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By A. Stewart Truswell

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How does it relate to previous experience? ). ). The experiential learning cycle, which can be entered at any stage, provides a useful framework for planning teaching sessions. ” Such questions prepare students for the next encounter and enable evaluation of the session Questions Questions may fulfil many purposes, such as to clarify understanding, to promote curiosity, and to emphasise key points. They can be classified as “closed,” “open,” and “clarifying” (or “probing”) questions. Closed questions invoke relatively low order thinking, often simple recall.

You could also mix the best of the students’ questions with some of your own. Horseshoe groups This method allows you to alternate between the lecture and discussion formats, a common practice in workshops. Groups are arranged around tables, with each group in a horseshoe formation with the open end facing the front. You can thus talk formally from the board for a time before switching to presenting a group task. Subsequent reporting from each group can induce boredom. To avoid this danger, the tutor can circulate written reports for comment; get groups to interview each other publicly or get one member of each group to circulate; ask groups to produce and display posters; ask the reporters from each group to form an inner group in a fishbowl formation; or use the crossover method to move students around.

Indeed, a closed question may elicit no response at all (for example, because the learner is worried about being wrong), and the teacher may end up answering their own question. 26 Effective teaching depends crucially on the teacher’s communication skills. Two important areas of communication for effective teaching are questioning and giving explanations. Both are underpinned by attentive listening (including sensitivity to learners’ verbal and non-verbal cues). It is important to allow learners to articulate areas in which they are having difficulties or which they wish to know more about Learning and teaching in the clinical environment In theory, open questions are more likely to promote deeper thinking, but if they are too broad they may be equally ineffective.

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