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Developing Expertise in
                                                Work-Based Learning and
                                              Teaching Assessment (DELTA)
                                                 www.deltaproject.eu


















        Step 1: Preparation                              Step 2: Demonstration
        First of all you should prepare yourself: Clarify the   First you carry out the whole operation quickly and in
        previous experience of the trainees, what are the   time of a skilled expert, so that the trainees get an
        abilities they already possess and what should they   impression of what they should master themselves
        learn additionally. Dis-assemble the task in single   in future. Afterwards everything is demonstrated
        steps and consider which explanations are        once again, this time, however – according to the
        necessary for the single working steps. First of all   preparation – slowly and disassembled in single
        you should try out everything without presence of the  working steps. Besides, you explain in each case
        trainees. Also the work space and the trainees have   what you just do as you do it and why you do it that
        to be prepared: Lay out all required tools, materials   way. Invite your trainees to ask questions if they do
        and visual aids in a clear structure. Face to the   not understand any-thing. And point out over and
        trainees openly and friendly. Explain the upcoming   over again what particularly has to be followed for
        subject and the aim of this learning unity. Try to   reasons of working security. Whether you still repeat
        stimulate their interest in learning and attention. If   the operation once more – quickly or again slowly
        you are not sure, ask for their previous experience.   with explanations – depends on the previous
        Finally, make sure that the trainees are able to   experience of the trainees and also of whether they
        observe everything well.                         already have the confidence to try out themselves.
        Step 3: Copy                                     Step 4: Practice
        In the next step the trainee carries out the activity   Withdraw more and more and let the trainees
        demonstrated before under your supervision – first   practice independently. The learners thereby win
        concentrated on the operation without comments   security, routine and working velocity. You stay
        from the instructors side. You intervene only if it is   available for questions and can still pro-mote the
        absolutely necessary, for instance when the trainee   learning process, while you raise the degree of
        does not know how to proceed or if the success is   difficulty of the work or the working velocity. It could
        questioned or the working security is endangered.   make sense to create alternate with other tasks.
        Also in such a case, give only instructions – no   Thereby you also strengthen the learning effect and
        criticism or even reprimand! On the contrary,    prevent boredom.
        confirmation and recognition of correct work are
        motivating. Then the trainees follow your example
        and ​explain each of their working steps​.
                                                      Aim of the vocational training is that trainees obtain
                                                      occupational competence. With priority it is a matter of
                                                      enabling the trainees to act proper, independent and
                                                      responsible in their professional framework. A learning order
                                                      is suitable to promote this independency and an action full

        IO2:​ ​Toolbox for Tutors and Mentors           DELTA - 2017-1-UK01-KA202-036810   Seite 29



                                                                                                          This project
        has been funded with support from the European Commission.                                        This
        publication [communication] and all its contents reflect the views only of the author,
        and the Commission cannot be held responsible for any use which may be made of the information
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