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|In SJA the majority of our learners are predominantly adults, therefore they have a range of skills and previous educational experiences. They are |
|generally independent and have their own ways of learning the First Aid course. |
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|Therefore the following teaching and learning strategies are used to meet the learner’s needs. |
|Visual -Videos/DVD, handouts, and demonstrations. | |Explain Demonstrate Imitate and Practice (EDIP) is a good learning strategy and a practical way of showing how things work for our learning. Example:| |Explain and demonstrate the recovery position to the learners. Each learner would then imitate, then practice until they master the skill of helping | |save a person’s life. Worksheets are provided for learners to assess each other until they are confident with that skill. | | | |Auditory – Teaching talk, audio tapes, oral questioning. Discussions, Learners are encouraged to discuss life experiences and how they dealt with the | |situation or to evaluate a subject matter. This is useful to assess knowledge an understanding | | | |Kinesthetic – Work sheets, Discussions (real life experiences), practical activities. | |Role plays are artificial/simulations of real life events – In groups demonstrating how to deal with an incident. Skills and practical assessments | |allow the learners to meet their needs in learning a subject whether individually or in a group. | | | |In St John Ambulance I visit various venues and meet different learners. Every course is different and I come across numerous limitations. For | |example, some of the learners may not wish to attend the course and get involved in the role play or discussion. Learners might not pay attention. I| |may not always have the resources available like ICT. I have come across all of these in my course. Each time I have to think quickly on my feet | |and adapt to my audience. Strategies used for lack of resources are substituted with extra discussion, role play and worksheets. Unwilling learners | |are spoken to about the importance of First Aid not only in the workplace but to help save a member of their family or a close friend one day, which | |generally sees them into enjoying the course. Individuals who do not pay attention are reminded that they will be assessed at the end of the course | |and being referred is not desirable or have to tell your boss, which is a further cost to the company. | | | |All learners have continued assessment throughout our lessons through worksheets and practice sessions. At the end of the course each learner will | |have an assessment to demonstrate the skills they have learnt. This would involve deal with a casualty who is injured, then placing them the recovery | |position, then finally carrying out Cardio Pulmonary Resuscitation on a training doll. Assessments are carried out by trained assessors who ensure | |the learners demonstrate Effective, Safe and Prompt (ESP) first aid. If this is not demonstrated then they are referred for further training until | |they are confident to carry out the procedure. All the above strategies engage the learners, stimulate and motivate them to achieve …show more content…
For example, the Young First Aid course is |
|a 20 hour programme consisting of a skills test at the end of each module. There is also a multiple choice examination. If students fail to obtain |
|the required pass mark then we re-visit the modules with the students which they require assistance with until they are confident and able to pass. |
|The C3 Skill Force programme is a portfolio based course. Where the students complete worksheets, action plans. These are assessed for neatness and |
|accuracy. The students then review each unit and present their findings in a form of a Power Point presentation, a poster or advertisement booklet. |
|A 1:1 discussion takes place with each of our students to monitor their progress and to assess the work they have produced. If they are failing to |
|meet the required standards then re-evaluate their learning styles, feedback any suggestions to help the student and re-visit our VAK learning styles|
|to re-enforce our delivery in class.
| |
|In SJA the majority of our learners are predominantly adults, therefore they have a range of skills and previous educational experiences. They are |
|generally independent and have their own ways of learning the First Aid course. |
| |
|Therefore the following teaching and learning strategies are used to meet the learner’s needs. |
|Visual -Videos/DVD, handouts, and demonstrations. | |Explain Demonstrate Imitate and Practice (EDIP) is a good learning strategy and a practical way of showing how things work for our learning. Example:| |Explain and demonstrate the recovery position to the learners. Each learner would then imitate, then practice until they master the skill of helping | |save a person’s life. Worksheets are provided for learners to assess each other until they are confident with that skill. | | | |Auditory – Teaching talk, audio tapes, oral questioning. Discussions, Learners are encouraged to discuss life experiences and how they dealt with the | |situation or to evaluate a subject matter. This is useful to assess knowledge an understanding | | | |Kinesthetic – Work sheets, Discussions (real life experiences), practical activities. | |Role plays are artificial/simulations of real life events – In groups demonstrating how to deal with an incident. Skills and practical assessments | |allow the learners to meet their needs in learning a subject whether individually or in a group. | | | |In St John Ambulance I visit various venues and meet different learners. Every course is different and I come across numerous limitations. For | |example, some of the learners may not wish to attend the course and get involved in the role play or discussion. Learners might not pay attention. I| |may not always have the resources available like ICT. I have come across all of these in my course. Each time I have to think quickly on my feet | |and adapt to my audience. Strategies used for lack of resources are substituted with extra discussion, role play and worksheets. Unwilling learners | |are spoken to about the importance of First Aid not only in the workplace but to help save a member of their family or a close friend one day, which | |generally sees them into enjoying the course. Individuals who do not pay attention are reminded that they will be assessed at the end of the course | |and being referred is not desirable or have to tell your boss, which is a further cost to the company. | | | |All learners have continued assessment throughout our lessons through worksheets and practice sessions. At the end of the course each learner will | |have an assessment to demonstrate the skills they have learnt. This would involve deal with a casualty who is injured, then placing them the recovery | |position, then finally carrying out Cardio Pulmonary Resuscitation on a training doll. Assessments are carried out by trained assessors who ensure | |the learners demonstrate Effective, Safe and Prompt (ESP) first aid. If this is not demonstrated then they are referred for further training until | |they are confident to carry out the procedure. All the above strategies engage the learners, stimulate and motivate them to achieve …show more content…
For example, the Young First Aid course is |
|a 20 hour programme consisting of a skills test at the end of each module. There is also a multiple choice examination. If students fail to obtain |
|the required pass mark then we re-visit the modules with the students which they require assistance with until they are confident and able to pass. |
|The C3 Skill Force programme is a portfolio based course. Where the students complete worksheets, action plans. These are assessed for neatness and |
|accuracy. The students then review each unit and present their findings in a form of a Power Point presentation, a poster or advertisement booklet. |
|A 1:1 discussion takes place with each of our students to monitor their progress and to assess the work they have produced. If they are failing to |
|meet the required standards then re-evaluate their learning styles, feedback any suggestions to help the student and re-visit our VAK learning styles|
|to re-enforce our delivery in class.