USING MY STRENGTHS IN MY TEACHING

In the questionaire about the intelligences
my score was as follows;
Linguistic =58%
Logical Mathematical=63%
Visual Spatial=58%
Intra Peronal =94%
Interpersonal = 69%
Musical =31%
Bodily Kinesthetic =50%
nutralistic -%

most of the above hold of me and i appreciate the software developers.

 I can check the student's mix of intelligences by using RPL-recognition of prior learning, this will help me to predict his hand writing, approach to questions that are more of common sense, technical and social ones.
most students presume their willingness to learn by the first approach to those questions, be it oral  or written, also their preparations to the pretest, i mean even the dressing code on that day will tell their inward characters to a large extent those who love music like plaiting their hair as men and tinting nalis and long funny bags. 

some good mannered students respond positively and their dress code is recommendable.

By way of making sure i using this " teaching"  to my daily experience, 
I provide change of procedure rather than change of content. By so doing all the learners will get the concept very well as we all proceed to the next level as a class.

Secondly students that need more  experience with the concept need to receive the feedback that is paired with correct set of activities which offer guidance on and duration on how the remedy to their challenge will be handled. I personally have found this approach very much okay with trainees.
" this is where you went wrong and then how about if you try the following steps, list them with the trainee and set him/her  again and provide him constant support to achieve his project"
The unique mix of intelligence also have enlightened me that some students excel even beyond the reach of the curriculum while other students are just struggling to get bits of it. what is important is to make sure that the teaching strategies fit the entire class, if they all get the concept easily well there would be no need to offer them extension.

The type of questions i ask  in class also will monitor their awareness and morale in the lesson, call these trainees by name, give interesting  and worthwhile assignments for independent practice, yet still easy enough
to be completed without my direction.

More so checking the implementation of my delivery methods after a time.
 In most cases i have found out that students from high school join vocational training when they are used to theory and story lessons,
when i introduce demonstration method i get separate classes, the lazy one hates the whole thing, and the ambitious one want to begin before i finish demonstration, while others don't know how to  work with others because  at their high school they were competing and now at Vocational Training it is professionalism and no competition, they must develop the project, learn to team up because the construction site can not be done by an individual, so their attitudes quite vary at the start of Vocational Training.

What i have learnt from the intelligences exposure is that all trainees join the Vocational Training with different abilities ranging from sports, singing and drama, games, other hobbies like looking after animals while others want to start businesses there and then.

AMIDST this class of different abilities, I HAVE TO PROVIDE A ROOM FOR OCCUPATION/TRADE KNOWLEDGE- THE CORE COURSE. Therefore, i look forward to direct different talents to where they suit, interestingly am In charge of sports and Games here and have found good interaction with most of the trainees and have gone with them to national championship for three years now. some boys score many goals but when it comes to class they struggle to achieve  minimum pass, so their talent should not die off however they must take them simultaneously. this therefore is upon the team work of teachers and managers to step up co-curricular activities.

This morning 25th of February 2015, i was facilitating a session in orientation for the new entrants at Nakawa Vocational Training Institute on matters pertaining to how trainees can manage their sexuality and perfect goal setting,
Some of the trainees expectations are far ahead that what i actually thought, they are looking forward to join international technical expos, become pilots and great engineering men and women, while others were saying they only want to know how install water in buildings and repair vehicles.

CCTI has empowered me with the ability to help the trainee to keep his or her dream at the back of both of us so that this trainee will achieve it and by so doing i have achieved mine as a teacher.
I really treasure everything in this module.
I submit

 

EXHIBITION OF AUTHENTIC LEARNING IN INSTRUCTION.

As defined by Marilyn M. Lombardi, authentic learning typically focuses on real world, complex problems and their solutions, using role play exercises, problem based activities, case studies and participation in virtual communities of practice. In vocational training instruction, this is basically holding training. In my own view i have been using it in the following ways. To begin with, i prepare the problem/ question and its terminal performance objective, with GIVEN,WHAT,WHO,WHEN,AND HOW, and then set the enabling objectives that will guide the learners to  follow procedure. in most cases i first make a model so this is a product very similar to what is needed in the market, or what shall be done exactly when we reach at site. this may not necessarily be final but just a guide to final out put. this is just for safety purposes and avoiding wastage of materials. So the trainees now share the conditions of what is given, and then begin to work. they make themselves judgement and feel whether the product is good or misses some skills, and upon their rating, they request to redo the exercise because its upon masterly of the skills not who has finished first. All the above i call it guided practice. the next lessons after the skills have been mastered. then i give them problems and the they guide them selves without my help and procedure, this i call independent practice, they search for the correct procedures and collaborate to make sure they finished in the time that has been allocated for the task. they note down the hard steps and these we review in the beginning of the next session. Finally when they go for industrial training a team is selected to follow them and find out whether they are performing well, so feed back is got from site managers and immediate foremen of what skills are lacking and then these will be emphasized in the second year.

example of a problem. FABRICATE A TEE JOINT USING PITTSBURGH LOCK

 This is exactly what is used in the world of work so i normally scale it down to save material.
the trainees are supposed to develop lay out as below and confirm dimensions before bending, the lock has also been specified as Pittsburgh and this standard, they have to share knowledge about tools to use and correct procedure.
the product as seen above is giving them idea initially what is their out come and this is not for independent practice. on independent practice i take my self as a customer and only give them a drawing and they are to make the product without sample.

Experience shows that the slow learners are performing better in real life learning, because they take time to start  and are mindful of their steps.
This is because they take their decisions comfortably and start the process, the fast learners always confuse steps and they want to finish quickly by so doing mix procedure, i always try to cool them down because they tend to put my slow learners on pressure.
so i always keep an eye on them to share the ideas with the slow learners so that we arrive at the product at the same time and as a group.


However these efforts are limited by materials and an increasing number of trainees from high school.

MY EXPERIENCE IN TEACHING AND LEARNING

Happy new year 2015 and may it be merry to all!! ...Fifteen years ago, our high school head teacher doubled as our English teacher. He used to teach us English and while on assembly, we all could realize he knew English, he used simple words, common enough and the guy was audible. In class he grouped us and distributed questions always, and called for answers from every body, and before the start of every lesson he called on every body at least to recite any ideas of what could have been taught previously... At first it was so much hard for me because i had to cram everything because each point could not be repeated i could read hard to make sure i get what to say the next session in the review. I felt we were being over used but i finally realized i had enough English that made me school council speaker at advanced high school. I Felt learning took place both when our teacher was in class and more so at home. up to now, when am facilitating in a classroom, i feel he is still behind my ability. I started teaching my fellow students at the age of 19,and that time could calculate just call it copy and paste, till when i was taken through vocational instruction when skills, knowledge and attitude are key attributes to make a professional. The integration of ICT in Vocational Pedagogy is becoming an interesting innovation, i have started using power point presentations, videos and off course my chalk board is still active however am trying as much as possible to make sure that it is used to explain a feedback not to dictate what the learners will take. Most challenges come of equipment, but compared to where i started from my lessons are consistently becoming active and interactive. enough preparation though is needed for preparing presentations, learning how to use the equipment, and navigating the world wide web to search for viable educative sites to give reference information to my trainees. I realized that much time is wasted as one re-writes on the chalk board, or is drawing a 2D drawing. it is much convenient for the learner to watch a video of how a pipe is jointed, than explaining a print out of a black and white figure, (2D), and then give very many sentences of steps, the learner will derive steps from what he/she has observed from the video and this will facilitate retention and recall of the learned material. Now i like facilitating training because involving learners relieves stress from me. and the next time in my review of the previous lesson i find most of them would have grasped many ideas.