1. What are we trying to achieve?
  2. Practical: Components of Explanations
  3. Exploration
  4. Practical: 2 minute teaching 1
  5. Producing an Explanation
  6. Listening Skills
  7. Skills in Exploring
  8. Skills in Explaining
  9. Practical: 2 minute teaching 2
  10. Skills in Teaching
  11. Relationship
  12. Practical: 2 minute teaching 3
  13. Learner's Hooks

What are we trying to achieve?

Input:  Explanations  Questioning 
Listening
Output: Exploration  Knowledge 
Skills 
Attitudes

Practical: Components of Explanations

Exercise: 

  1. Spend 2 minutes listing 5 most important components of giving an explanation 
  2. Spend 2 minutes discussing these in pairs

Exploration

Types of Questions: Binary closed 
Recall 
Thought 
Open
Styles of Questions: Clear or confused 
Encouraging or neutral 
Broad or narrow in focus 
Statement or hypothetical

Practical: 2 minute teaching 1

Exercise:

  1. Divide into 3s- 1 learner, 1 teacher and 1 observer 
  2. Using cards provided, carry out the teaching task described for 2 minutes (timed by observer) 
  3. Discuss for 2 minutes (further discussion can be kept for the last half-hour in larger groups)

Producing an Explanation

Exercise:

  1. Singly, spend two minutes writing a concise explanation for a lay person as to why humans will drown if underwater
  2. In 3s, discuss these briefly

Listening Skills

... you all know already

Skills in Exploring

Skills in Explaining

Getting from A to B

Practical: 2 minute teaching 2

Exercise: as before

  1. Divide into 3s- 1 learner, 1 teacher and 1 observer
  2. Using cards provided, carry out the teaching task described for 2 minutes (timed by observer) 
  3. Discuss for 2 minutes (further discussion can be kept for the last half-hour in larger groups)

Skills in Teaching

  1. Signposts 
  2. Frames - context/frame of reference 
  3. Foci d Links

Relationship

  STRUCTURED  
COLD  WARM
  FREE  

Practical: 2 minute teaching 3

Exercise: as before

  1. Divide into 3s- 1 learner, 1 teacher and 1 observer 
  2. Using cards provided, carry out the teaching task described for 2 minutes (timed by observer) 
  3. Discuss for 2 minutes (further discussion can be kept for the last half-hour in larger groups)

Learner's Hooks

What is the learner's concept of a 'good' GP?