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Well done Amy, Louise and Eve on passing their microteaches

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Well done Amy, Louise and Eve on passing their microteaches

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Case Studies:1.	You are the tutor. A learner in your group is very talkative, and seems to know a lot about the subject already; and every time you ask the whole group a discussion question, this person always answers first and goes into a lot of detail.  After a couple of weeks, you notice that others in the group are becoming very annoyed at one person answering all the questions.      What strategies could you use to ensure all members of the group have a fair turn to contribute?  Is there anything you could do to keep the talkative person involved but in more positive ways?2.	You teach a class that involves some tasks being done in small groups so that people have a chance to check out new ideas/skills and report back to the group.   At coffee time, a couple of people come up to you and say they weren’t expecting to have to do activities in groups – after all, they have paid a fee to attend the course and for you to do the teaching, and really, they’d prefer just to sit and write down what you say, as you are the teacher and should be telling them everything they need to know. They even say, a bit apologetically, that they feel you’re being a bit lazy, expecting them to do half the work for you!  How will you respond?3.	One of your learners is naturally a rather shy person and never speaks in front of the whole group, although her written work is good and she tells you she is enjoying the course.   How can you encourage her to contribute to discussions? 4.	You teach a subject where there is often a very wide range of abilities and experiences within the group.  Your learners need opportunities to work to their strengths and improve their weaknesses, but their skills are very varied.  How can you ensure that everyone is able to work at an appropriate level for them individually, yet still maintain a group focus? 

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Case Studies:1.	You are the tutor. A learner in your group is very talkative, and seems to know a lot about the subject already; and every time you ask the whole group a discussion question, this person always answers first and goes into a lot of detail.  After a couple of weeks, you notice that others in the group are becoming very annoyed at one person answering all the questions.      What strategies could you use to ensure all members of the group have a fair turn to contribute?  Is there anything you could do to keep the talkative person involved but in more positive ways?2.	You teach a class that involves some tasks being done in small groups so that people have a chance to check out new ideas/skills and report back to the group.   At coffee time, a couple of people come up to you and say they weren’t expecting to have to do activities in groups – after all, they have paid a fee to attend the course and for you to do the teaching, and really, they’d prefer just to sit and write down what you say, as you are the teacher and should be telling them everything they need to know. They even say, a bit apologetically, that they feel you’re being a bit lazy, expecting them to do half the work for you!  How will you respond?3.	One of your learners is naturally a rather shy person and never speaks in front of the whole group, although her written work is good and she tells you she is enjoying the course.   How can you encourage her to contribute to discussions? 4.	You teach a subject where there is often a very wide range of abilities and experiences within the group.  Your learners need opportunities to work to their strengths and improve their weaknesses, but their skills are very varied.  How can you ensure that everyone is able to work at an appropriate level for them individually, yet still maintain a group focus? 

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Motivating your learners Case study (p.52)

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Motivating your learners Case study (p.52)

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You have started a course on Photoshop and you are keen to learn and excited to be attending the course and learning something new each week. However, four of the learners are not keeping up with the work. The tutor appears to be spending more time with them and the group is repeating work you’ve already covered. You start to become bored with this, as you wanted to progress and then you start to come late or even miss sessions – you even considered leaving the course.

1) What could you do to motivate yourself?

2) What strategies should the tutor use to ensure that all learners are motivated?

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Functional Skills 2019 reforms #FunSkills2019 - August monthly updates

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Life skills, including maths, English and digital, are developed in the context of the subject area.

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Life skills, including maths, English and digital, are developed in the context of the subject area.

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The course subject is explored in line with learning outcomes and is developed inline with one or more of our educational themes: Employability, Health and Wellbeing, Community Engagement and Culture

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The course subject is explored in line with learning outcomes and is developed inline with one or more of our educational themes: Employability, Health and Wellbeing, Community Engagement and Culture

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1) To begin to assess microteaches
2) To discuss communication skills and motivation
3) To complete the case studies
4) To be able to add functional skills to your session plans

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Students are encouraged to engage critically and actively around their study

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Students are encouraged to engage critically and actively around their study

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Equality, diversity, inclusion and safety are embedded in everything we do

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Equality, diversity, inclusion and safety are embedded in everything we do

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By the end of the session you will be able to:
1) Plan activities in your microteach to ensure that equality, diversity and inclusion and functional skills are part of your sessions.
2) Complete the necessary forms for the planning and delivery of your microteach.
3) Discuss and take notes for the case studies.