Teaching and Learning - good practice

Preparation

For every hour spent in the classroom you can expect to spend another hour planning and preparing (dependant on experience)

A well-prepared session:

• Allows sufficient time for activities
• Has clearly stated SMART objectives that are understood by learners
• Meets the course objectives and requirements of the scheme of work
• Has a session plan which incorporates outcomes from initial and ongoing learner assessment (including health status assessments for sports/exercise & dance classes)
• Has all necessary resources prepared in advance of the session
• Builds on learners’ prior knowledge

• Plans for activities that allow for learners’ different abilities and learning styles

Delivery

A well delivered session:

• Ensures that all learners meet their maximum potential

• Is taught by an enthusiastic tutor with expertise in the subject.
  
• Ensures that all learners are clear about what they are expected to do

• Involves learners in a variety of activities over a period of time. Avoids, where possible, long periods of tutor exposition

• Begins with a clear introduction, linking it to previous sessions and to the course, and explaining the session objectives

• Recognises the fact that people learn in different ways; at different speeds; at different levels and so needs to provide a range of activities to allow for this

• Is delivered at a suitable pace

• Is stimulating and challenging

• Allows learners to participate or be otherwise actively involved

• Makes use of high-quality teaching and learning resources including e-learning where possible

• Encourages learners to work independently at times, both during and after the session

• Demonstrates effective tutor/learner relationships

• Contains frequent checks on understanding by the tutor and the learners themselves

• Ensures that theory and practice are integrated and referred to where possible

• Deviates from the lesson plan if necessary to ensure learner understanding

• Includes effective assessment of all learners’ progress

• Has learning materials, which are free from stereotyping and positive images in terms of gender, race and disability

• Concludes with a clear summing up of what has been covered

A well delivered practical session:

• Ensures that health and safety considerations are always observed
• Has industry-standard equipment and facilities
• Checks that learners know how to operate any specialist equipment
• Has activities that reflect industrial or commercial practice 
• Ensures that learners have enough theoretical understanding before embarking on practical work
• Has clearly explained practical demonstrations that are clearly visible to all learners
• Allows learners enough time to practise their skills
• Ensures that learners are making progress towards acquiring the standards required by the workplace
• Ensures that tutors manage to give attention to every learner and understand the progress being made by individuals

A well delivered theory lesson in a vocational subject:

• Ensures that links are made between theory and practice wherever possible
• Considers delivering the theory in a practical setting (e.g. in a workshop) and integrating the two elements

• Makes use of learner experience of the workplace through questions and discussions

Managing learners and the learning environment

Good management of learning ensures that:

• Staff are suitably experienced, qualified, and trained
• Poor attendance and punctuality are monitored, and action taken promptly
• Learners use their time effectively
• There is equality of opportunity in terms of the treatment of learners
• Learners are encouraged to work collaboratively
• Equipment and facilities are suitable for the purpose
• The accommodation is conducive to good learning
• Provides a stimulating learning environment eg displaying learners’ work and other materials in the room

Assessment

• Is accurate, valid, learner-centred and undertaken on a timely and regular basis
• Is appropriate for the course and helps learners develop the necessary skills, knowledge and understanding
• Conforms to awarding body requirements, where appropriate
• Ensures that assessed work is returned promptly
• Monitors learners’ progress and gives clear information about progress being made
• Tells individuals how they could improve through both verbally and written positive and constructive comments on work
• Involves formative assessment to check on learning. This may be through written work, questioning, in class or for homework
• Sets targets for improvement that are challenging but achievable
• Is recorded
• Helps identify additional learning needs

What Enables Effective Learning to Take Place?

When developing and running a session it is important to consider:

• Who (the learner)
• Where (The environment)                       
• How (the teaching and learning strategies you and the learner use
  

Teaching and Learning Activities

You will be aware of a whole range of teaching and learning activities to keep you and your learners interested and motivated.  Make sure you use a mixture so that different learning styles are met. 

The list below is just a few of the different learning activities you could use.

It is worth noting that we only remember: 

20% of what we read

30% of what we hear

40% of what we see

50% of what we say