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11 months ago

CCLP PROJECT Learner (011117)

Effective Teaching The

Effective Teaching The support you provide in your role is probably made up of a lot of teaching. When we talk about maximizing independence, or empowering people, we’re mostly talking about enabling people to become more skilled so they are less reliant on paid support. Effective teaching is about presenting information in such a way as to provide the best possible opportunity for a person to learn. Usually it’s less about teaching and more about supporting a person to learn. The next set of questions is going to walk you through some effective teaching so that you can support and mentor a person to gain a skill that will move them towards a goal, and which will increase their independence. When teaching a skill, the first thing you need to do is put together a Task (or action) breakdown. This is a list of the steps that are needed to achieve the outcome. Example: Think of a recipe. It tells you step by step the order that you mix the ingredients and the actions that you need to take along the way. 6. Task Breakdown a) What task (or action) are you going to teach the person you are supporting? The task is: b) How is this going to promote independence for that person? c) List the steps (or actions) in the order that they need to be done, with good instructions on how to do them. Hint: Your assessor should be able to complete the task based on your instructions! Another hint: Think recipes! d) List the resources required to complete this task. Hint: Think of the ingredients list in a recipe. 14 CCLPv2 Practical Project 021117

Now you’ve broken the task down, you need to think of the wider concept of teaching the skill. When you teach a skill you need to think about: The environment in which you are doing the teaching – does the person feel safe? Is it too noisy or too quiet? Does it have everything that the person needs to get the outcome? Is it where the person is actually going to use the skill? Example: teaching how to put on a t-shirt. This probably requires the person to be partially unclothed in front of you, do they feel ok about that? Is the t-shirt handy – or are you going to have to make a dash for the laundry mid-session? Are you learning this skill in the bedroom or bathroom where it is likely to be most often used? Existing knowledge – what bits of this task does the person you are supporting already know how to do? It is important that you recognize the skills that the person already has. Example: teaching how to put on a t-shirt. Does the person know any of the actions that make up putting on a t-shirt? Do they know that there is a front and back? Do they know that there are neck and arm holes? Can they put it over their head, but just not able to put arms through? Forward or Backward Chaining – Skill is taught as a chain of actions. You can choose to use either forward or backward chaining. You need to choose the process that best suits the person and the skill they are going to learn. Backward Chain -­‐ you provide assistance through the steps until the person gets to the last step that he or she is not able to do independently. On this step, you prompt the person to do the step and give good feedback the person. Example: teaching how to put on a t-shirt. You physically assist the person to do all the steps of putting on a t-shirt and then you stand back and say “now pull it down over your stomach” (that being the last action needed) and when they do that correctly you give good feedback about how the task has been completed. Forward Chain -­‐ you find the first step in the chain that the person needs to learn and then you work forward through the steps. As the person masters this step, you then add the next step in the chain. Example: teaching a person how to write (you wouldn’t use forward chaining for teaching to put on a t-shirt). You teach the person how to hold a pen. When they are able to do that you give good feedback. All other steps to learning how to write are put on hold until the person is able to do that first essential step. CCLPv2 Practical Project 021117 15

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