Changes between Version 5 and Version 6 of ExpTeacher

Timestamp:

02/10/06 15:30:03 (7 years ago)

Author:

mastermanl

Comment:

--

ExpTeacher

@@ -4 +4 @@
 
 [[PageOutline]]
-This section is where you can explore your role in the learning session: how you will interact with your students, online and/or face to face. You may already have a way of teaching that suits you -- and your students -- best. However, if you want to try something different in this learning session, here is a range of approaches for you to consider:
+This section is where you can explore your role in the learning session: how you will interact with your students, whether those interactions take place online and/or face to face. You may already have a way of teaching that suits you -- and your students -- best. However, if you want to try something different in this learning session, here is a range of approaches for you to consider:
 
 ''** Source for most of what follows: JISC mapping table a **''
@@ -51 +51 @@
 [wiki:ExpTeacher#YourTeachingApproach Top] | [wiki:ExpStructure Sandpit page] 
 
-== Mentor == 
+== Mentor, Advisor == 
 
-The teacher directs students' learning, but adopts the role of mentor or adviser rather than that of the content expert.
+The teacher directs students' learning of cognitive skills, but adopts the role of mentor or adviser rather than that of the content expert.
 
 Characteristics of this approach:
@@ -65 +65 @@
  * Tasks become progressively more complex
 
-
 Typical learning outcome: general cog skills ''** Link to/from cog skills LO **''
 
@@ -73 +72 @@
 
 [wiki:ExpTeacher#YourTeachingApproach Top] | [wiki:ExpStructure Sandpit page] 
+
+== Coach, Trainer == 
+
+The teacher directs students' learning of practical skills, adopting the role of trainer or instructor.
+
+Characteristics of this approach:
+
+ * Routines of organised activity
+ * Analysis of skills into component units
+ * Appropriate guidance and modelling
+ * Opportunities for learners to practise skills 
+ * Adaptation to learners’ competences (differentiation)
+ * Clear goals and feedback
+ * Tasks become progressively more complex
+
+Typical learning outcome: practical skills ''** Link to/from practical skills LO **''
+
+Typical sequences of learning activities: XXXX ''** Links to/from LAS in Table B **''
+
+Theories of learning that underpin this approach: ''** Links to/from theory materials -- not yet identified **''
+
+[wiki:ExpTeacher#YourTeachingApproach Top] | [wiki:ExpStructure Sandpit page] 
+
+== Chairperson == 
+
+''** See PI03 interview **''
+
+The teacher helps students to develop their social and communication skills, e.g. adopting the role of chair in a debate or 'devil's advocate' in a discussion.
+
+Characteristics of this approach:
+
+ * Establish a safe psycho-social context for the session: i.e. students need to feel that they can express their opinions freely and without fear of comeback.
+ * Structure the social process: establish ground rules for the debate, discussion etc.
+ * Model and guide the social process: reinforce the ground rules where needed.
+ * Define clear outcomes for the process: e.g. a collective statement, vote etc.
+
+Typical learning outcome: social and communication skills ''** Link to/from social skills LO **''
+
+Typical sequences of learning activities: XXXX ''** Links to/from LAS in Table B **''
+
+Theories of learning that underpin this approach: ''** Links to/from theory materials -- not yet identified **''
+
+[wiki:ExpTeacher#YourTeachingApproach Top] | [wiki:ExpStructure Sandpit page]