Written Rational

Topics: Educational psychology, Education, Psychology Pages: 15 (5346 words) Published: May 27, 2013
Julie Walsh Cowie PTLLS Level 4
Rationale for micro-teach
(Using Inclusive Learning and Teaching Approaches in Lifelong Learning) Subject: Hair extensions and methods of attachment
Room: H6
Number of learners: 6-9
Start time:
My micro-teach is about hair extensions and, methods of attachment. I am currently not in a teacher / trainer role, but I work with hair extensions in my job as a hair stylist, so I feel fairly comfortable delivering this subject to a group of learner. The aim is to explain how to apply hair extensions using the clip in method of attachment. To do this I must ensure that objectives are SMART (Specific, Measured, Achievable, Realistic, Time Driven) .To achieve learning outcome I will deliver my micro teaching session, demonstrating a selection of teaching and learning approaches to engage and motivate learners . To deliver my lesson I have chosen to use a PowerPoint presentation, hand outs, demonstration and group practice session on mannequins. I will use the Psycho motor domain of learning (doing) to asses learning. During the practical practice session I will use open questioning. I will also use descriptive feedback to describe what they have done and what they can do to complete the task successfully. Dale (1969) devised the cone of learning and experience to express how people remember what they read, hear, see and do. I have designed my session to enable learning with this concept in mind.

Hair extensions is a wide subject, I will focus my delivery on, the history and the purpose of hair extensions, and the clip-in method of attachment. To enable learning it is essential that I am well prepared, for example I will need to have a clear and structured lesson plan, with detailed breakdown of the session regarding content, teacher/learner activities, resources, learning checks, allocated timings and assessment activities. I will use a mixture of teaching and learning approaches to keep learners motivated and use resources to support different learning styles. It is also important to ensure the learning environment is safe and supportive, appropriate and accessible. To do this I must ensure that room lay out, room temperature and lighting is appropriate. It is also important to carry out risk assessment and report any hazards found. Being aware of the accident, fire and emergency procedure is important if there is a need to evacuate. The register is also extremely important if there is a need to evacuate, this provide the detail of attendance and will eliminate the problem of searching for learners who had not attended on the day in question. The Health and Safety at Work Act (1974), states that reasonable care should be taken for the health and safety for oneself and others. Keeping record is essential to monitor attendance and progress of the learners.

To ensure learning has taken place and to support the learning process and aid understanding, verbal and non-verbal communication should be effective and appropriate and to the level of the learners. A level 2 learner should not be expected to perform at level 4. This can be achieved by using assertive tones, speaking a little slower and louder without shouting. Non-verbal communication includes body language such as eye contact, posture, facial expression and gestures. A teacher/trainer should lead by example; enter the classroom projecting a professional image by dressing smart, being polite and courteous, use assertive tone to gather the attention of the learners. Ground rules should be discussed and negotiated; some rules are compulsory and are imposed without negotiation. Learners need to be aware of ground rules, to encourage respect, and manage behaviour. Example of imposed rules is: •No smoking

No anti-social behaviour
Following health and safety regulation
respecting others’ views and beliefs.
Negotiable ground rules
No eating or...

References: Dale, E (1969) Audio Visual Methods in Teaching. Texas: Holt Rinehart and Winston.
Fleming, N (2005) Teaching and Learning Styles: VARK Strategies. Honolulu: Honolulu Community College.
Kolb, DA (1984) Experiential Learning: Experience as the source of learning and Development. New Jersey: Prentice-Hall.
Reece, I and Walker, S (2007) Teaching, Training and Learning: A Practical Guide (6thEdn). Tyne& Wear: Business Education Publishers.
The Health and Safety at Work Act (1974)http://www.hse.gov.uk/legislation/hswa.htm
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