Learning Support. 5. Training/Teaching and Learning Strategies.

Autor/inn/en	Faraday, Sally; Harris, Richard
Institution	Further Education Unit, London (England).; Training Agency, London (England).; Skill: National Bureau of Students with Disabilities, London (England).
Titel	Learning Support. 5. Training/Teaching and Learning Strategies.
Quelle	(1989), (43 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Brainstorming; Classroom Techniques; Continuing Education; Educational Improvement; Educational Resources; Experiential Learning; Foreign Countries; Group Discussion; Individual Needs; Inservice Teacher Education; Learning Strategies; Mainstreaming; Postsecondary Education; Simulation; Special Needs Students; Staff Development; Student Projects; Task Analysis; Teaching Methods; Training; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Weiterbildung; Teaching improvement; Unterrichtsentwicklung; Bildungsmittel; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Gruppendiskussion; Lehrerfortbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Post-secondary education; Tertiäre Bildung; Simulation program; Simulationsprogramm; Sonderpädagogischer Förderbedarf; Personnel development; Personalentwicklung; Schulprojekt; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung
Abstract	Teaching and learning strategies are the subject of this document, one of 9 modules in an 11-unit resource pack designed to help trainers and postsecondary and continuing education staff meet the needs of special needs students in Great Britain. Having completed the module, staff should be able to: (1) recognize the value of activity and variety in assisting learning; (2) select and implement methods appropriate for learners' individual needs; and (3) plan a learning program relevant to stated objectives incorporating variety in learning activities, resources, and methods of organization. Following an introduction, the first of four instructional sections deals with the benefits of activity and variety, on the premise that special needs learners are likely to be more responsive to learning by doing than simply listening to lectures. Section 2 explains how space, time, and people are important in the management of learning. Section 3 examines a range of teaching methods, including brainstorming, buzz groups, discussion, experiential learning, projects, simulation, and task analysis. Section 4 lists the factors to be considered in planning and preparing a session, i.e., needs of the learners, goals, objectives, content, methods, resources, student assessment, and session evaluation. Fifteen exercises are included in the module. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC