Ptlls And Planning

My approach to planning the micro-teaching (See Appendix 1) ensured there was an introduction, middle and conclusion, establishing clear aims and objectives, Petty (2009, p.409), at the beginning and then re-visiting these at the end to check learning has occurred (See Appendix 4). The clear aims and objectives are to provide the learners with a guideline of my expectations and with an idea ofthe standards I will be demanding from them. It is also very useful in order to demonstrate my enthusiasm for the subject and the relevance to the overall course.
After a few minutes where I felt nervous, I finally trusted my knowledge and expertise, and confidence appeared. It clearly reflected on my body language. My stance, hands movements and eye contact became more natural.
The learningstrategies used were intended to be inclusive and engaging. My professional background ensured that my passion and enthusiasm would shine through my delivery. By using different volume levels and making strong statements I managed to stimulate the multi-senses of the learners in order to achieve a greater learning, Laird (1985). It was a difficult and sensitive topic due to its nature, so Icontextualised it at the beginning as it was aimed to be delivered at the end of the First Aid and ALS (Advance Life Support) course for cabin crew staff.
I presented the information using PowerPoint (See Appendix 2). The contents were kept to the main points and no more than 5-6 bullet points on each slide, (Hill 2010, online). The audience wants to be listening and making eye contact with me and notfocusing on looking at a screen or rushing to absorb the content of the slides. In order to ensure inclusive learning I asked learners questions before showing the answers on the screen and explained them accordingly. I amended the original presentation I have always used in a more professional environment, and removed all the graphic photos from it.
The scenario exercise I introduced (See Appendix3), allowed learners to assess and manage each incident of the triage exercise effectively after identifying the nature of the injury. This type of exercise and its benefits, Petty (2009, p.258), allows learners to improve their life saving skills in risk free environments as well as it manages to increase their self-confidence. “Difficile est tenere quae acceperis nisi exerceas” (It is difficultto retain what you may have learned unless you should practise it.).
I also prepared slide hand-outs and triage cards (See Appendix 7), accompanying information as it is always well received. It leaves a lasting impression once your leave the room and shows you have prepared well for the task. Unfortunately I did not take them with me. An obvious mistake clearly mentioned in the feedback received(See Appendix 6). I am sure if I had taken the printed hand-outs with me I would have had better feedback. A mistake I admit I have made and Iearnt from.
But becoming a teacher/trainer involves mastering a setting of methodologies and techniques, and this is when feedback is necessary. Feedback is a very powerful tool and an essential part of effective learning, Reading.ac.uk (1885).Appropriately used will provide obvious benefits, and it will give us the opportunity to recall and analyse our strengths as well as our weaknesses. Before I delivered my micro-teaching I was able to give feedback to my colleagues (See Appendix 5) and learn from it, applying some changes to my delivery, such as the contents of the PowerPoint and making open question during the presentation. The feedback wasprovided in two very different ways, a more formal written form (See Appendix 6) and an informal discussion which I found extremely interesting, helpful and definitely a valuable source of information to develop my skills as a trainer/teacher. My strengths according to the feedback received were planning, knowledge of the subject, level of expertise, fluent use of IT, motivation and classroom...