13
 Teaching Methods

Friday, 1 March 13
 Do you agree with this
statement?
•Some teaching
methods are bad
and shouldn’t be
used.
28

Friday, 1 March 13
 Learning activities include
3 main components:

29

Friday, 1 March 13
 Learning activities include
3 main components:

• Teaching methods

29

Friday, 1 March 13
 Learning activities include
3 main components:

• Teaching methods
• Resources

29

Friday, 1 March 13
 Learning activities include
3 main components:

• Teaching methods
• Resources
• Strategies

29

Friday, 1 March 13
Friday, 1 March 13
 • presentation (teacher in control or
teacher-centred), where the tutor
predominately transmits ideas,
information or skills.

Friday, 1 March 13
 • presentation (teacher in control or
teacher-centred), where the tutor
predominately transmits ideas,
information or skills.

• interaction (shared control or

participative), where knowledge and
experience are shared between the
teacher and the learners and/or
amongst the learners themselves.

Friday, 1 March 13
 • presentation (teacher in control or
teacher-centred), where the tutor
predominately transmits ideas,
information or skills.

• interaction (shared control or

participative), where knowledge and
experience are shared between the
teacher and the learners and/or
amongst the learners themselves.

• search (learner in control or learner

centred), where the learners explore
and discover for themselves, either on
their own or in small collaborative
groups.
Friday, 1 March 13
 The advantages of giving students
more control and responsibility

31

Friday, 1 March 13
 The advantages of giving students
more control and responsibility
• encourages active and deep
learning, rather than passive

31

Friday, 1 March 13
 The advantages of giving students
more control and responsibility
• encourages active and deep
learning, rather than passive
• and superficial learning

31

Friday, 1 March 13
 The advantages of giving students
more control and responsibility
• encourages active and deep
learning, rather than passive
• and superficial learning
• develops self-management and
‘learning to learn’

31

Friday, 1 March 13
 The advantages of giving students
more control and responsibility
• encourages active and deep
learning, rather than passive
• and superficial learning
• develops self-management and
‘learning to learn’
• process skills as well as delivering
the learning product.

31

Friday, 1 March 13
 The advantages of giving
students more control and

32

Friday, 1 March 13
 The advantages of giving
students more control and
• discourages learned helplessness
and learned dependency -

32

Friday, 1 March 13
 The advantages of giving
students more control and
• discourages learned helplessness
and learned dependency -
• encourages the development of
self-belief, self-reliance and
autonomy.

32

Friday, 1 March 13
 The advantages of giving
students more control and
• discourages learned helplessness
and learned dependency -
• encourages the development of
self-belief, self-reliance and
autonomy.
• less stressful and more enjoyable
for the teacher, who also gains the
students’ respect for treating
them with respect
32

Friday, 1 March 13
 The advantages of giving
students more control and
• discourages learned helplessness
and learned dependency -
• encourages the development of
self-belief, self-reliance and
autonomy.
• less stressful and more enjoyable
for the teacher, who also gains the
students’ respect for treating
them with respect
32
Petty G (1998), Teaching Today, Thornes (page 119)
Friday, 1 March 13
 Are some teaching
methods bad and
shouldn’t be used?

Friday, 1 March 13
 Perhaps we should say...

34

Friday, 1 March 13
 Perhaps we should say...
• Some teaching methods are ‘bad’
when used with some students

34

Friday, 1 March 13
 Perhaps we should say...
• Some teaching methods are ‘bad’
when used with some students
• Some teaching methods are ‘bad’
for achieving some learning
outcomes

34

Friday, 1 March 13
 Perhaps we should say...
• Some teaching methods are ‘bad’
when used with some students
• Some teaching methods are ‘bad’
for achieving some learning
outcomes
• Some teaching methods are ‘bad’
for some subject areas or domains
of learning
34

Friday, 1 March 13
 Perhaps we should say...
• Some teaching methods are ‘bad’
when used with some students
• Some teaching methods are ‘bad’
for achieving some learning
outcomes
• Some teaching methods are ‘bad’
for some subject areas or domains
of learning
• Some teaching methods are ‘bad’
34
when used by some teachers
Friday, 1 March 13
 or…………
• There’s no bad
teaching methods just
teaching methods
used badly!

35

Friday, 1 March 13
 ‘No one method of teaching
adults will suit every occasion. What
matters is to choose a method or
methods which best help adults
achieve the task in hand.
Experience indicates that a
combination of methods is likely to be
more effective than any one used
singly and that a variety will help
maintain people’s interest and
motivation.’

Daines J, Daines C & Graham B, (1998), Adult

Learning Adult Teaching, University of Nottingham
(page 19)

Friday, 1 March 13
 What is a micro teach session?

Friday, 1 March 13
 What is a micro teach session?

Friday, 1 March 13
 What is a micro teach session?

• What do you consider a micro

teach session to be?

Friday, 1 March 13
 What is a micro teach session?

• What do you consider a micro

teach session to be?
• What will it involve?

Friday, 1 March 13
 What is a micro teach session?

Friday, 1 March 13
 What is a micro teach session?

• A micro teach session enables you to

demonstrate your skills and
knowledge as a teacher and put your
new found theory into practice for your
chosen subject

Friday, 1 March 13
 What is a micro teach session?

• A micro teach session enables you to

demonstrate your skills and
knowledge as a teacher and put your
new found theory into practice for your
chosen subject
• This involves planning, preparing,
delivering and evaluating a short
session

Friday, 1 March 13
 What is a micro teach session?

• A micro teach session enables you to

demonstrate your skills and
knowledge as a teacher and put your
new found theory into practice for your
chosen subject
• This involves planning, preparing,
delivering and evaluating a short
session
• You will deliver it to your peer group

Friday, 1 March 13
 What is a micro teach session?

• A micro teach session enables you to

demonstrate your skills and
knowledge as a teacher and put your
new found theory into practice for your
chosen subject
• This involves planning, preparing,
delivering and evaluating a short
session
• You will deliver it to your peer group
• The length, date, time and place should
be agreed in advance
Friday, 1 March 13
 Questions to ask in advance

Friday, 1 March 13
 Questions to ask in advance
• What questions and/or concerns
do you have?

Friday, 1 March 13
 Questions to ask in advance

Friday, 1 March 13
 Questions to ask in advance
• How long will my session be?

Friday, 1 March 13
 Questions to ask in advance
• How long will my session be?
• When and where will it take place?

Friday, 1 March 13
 Questions to ask in advance
• How long will my session be?
• When and where will it take place?
• Will you need to see my session
plan in advance?

Friday, 1 March 13
 Questions to ask in advance
• How long will my session be?
• When and where will it take place?
• Will you need to see my session
plan in advance?
• What if I change my mind about
what I’m going to deliver?

Friday, 1 March 13
 Questions to ask in advance
• How long will my session be?
• When and where will it take place?
• Will you need to see my session
plan in advance?
• What if I change my mind about
what I’m going to deliver?
• What equipment and resources
are available to me?

Friday, 1 March 13
Friday, 1 March 13
 • How many people will I be delivering
to?

Friday, 1 March 13
 • How many people will I be delivering
to?
• Do I need to know their learning styles
or any individual needs?

Friday, 1 March 13
 • How many people will I be delivering
to?
• Do I need to know their learning styles
or any individual needs?
• Can I find out in advance what prior
knowledge and/or experience my
learners have of my subject?

Friday, 1 March 13
 • How many people will I be delivering
to?
• Do I need to know their learning styles
or any individual needs?
• Can I find out in advance what prior
knowledge and/or experience my
learners have of my subject?
• Can I show a video clip? If so, how long
can it be?

Friday, 1 March 13
 • How many people will I be delivering
to?
• Do I need to know their learning styles
or any individual needs?
• Can I find out in advance what prior
knowledge and/or experience my
learners have of my subject?
• Can I show a video clip? If so, how long
can it be?
• What will I need to bring with me e.g.
board markers, clock, paper?

Friday, 1 March 13
 • How many people will I be delivering
to?
• Do I need to know their learning styles
or any individual needs?
• Can I find out in advance what prior
knowledge and/or experience my
learners have of my subject?
• Can I show a video clip? If so, how long
can it be?
• What will I need to bring with me e.g.
board markers, clock, paper?
• Can I arrive early to set up the area,
e.g. move tables, check resources?
Friday, 1 March 13
Friday, 1 March 13
 • What computer programs/versions are
available?

Friday, 1 March 13
 • What computer programs/versions are
available?
• Will I have internet access?

Friday, 1 March 13
 • What computer programs/versions are
available?
• Will I have internet access?
• Should I e-mail my presentation to you
or should I bring it on a memory stick?

Friday, 1 March 13
 • What computer programs/versions are
available?
• Will I have internet access?
• Should I e-mail my presentation to you
or should I bring it on a memory stick?
• Is there somewhere I can get handouts
photocopied in advance?

Friday, 1 March 13
 • What computer programs/versions are
available?
• Will I have internet access?
• Should I e-mail my presentation to you
or should I bring it on a memory stick?
• Is there somewhere I can get handouts
photocopied in advance?
• Should I start with an icebreaker and
ground rules?

Friday, 1 March 13
 • What computer programs/versions are
available?
• Will I have internet access?
• Should I e-mail my presentation to you
or should I bring it on a memory stick?
• Is there somewhere I can get handouts
photocopied in advance?
• Should I start with an icebreaker and
ground rules?
• What kind of assessment activity should
I use?

Friday, 1 March 13
 • What computer programs/versions are
available?
• Will I have internet access?
• Should I e-mail my presentation to you
or should I bring it on a memory stick?
• Is there somewhere I can get handouts
photocopied in advance?
• Should I start with an icebreaker and
ground rules?
• What kind of assessment activity should
I use?
• How will I receive feedback afterwards?

Friday, 1 March 13
 Planning your session

Friday, 1 March 13
 Planning your session
• You will need to create a session
plan in advance

Friday, 1 March 13
 Planning your session
• You will need to create a session
plan in advance
• This should have a clear aim (what
you want your learners to achieve)

Friday, 1 March 13
 Planning your session
• You will need to create a session
plan in advance
• This should have a clear aim (what
you want your learners to achieve)
• You should then have SMART
objectives (how your learners will
achieve your aim)

Friday, 1 March 13
 Planning your session
• You will need to create a session
plan in advance
• This should have a clear aim (what
you want your learners to achieve)
• You should then have SMART
objectives (how your learners will
achieve your aim)
• For example: describe, explain,
list, demonstrate etc
Friday, 1 March 13
Friday, 1 March 13
 • Your plan should have a beginning
(the introduction)

Friday, 1 March 13
 • Your plan should have a beginning
(the introduction)
• A middle section (the development)
and

Friday, 1 March 13
 • Your plan should have a beginning
(the introduction)
• A middle section (the development)
and
• An ending (the summary/conclusion)

Friday, 1 March 13
 • Your plan should have a beginning
(the introduction)
• A middle section (the development)
and
• An ending (the summary/conclusion)
• These should show a logical
progression of learning and
assessment

Friday, 1 March 13
 • Your plan should have a beginning
(the introduction)
• A middle section (the development)
and
• An ending (the summary/conclusion)
• These should show a logical
progression of learning and
assessment
• Timings should be allocated to each
of the activities you plan to use
during each section
Friday, 1 March 13
 Preparing your session

Friday, 1 March 13
 Preparing your session
• Once you have your session plan you will
need to design all the activities,
handouts, resources, presentations and
assessment activities you intend to use

Friday, 1 March 13
 Preparing your session
• Once you have your session plan you will
need to design all the activities,
handouts, resources, presentations and
assessment activities you intend to use
• It would help to know in advance
something about your learners e.g. their
learning styles or any particular needs

Friday, 1 March 13
 Preparing your session
• Once you have your session plan you will
need to design all the activities,
handouts, resources, presentations and
assessment activities you intend to use
• It would help to know in advance
something about your learners e.g. their
learning styles or any particular needs
• You will need to be aware of health and
safety aspects, and equality and diversity.

Friday, 1 March 13
 Preparing your session
• Once you have your session plan you will
need to design all the activities,
handouts, resources, presentations and
assessment activities you intend to use
• It would help to know in advance
something about your learners e.g. their
learning styles or any particular needs
• You will need to be aware of health and
safety aspects, and equality and diversity.
• Practise your session in front of friends
and family to check your timings

Friday, 1 March 13
 Delivering your session

Friday, 1 March 13
 Delivering your session
• Your session should flow logically
through the beginning, middle and
ending sections

Friday, 1 March 13
 Delivering your session
• Your session should flow logically
through the beginning, middle and
ending sections
• You need to be in control of what is
happening and engage your learners
throughout

Friday, 1 March 13
 Delivering your session
• Your session should flow logically
through the beginning, middle and
ending sections
• You need to be in control of what is
happening and engage your learners
throughout
• Remember to assess that learning
is taking place by referring to the
objectives, e.g. by asking your
learners to: describe, explain, list,
demonstrate etc
Friday, 1 March 13
 What makes a good session?

Friday, 1 March 13
 What makes a good session?
• Teacher’s knowledge, confidence and
professionalism

Friday, 1 March 13
 What makes a good session?
• Teacher’s knowledge, confidence and
professionalism
• Passion and enthusiasm to convey
the subject

Friday, 1 March 13
 What makes a good session?
• Teacher’s knowledge, confidence and
professionalism
• Passion and enthusiasm to convey
the subject
• Setting realistic SMART objectives

Friday, 1 March 13
 What makes a good session?
• Teacher’s knowledge, confidence and
professionalism
• Passion and enthusiasm to convey
the subject
• Setting realistic SMART objectives
• Inclusion of students e.g. discussing
their experiences, involving them in
relevant and varied activities, asking
questions, giving relevant support
and feedback

Friday, 1 March 13
 What makes a good session?
• Teacher’s knowledge, confidence and
professionalism
• Passion and enthusiasm to convey
the subject
• Setting realistic SMART objectives
• Inclusion of students e.g. discussing
their experiences, involving them in
relevant and varied activities, asking
questions, giving relevant support
and feedback
• Treating students as individuals
Friday, 1 March 13
 The beginning

Friday, 1 March 13
 The beginning
• This is the introduction to your
session i.e. introduce yourself, your
topic and your aim

Friday, 1 March 13
 The beginning
• This is the introduction to your
session i.e. introduce yourself, your
topic and your aim
• You will need to establish a rapport
with your learners and engage and
interact with them from the start

Friday, 1 March 13
 The beginning
• This is the introduction to your
session i.e. introduce yourself, your
topic and your aim
• You will need to establish a rapport
with your learners and engage and
interact with them from the start
• Asking the question ‘does anyone
have any prior knowledge or
experience of the topic?’ is a good
way of involving your learners and
helps you check prior learning
Friday, 1 March 13
Friday, 1 March 13
 • However, you might not have time
to agree any ground rules but you
could state that you expect
electronic devices to be switched
off

Friday, 1 March 13
 • However, you might not have time
to agree any ground rules but you
could state that you expect
electronic devices to be switched
off
• You might like to encourage your
learners to ask questions at any
time

Friday, 1 March 13
 The middle

Friday, 1 March 13
 The middle
• This is the development section of your
session where teaching and learning
takes place

Friday, 1 March 13
 The middle
• This is the development section of your
session where teaching and learning
takes place
• Use a variety of approaches to include
and involve all learners, reach all
learning styles and retain motivation

Friday, 1 March 13
 The middle
• This is the development section of your
session where teaching and learning
takes place
• Use a variety of approaches to include
and involve all learners, reach all
learning styles and retain motivation
• Recap regularly to reinforce points

Friday, 1 March 13
 The middle
• This is the development section of your
session where teaching and learning
takes place
• Use a variety of approaches to include
and involve all learners, reach all
learning styles and retain motivation
• Recap regularly to reinforce points
• Check learning has taken place by
using an appropriate assessment
method e.g. open questions or the PPP
approach
Friday, 1 March 13
 The ending

Friday, 1 March 13
 The ending
• This is the summary or conclusion to
your session

Friday, 1 March 13
 The ending
• This is the summary or conclusion to
your session
• You need to recap your aim and check
your learners have achieved the
objectives

Friday, 1 March 13
 The ending
• This is the summary or conclusion to
your session
• You need to recap your aim and check
your learners have achieved the
objectives
• A short quiz is a good way to check
knowledge if you have time

Friday, 1 March 13
 The ending
• This is the summary or conclusion to
your session
• You need to recap your aim and check
your learners have achieved the
objectives
• A short quiz is a good way to check
knowledge if you have time
• Ask your learners if they have any
questions, however, keep track of time

Friday, 1 March 13
 The ending
• This is the summary or conclusion to
your session
• You need to recap your aim and check
your learners have achieved the
objectives
• A short quiz is a good way to check
knowledge if you have time
• Ask your learners if they have any
questions, however, keep track of time
• End by saying ‘thank you’

Friday, 1 March 13
 Evaluating your session

Friday, 1 March 13
 Evaluating your session
• Evaluating your delivery is an
important aspect of your learning
and development

Friday, 1 March 13
 Evaluating your session
• Evaluating your delivery is an
important aspect of your learning
and development
• You should receive oral feedback
from your observer

Friday, 1 March 13
 Evaluating your session
• Evaluating your delivery is an
important aspect of your learning
and development
• You should receive oral feedback
from your observer
• You might also receive feedback
from your peers

Friday, 1 March 13
 Evaluating your session
• Evaluating your delivery is an
important aspect of your learning
and development
• You should receive oral feedback
from your observer
• You might also receive feedback
from your peers
• This, plus your own reflections
should be used to inform your self
evaluation process
Friday, 1 March 13
Friday, 1 March 13
 • Consider all the feedback and accept
that it is from the perspective of your
observer and the learners

Friday, 1 March 13
 • Consider all the feedback and accept
that it is from the perspective of your
observer and the learners
• You might think differently, however,
your learners were on the receiving
end and are best able to comment

Friday, 1 March 13
 • Consider all the feedback and accept
that it is from the perspective of your
observer and the learners
• You might think differently, however,
your learners were on the receiving
end and are best able to comment
• When evaluating yourself, consider
your strengths, areas for development
and any action and improvements
required

Friday, 1 March 13
 • Consider all the feedback and accept
that it is from the perspective of your
observer and the learners
• You might think differently, however,
your learners were on the receiving
end and are best able to comment
• When evaluating yourself, consider
your strengths, areas for development
and any action and improvements
required
• This should be about both your teaching
and subject knowledge and skills

Friday, 1 March 13
 Don’t panic!

Friday, 1 March 13
 Don’t panic!
• If you prepare well, your subject
knowledge should help your
confidence

Friday, 1 March 13
 Don’t panic!
• If you prepare well, your subject
knowledge should help your
confidence
• It’s a learning experience, if you
make a mistake, move on and don’t
draw attention to it, your learners
might not know any different,
however, don’t bluff your way out of
anything

Friday, 1 March 13
 Don’t panic!
• If you prepare well, your subject
knowledge should help your
confidence
• It’s a learning experience, if you
make a mistake, move on and don’t
draw attention to it, your learners
might not know any different,
however, don’t bluff your way out of
anything
• Do get in touch with your observer if
you have any questions or concerns
Friday, 1 March 13
 Further reading
• Duckworth et al (2010) Successful teaching Practice in the
Lifelong Learning Sector Exeter Learning Matters.
• Francis, M. & Gould, J. (2009) Achieving your PTLLS Award.
London. Sage Publications Ltd. 
• Gravells, A. (2012) Preparing to Teach in the Lifelong
Learning Sector The New Award London. Learning Matters.  
• Gravells, A. (2012) Passing PTLLS Assessments (2nd Edn)
London. Learning Matters.  
• Wallace, S. (2011) Teaching, Tutoring and Training in the
Lifelong Learning Sector (4th Edn). Exeter. Learning
Matters.  
• Williams, J. (2012) Study Skills for PTLLS. London. Learning
Matters. 
• Wilson, L. (2008) Practical Teaching A Guide to PTLLS and
CTLLS. London Cengage Learning.

Friday, 1 March 13
 Websites
• Teaching and learning - http://
archive.excellencegateway.org.uk/
page.aspx?o=131034
• Assessment - http://
archive.excellencegateway.org.uk/
page.aspx?o=114635
• Giving and receiving feedback - http://
www.learning.ox.ac.uk/rsv.php?page=319
• YouTube micro teach videos - http://
tinyurl.com/cme2d9z

Friday, 1 March 13
 Smartscreen

Friday, 1 March 13
 Smartscreen
• www.smartscreen.co.uk

58

Friday, 1 March 13
 Homework

Friday, 1 March 13
 Homework

60

Friday, 1 March 13
 Homework
• Complete your preparations for
your micro-teach including the
session plan, self-evaluation

60

Friday, 1 March 13
 Homework
• Complete your preparations for
your micro-teach including the
session plan, self-evaluation
• Complete the reading on
'Professionalism and reflective
practice' by Kate Kennett

60

Friday, 1 March 13
 Homework
• Complete your preparations for
your micro-teach including the
session plan, self-evaluation
• Complete the reading on
'Professionalism and reflective
practice' by Kate Kennett
• Read Gravells chapter 4

60

Friday, 1 March 13