Thinking Skills
Encourage learners to understand the process (not just about output).
Encourage learners to understand the process (not just about output).
Plan in-class exercises where learners are given a range of applications; for example, document processing to choose from based on the appropriateness for solving a problem or addressing a work issue, assessment that involves PMI (plus minus interesting) reflection, in-class exercises such as CV writing and online quizzes as self-assessments.
Plan in-class exercises where learners are given a range of applications; for example, document processing to choose from based on the appropriateness for solving a problem or addressing a work issue, assessment that involves PMI (plus minus interesting) reflection, in-class exercises such as CV writing and online quizzes as self-assessments.
Use case studies and scenario-based learning to encourage learners to draw up solutions or make decisions; for example, a classroom or lab is set up as "The Business Centre" with a front-of-office/ reception area and a meeting area to simulate the business workplace; learners role-play the receptionist role and simulate a team meeting every week where they learn front-of-office and meeting management skills.
Use case studies and scenario-based learning to encourage learners to draw up solutions or make decisions; for example, a classroom or lab is set up as "The Business Centre" with a front-of-office/ reception area and a meeting area to simulate the business workplace; learners role-play the receptionist role and simulate a team meeting every week where they learn front-of-office and meeting management skills.
Allow the use of the internet; for example: auto databases and parts catalogues to research and find solutions.
Allow the use of the internet; for example: auto databases and parts catalogues to research and find solutions.
Use real-life situations where possible; for example, teach material that is not in the assessment, but learners will need in real-life employment, use personal experience from industry to support learning.
Use real-life situations where possible; for example, teach material that is not in the assessment, but learners will need in real-life employment, use personal experience from industry to support learning.
Focus on getting learners to think for themselves, don’t spoon feed; for example, are known (as the tutors) to just sit down and wait (not answer question) and use prompts. For example, “I allow learners to contribute their own strategies for solving problems, for example, throw out challenges rather than instruct.”
Focus on getting learners to think for themselves, don’t spoon feed; for example, are known (as the tutors) to just sit down and wait (not answer question) and use prompts. For example, “I allow learners to contribute their own strategies for solving problems, for example, throw out challenges rather than instruct.”
Try to tap into the transferable skills that the learners already have; for example some of them are already parents, fundraisers and carers.
Try to tap into the transferable skills that the learners already have; for example some of them are already parents, fundraisers and carers.
Help learners to understand rules and regulations; for example, of classroom, workshop, institution; learners are given policies and procedures (for example, business attire, health and safety) during simulation exercises for them to understand, reflect on and apply.
Help learners to understand rules and regulations; for example, of classroom, workshop, institution; learners are given policies and procedures (for example, business attire, health and safety) during simulation exercises for them to understand, reflect on and apply.
Provide opportunity for peer feedback and feedforward during in-class exercises.
Provide opportunity for peer feedback and feedforward during in-class exercises.
Use a project-based teaching and learning strategy.
Use a project-based teaching and learning strategy.
