In our particular Web Design course, we have lots of learners who attend full-time, a handful who attend two-days per week (depending on their availability), a mum of two who can only attend one day per week and others whose attendance is unpredictable for health and/or family reasons. Some learners start with excellent technical skills, others . . . → Read More: Tip 5: Gradually hand over control of learning
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Tip 3 was all about creating relevant and practical activities to learn through doing – and this is where the bulk of my preparation time is spent (well, the time that’s not assessing). But note that these are practical learning activities – not learning content. These days I hardly ever create learning content for my classes… . . . → Read More: Tip 4: Become a filter of relevant content for your learners Following on from Tip 2: Act on the needs of your learners, as a new teacher one of the most recurring needs that I’ve found is the need for relevant, practical and progressive activities that enable learners to learn through doing. Relevant Not in the sense that your activity meets the criteria of a training package (although that’s . . . → Read More: Tip 3: Provide relevant and practical activities to learn through doing Unless you’re teaching 4-unit Physics to a same-gender class in a pre-millenniallist sixth-day Baptist school, you’re guaranteed to have a bunch of very very different learners, each with very different background knowledge, different learning styles, social skills, time-management skills, life situations, cultural backgrounds etc. One of the hardest lessons I’m learning as a new teacher . . . → Read More: Teaching tip 2: Act on the needs of your learners What advice would you give to a new teacher working in a technology-related area? Maybe you’re a student who’s experienced the good and the bad? Or a teacher who’s experience has refined some tried-and-true “methods of instruction”? What advice would you give to a new teacher? Since starting out in education half-a-decade ago (sounds longer than 4 . . . → Read More: Teacher tip 1: Model learning not teaching |
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