To exercise their profession, those involved in sport, whether they are teachers, educators or coaches, must be able to design and plan Driving school Birmingham their intervention on the one hand, then to implement and lead it with the learners on the other. Go.
- Design and plan your teaching
Before intervening with a group, the facilitator prepares and plans his teaching. To do this, he designs educational projects, sessions and learning situations intended to teach the audience of learners to whom he is going to address. These projects specify the educational objectives to be achieved at the different scales of the teaching curriculum: year, quarter, cycle, lesson, learning situation. These objectives are defined according to the characteristics of the learners but also the educational prescriptions defined by the institution which assigns the teacher or educator (National Education, local authorities, sports clubs, etc.).
This phase of its teaching is called the phase of planning or preparation of the act of teaching. It is located upstream of the interaction phase which will follow.
Implement and conduct his teaching
Once in the presence of the learners, the facilitator implements the lessons he has prepared: for each learning situation, he explains the work instructions, then he leads and directs the action of the pupils.
This phase of its teaching is called the educational interaction or face-to-face phase. It follows on from the planning phas
A lesson is then part of the teaching program of a given level. It is part of a progression that is perceived dynamically. As such, a good lesson must be well articulated in relation to the part of the program already treated upstream from which it draws some of its prerequisites. Downstream, it must allow the anchoring of new concepts that will be useful for addressing future lessons. In preparing a lesson, therefore, we must neither forget the lessons which preceded it, Automatic Driving Lessons Coventry nor ignore those which will be built on it.
In addition, the preparation of a lesson requires requirements which the teacher cannot avoid under any pretext. It should not be limited to writing only the content of the lesson which is referred to as “written record”. The official instructions for the preparation of a lesson in physical sciences propose that the following elements be gathered before any educational action:
The annual progression;
- The choice of the lesson;
- The definition of the objectives, methods and techniques assigned to the lesson;
- Choice of documentation;
- Identification of theoretical needs;
- Identification of material needs;
Preparation sheets or educational sheets.
ANNUAL PROGRESSION
The development of the annual progression consists in distributing the contents of the program over the number of weeks of the school year by planning the time devoted to evaluations:
(such and such a chapter must be tackled before another), which can represent a difficulty capable of paralyzing uninformed teachers. This is why it makes sense to develop the order of objectives by following two essential steps:
the first step represents the development of sequences from specific targeted objectives, the sequence being in fact only a succession of specific objectives aimed at achieving a general objective. For this, it is necessary to develop ranges of learning units (behavioral units) which take into account the coherence and relevance of the didactic sequence in question.
– the second step consists in carefully arranging the different didactic sequences to obtain longer-term objectives representing the monthly, quarterly or annual program. This step may seem easy to us at first glance because we can tell ourselves that it suffices to align the different didactic sequences to obtain a monthly, quarterly or annual program, it being understood that each sequence already represents a complete and coherent entity to be mastered. However, we must not lose sight of the fact that each sequence is only one link in the chain of multiple skills to be acquired in order to achieve the general objectives, goals and purposes of the educational work.
THE CHOICE OF THE LESSON
The lesson is a part of a chapter which itself is part of a program, depending on the level considered. There is generally a structuring of the programs (in fields and themes) of all the classes but this structuring is not rigid. Thus in 4 th class , one can choose to treat mechanics before electricity or vice versa. But once in a domain, the repositories structure chapters and lessons hierarchically. Automatic Driving
THE DEFINITION OF OBJECTIVES, METHODS AND TECHNIQUES ASSIGNED TO THE LESSON
For a lesson in physical sciences, the objectives to be defined are:
· The objectives of knowledge
· The objectives of theoretical expertise
· The objectives of practical know how or experimental
· The objectives of know be (more for the 1 st cycle)
The specification makes the objectives applicable in the classroom, hence the designation of specific (or operational) objective. The specific objectives are to be recorded on the preparation sheet in terms of ability: The pupil must be able to …
These objectives are also to be communicated to the students. It is better for the pupil to know where he is going, where we want him to go. It is even advisable to write it down.
CHOICE OF DOCUMENTATION
the first step represents the development of sequences from specific targeted objectives, the sequence being in fact only a succession of specific objectives aimed at achieving a general objective. For this, it is necessary to develop ranges of learning units (behavioral units) which take into account the coherence and relevance of the didactic sequence in question. Automatic Driving
– the second step consists in carefully arranging the different didactic sequences to obtain longer-term objectives representing the monthly, quarterly or annual program. This step may seem easy to us at first glance because we can tell ourselves that it suffices to align the different didactic sequences to obtain a monthly, quarterly or annual program, it being understood that each sequence already represents a complete and coherent entity to be mastered. However, we must not lose sight of the fact that each sequence is only one link in the chain of multiple skills to be acquired in order to achieve the general objectives, goals and purposes of the educational work.
THE CHOICE OF THE LESSON
The lesson is a part of a chapter which itself is part of a program, depending on the level considered. There is generally a structuring of the programs (in fields and themes) of all the classes but this structuring is not rigid. Thus in 4 th class , one can choose to treat mechanics before electricity or vice versa. But once in a domain, the repositories structure chapters and lessons hierarchically.
THE DEFINITION OF OBJECTIVES, METHODS AND TECHNIQUES ASSIGNED TO THE LESSON
For a lesson in physical sciences, the objectives to be defined are:
· The objectives of knowledge
· The objectives of theoretical expertise
· The objectives of practical know how or experimental
· The objectives of know be (more for the 1 st cycle)
The specification makes the objectives applicable in the classroom, hence the designation of specific (or operational) objective. The specific objectives are to be recorded on the preparation sheet in terms of ability: The pupil must be able to …
These objectives are also to be communicated to the students. It is better for the pupil to know where he is going, where we want him to go. It is even advisable to write it down. Automatic Driving
CHOICE OF DOCUMENTATION
Documentation is necessary in the teaching profession. The academic knowledge acquired at university becomes blunted without continuing education. Routine sets in when the opportunity for the teacher to compare his own experiences with other experiences is non-existent. A problem approached is best understood if it is seen from several angles. This is why it is necessary to document the topics to be treated by consulting:Automatic Driving