Learning and Teaching Strategies Used in Own Specialism - Assignment Example

Learning and teaching strategies used in own specialism Learning and teaching strategies used in own specialism There is more focus in learning styles that involves learners’ preferred approaches of learning and achieving individual needs in a learning environment through assignments and activities that are motivating engaging, and scheduled in a vocational context. Some of the practical learning strategies include demonstrations, role plays, discussions, presentations and group work (Hodson, 1990).

I teach 1 to 1 so there's only one student in the class. Beauty industry, eyelash extensions, student learns about health and safety, sterilization of the equipment and work area, contraindications, skin and eye diseases, preparation of a client, they are shown pictures of before and after work, so they can imagine how their work should look like, I also demonstrate types of application how to prepare a client etc they have hands-on practice with a mannequin learning how to separate and attach lashes, step by step explanations of what to do and pictures showing step by step applications.

The second part of the training is working with real models and practicing what they have learned during the session. Basing on this experience, some teaching and learning strategies may apply, while some may not. Those applications are discussed below. Demonstration Here, each student who is to be taught at ago will watch me demonstrate a practical lesson as he or she observes and he or she will manipulate or observe real objects or materials at disposal. To utilize this strategy, I will be required to first of all plan practical work having particular learning objectives in mind.

Through using a number of pedagogical methods, the practical task may be used to meet the diversified learning outcomes. Next is to ensure that the task design outlines the key objectives and minimizes any kind of nose. To make it more effective, I will link observables with scientific ideas and ask questions to ask each student’s understanding. In this context, I will ensure that the demonstrations are best as communication, rather than discovery (Hodson, 1990 Presentations When using this method, I will put in mind the strategies that will make it a lively and smooth understanding by the learners.

For instance, I will use humor, repetition, emotive language, and short sentences for quick learning and total concentration. I will be aware of each learner’s knowledge and likely perspectives so that I can connect with them and be able to convince them. My presentation must be along with clear rationale supported by proof, such as expert opinion, witness statements, statistics, facts, and present optional perspectives on issues. To conclude, a summary of the presentation, as well as a challenge or an appeal, is important (Hodson, 1990).