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Working environment

This assignment has been produced as a co-operative effort by Andrew Bell (Student number 0168537) and Anthony Carlin (student number 0168924) and will take the form of a scheme of work covering five sessions of structured learning. ‘No substantial part of this assignment has been submitted previously for the purposes of assessment to the University of Wolverhampton or any other educational establishment. ‘ Reason for the proposal

This assignment was written and designed to put forward an entirely new lesson that has been planned to enhance the students learning and comprehension of major safety issues used in there day to day working environment. At the moment the students are given a 30 minute lecture on the safety issues prior to entering the cockpit. This lesson is given in a classroom, remote from the hangar area, with no actual ‘hands on’ the aircraft until the students arrive in the hangar ten days later. Not a good learning curve, and certainly not good for the students chances of remembering the lesson.

The chart below was taken from research carried out at the National Training Laboratories in Bethel Maine, USA. Taken from Geoffrey Petty (Teaching Today, A Teachers Guide page 123) Teaching Methods and Student

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Retention. As you can see from this table of research findings the students at the moment are taught using, only, points 1 and 3 giving a possibility of only 25%, in effect the student has a 25% chance of remembering the lessons most important points. Using the lesson planned by us the session is given using all of the points from the chart and the student has a much better chance of retaining the lessons major safety points.

It is the view of both authors of this assignment that the original lesson was unsatisfactory in content and appearance and did not allow the students sufficient learning opportunities during its presentation. The students did not have enough information passed to them in a style that encourages learning during this short lecture. The manner in which the lesson was given didn’t allow the instructor latitude to return to areas of the session to build a framework of both understanding and learning for the student.

In changing the outline of the lesson from the ‘linear’ style to the more ‘spiral’ it allows us the flexibility to manoeuvre the session in such a way to encourage and promote learning. Many teachers develop one or two teaching methods and stick to them. This is a mistake. A variety of methods – as well as increasing student attention and interests – gives you the flexibility to deal with the wide range of challenging and infuriating problems that the teachers invariably encounter. It also helps you to deal with the increasing demands of the ever-changing teacher’s role.

In modern education, as in evolution, the motto is ‘adapt to survive’ Taken from Geoffrey Petty (Teaching Today, A Teachers Guide page 123) We could have kept the lesson as it was and fulfilled the requirements of the military teaching curriculum but after completing the first year of the Cert Ed with all the learning and personal growth that this course has developed within each of us we knew that this lesson had to be changed to fully develop the framework as well as structure and therefore improve the learning opportunities for the students.

Lesson structure, content and the reasons for the chosen structure and content The content of the five lessons takes the student, first, through two classroom sessions where they will be shown the paperwork involved in making sure the aircraft is in a ‘safe’ state to work on. Then they will then be shown the safety devices that they must check before entering the cockpit and carrying out any work on the aircraft. This part of the lesson structure follows the concepts of Hilda Taba (1902-1967) and are strictly rooted in the Product or Conceptual area of curriculum development.

This model follows the Aims and Objectives curriculum; students are given selective and ordered learning experiences. In the original lesson format the students were shown something without recourse to tactile assessment of the object in question but were expected to learn how to think, how to process information from many points of view, and how to solve problems given that information. Given the original style of delivery this was an extremely hard task.

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