5.Discussion . 5.1 Chapter Structure. This Chapter Describes

A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.

Undertaken prior to a lesson or course is delivered and helps direct my session planning to meet learner’s expectations.

Motivate: Learner’s are able to feel motivated to learn following praise and this assists the learner to build self esteem. Within my own organisation we review learner’s progress

Generally group learning is cost effective for employers, employees/learners and providers. Enabling continued and multi use of materials, resources and facilities. Group learning also ensures a consistent, common message and programme.

John Dunlosky, "Strengthening the Student Toolbox: Study Strategies to Boost Learning," American Educator, Fall, 2013. This article provides different learning applicable techniques both for teachers and students. The most effective methods are practice testing and distributed practice. Practice testing is a self-testing on to-be-learned material while distributed practice is a schedule of practice that spreads out study activities over time (Dunlosky, 2013).

This discussion then forms a mutually agreed individual learning goal that will enable them to achieve the required outcome. This then allows SMARTER objectives to be set.

Donald Schon (1983) identified that learning in practice could be enhanced by 2 different kinds of activity – Reflection in-action and Reflection on-action.

|For practical training, learners may have the benefit of observing others in the group carry out a task and learn from mistakes or things|

Called the Makerspace Mandates, these are the 7 secrets to creating the best learning environment inside

This unit aims to enable learners to understand the learning process and to give them the skills they need to

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

Learning Outcome-outline what a pupil will be able to do, know and understand having completed the topic. Lists the resources which will be needed in the teaching and learning of a particular topic. Introducing the topic (in some plans only) outlines an approach to introducing

However, Thaine (1996b) defended the usefulness of session planning and argued that if the tutor chose to make things up as they went along – having no real indication of the session aims or outcomes, “then nothing useful or meaningful can be achieved,” (Malamah-Thomas, 1987: 3) for either party. It is based upon this principle, therefore that the session aims and outcomes were written on the Smartboard for my learners. Although, I also understand that this process will not appeal to all learners.

For weeks, selected students here at Academy 1 Middle School, MS 7 and Stevens Co-op were taught college style work by Stevens University students themselves. We were taught five major engineering subjects including Trigonometry, Bio-Medical Engineering, Computer Programing, Structural Engineering, and Robotics. At first the work seemed very intimidating, wemoved at a fast past learning a new topic every week and almost all the work was completely new to us. Despite being totally mind blown, we were all dedicated and studied hard to prepare for the competition that was only weeks away. Every morning we met at 7:30 to review and practice, our Physics teacher Mr.Osenenko helped us develop a strategy that would ultimately lead us to victory. The

plan is to improve student learning and to prepare students for the world we live in