| 202 | | || || || || '''1. Demonstrate and/or instruct:.''' || |
| 203 | | || T || || || Model the skill or provide examples of its use.[[BR]]» Anticipate the students' difficulties. || |
| 204 | | || || || || '''2. Practise and support''' || |
| 205 | | || || S || + || Try out/practise the skill, using the appropriate protocols and techniques that the teacher has modelled. || |
| 206 | | || T || || + || Give continuous feedback on the students' actions, identifying difficulties and addressing them by:[[BR]]» Guiding students[[BR]] » Modelling the component skill where needed. || ''** Activities, tools, services? **'' |
| 207 | | || T || [S] || + || Support reflection, critique refinement and (self)assessment of skills. || |
| 208 | | || || || || '''3. Assess whole performance''' || |
| 209 | | || T || || || Set an assessment task that requires students to apply the skill in context. || ''** test, portfolio, continuous assessment, criticism/evaluation/review **'' |
| 210 | | || || || S || Perform the assessment task in context. || |
| 211 | | || T || || || Give feedback. || |
| | 202 | || || || || '''1. Demonstrate and/or instruct:.''' || || |
| | 203 | || T || || || Model the skill or provide examples of its use.[[BR]]» Anticipate the students' difficulties. || || |
| | 204 | || || || || '''2. Practise and support''' || || |
| | 205 | || || S || + || Try out/practise the skill, using the appropriate protocols and techniques that the teacher has modelled. || ''** Activities, tools, services? **'' || |
| | 206 | || T || || + || Give continuous feedback on the students' actions, identifying difficulties and addressing them by:[[BR]]» Guiding students[[BR]] » Modelling the component skill where needed. || || |
| | 207 | || T || [S] || + || Support reflection, critique refinement and (self)assessment of skills. || || |
| | 208 | || || || || '''3. Assess whole performance''' || || |
| | 209 | || T || || || Set an assessment task that requires students to apply the skill in context. || ''** test, portfolio, continuous assessment, criticism/evaluation/review **'' || |
| | 210 | || || || S || Perform the assessment task in context. || || |
| | 211 | || T || || || Give feedback. || || |
| 251 | | '''Teaching style:''' [wiki:ExpTeacher XXXX] ''** Link to exact style later **'' |
| 252 | | |
| 253 | | '''General overview''' |
| 254 | | |
| 255 | | '''Guidelines for planning''' |
| 256 | | |
| 257 | | '''Detailed sequence'''[[BR]] |
| 258 | | T = Tutor; S = Students; + = Concurrent steps |
| | 251 | '''Teaching style:''' [wiki:ExpTeacher Social facilitator] ''** Link to exact style later **'' |
| | 252 | |
| | 253 | '''General overview''' |
| | 254 | 1. Establish a safe context for students’ discussions. |
| | 255 | 1. Ensure that the social process has |
| | 256 | * A clear structure |
| | 257 | * Clear outcomes |
| | 258 | 1. Model and guide the, social process: |
| | 259 | * Give continuous feedback |
| | 260 | * Progressively give control of social process to learners |
| | 261 | 1. Assess outcomes and give feedback. |
| | 262 | |
| | 263 | '''Guidelines for planning''' |
| | 264 | * Establish a safe psycho-social context for discussions: i.e. students need to feel that they can express their opinions freely and without fear of mockery or redress. |
| | 265 | * Define clear outcomes for the process (e.g. a collective statement, vote) and the criteria for success. |
| | 266 | * As students become more skilled and confident, negotiate the outcomes and success criteria with them. |
| | 267 | * Structure the social process: establish ground rules for the debate, discussion etc. |
| | 268 | * Model and guide the social process: reinforce the ground rules where needed. |
| | 269 | * Progressively give control of social process to learners |
| | 270 | |
| | 271 | '''Detailed sequence'''[[BR]] |
| | 272 | T = Tutor; S = Students; + = Concurrent steps |
| | 273 | |
| | 274 | || || || || '''Preparation''' || || |
| | 275 | || T || S[[BR]](Progressively) || || Negotiate:[[BR]]» Intended outcomes[[BR]»Criteria for success || || |
| | 276 | || T || || || Provide an appropriate context and content for the students to practise this skill. || || |
| | 277 | || T || || || Determine the structure of the social or communication process. || || |
| | 278 | || || || || '''2. Discuss and support'''. || || |
| | 279 | || || S || + || Discuss/debate or otherwise collaborate on the topic of the session || ''** Activities, tools, services? **'' || |
| | 280 | || T || || + || Support the discussion:[[BR]]» Suggest appropriate content resources.[[BR]]» Facilitate and model the process.[[BR]]» Give feedback on students' actions.[[BR]]» Remediate problems and difficulties. || || |
| | 281 | || T || [S] || || Support reflection, critique refinement and (self-)assessment of skills. || || |
| | 282 | || || || || '''3. Assess whole performance''' || || |
| | 283 | || T || || || Set an assessment task. || ''** observation, self-report, process capture, criticism/evaluation/review **'' || |
| | 284 | || || S || || Perform the assessment task in context. || || |
| | 285 | || T || || || Give feedback. || ''** select type of feedback **'' || |
| | 286 | |
