| 194 | | '''Teaching style:''' [wiki:ExpTeacher XXXX] ''** Link to exact style later **'' |
| 195 | | |
| 196 | | '''General overview''' |
| 197 | | |
| 198 | | '''Guidelines for planning''' |
| 199 | | |
| 200 | | '''Detailed sequence'''[[BR]] |
| 201 | | T = Tutor; S = Students; + = Concurrent steps |
| | 194 | '''Teaching style:''' [wiki:ExpTeacher Coach, Trainer] ''** Link to exact style later **'' |
| | 195 | |
| | 196 | '''General overview''' |
| | 197 | 1. Situate the skill in the context of its use. |
| | 198 | 1. Break down the skill into relevant, progressive components. For each component skill: |
| | 199 | * Guide or model the skill |
| | 200 | * Anticipate, elucidate and address learner difficulties |
| | 201 | * Give continuous feedback |
| | 202 | 1. Assess outcomes |
| | 203 | |
| | 204 | '''Guidelines for planning''' |
| | 205 | * Break down the skill to be learnt in this session into component (progressive) units. |
| | 206 | * For each component: |
| | 207 | * Determine the success criteria. |
| | 208 | * Decide what activity (or activities) the students will do. |
| | 209 | |
| | 210 | '''Detailed sequence'''[[BR]] |
| | 211 | T = Tutor; S = Students; + = Concurrent steps |
| | 212 | |
| | 213 | || || || || '''1. Orientate.''' || || |
| | 214 | || T || || || Give an overview of the topic (i.e. the skill to be learnt) to the students. || || |
| | 215 | || || || || '''2. For each component of the skill:''' || || |
| | 216 | || T || || || Demonstrate the component skill and/or instruct the students how to perform it.[[BR]][[BR]]Anticipate the students' difficulties || || |
| | 217 | || || S || + || Try out/practise the component skill, using the appropriate tools and techniques. || ''** Activities, tools, services? **''|| |
| | 218 | || T || || + || Give continuous feedback on the students' actions, identifying difficulties and addressing them by[[BR]]- Guiding students[[BR]]- Modelling the component skill where needed. || || |
| | 219 | || T || [S] || + || Support reflection, critique refinement and (self)assessment of skills || || |
| | 220 | || || || || '''3. Assess whole performance''' || || |
| | 221 | || T || || || Set an assessment task reflecting the whole skill || ''** test, drill, practical, observation, criticism/evaluation/review **''|| |
| | 222 | || || S || || Perform the assessment task. || || |
| | 223 | || T || || || Give feedback. || || |
| | 224 | |
