MODULE 3: THE PROCESS OF TEACHING AND LEARNING
Section
3.1: Introduction
Section
3.2: The Role of the Tutor
Section 3.3: Goal Setting
Section 3.4: Lesson Planning
Section 3.5: Assessment
Section 3.6: Learning Styles
Section 3.7: Authentic and Active Learning
Section 3.8: Conclusion
Section 3.9 Assignment
Section
3.1: Introduction
In
the following sections we will discuss some of the organizational
and planning elements used in the process of literacy teaching
and learning. Depending on the experience of the tutor as well
as the resources of the program, goal setting, lesson planning/conduct,
and ongoing assessment will generally be overseen by an experienced
staff member until the tutor has gained some experience.
Section
3.2: The Role of the
Tutor
The
role of the each tutor will differ depending on several factors
-- your experience, whether or not you are a paid staff member
or a volunteer, the needs of the program, and/or the number
and level of learners. You may work one-on-one with an individual
learner or teach a group, and you may work with one level of
student or mixed levels (e.g., beginners to more advanced students).
This should all be negotiated with the program staff before
you begin. It is important that you do some thinking before
you commit about how much time and effort you are willing to
give to the program. It is best to identify your boundaries
at the outset and be comfortable, rather than take on too much
and leave the program at some point.
There
are basically two aspects to tutoring that you will be responsible
for; that is, the content and the process
of literacy learning. “Content” refers to what is to
be learned (the mechanics and substance of learning to read,
write, spell, etc.), while “process” refers to how one
teaches and learns. In
this module we will look at some factors involved in the process
of teaching and learning literacy.
Some
factors that are involved in the "process" of teaching
and learning include:
- identifying
goals that are meaningful to the student
- determining
appropriate individual strategies for learning
- developing
activities that are interesting and relevant for the learner
- improving
study skills (i.e., time management, organization, etc)
Note
that there is an emphasis is on what is important and interesting
to the student. This is an example of a learner-centred approach
to teaching. As discussed previously, this is an important underlying
principle to working with adult learners.
Resources:
·
The Crucial Role of Tutors - The National Adult Literacy Agency (Ireland)
On to Section 3.3
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(Page
updated June 2002)
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