Introduction - Toolbox for Life
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Construction subjects are traditionally taught by dividing the practical and theory into separate areas. Theory generally involves a ‘chalk and talk’ approach in a classroom. Learners tend to be passive and are spoon fed with the required information. Getting learners to retain and value information is a key issue as they think of their trade as a practical subject, and take little interest in theory. This is having an impact in the sector where employers have indicated that apprentices often lack effective problem solving and communication skills. |
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The 3 projects described in this case study have attempted to make the learning process more effective. The tutors believe that the revised approach will encourage learners to think more deeply about what they are learning and give them skills which will provide a foundation for lifelong learning. Developing independent learning skills will not only make the learning process in college more effective, it will also give learners transferable problem solving skills that they can use continue to use in their working lives.
The projects described in this case study focussed on the following TESEP principles:
- encouraging learners to be as active as possible
- personalising learning
- encouraging social and collaborative learning
- ensuring regular feedback and self-diagnosis
- using technology effectively to enhance learning
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Frazer discusses how he had tried to develop research skills that learners can use in the workplace.
Dennis discusses how he has used this project to help learners see how knowledge can help them to develop in their career.
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This case study was created as part of the TESEP project. Use the links below to find out more about the TESEP project.
To read more examples of learning and teaching approaches that can make areal difference why don't you visit the
Martin discusses his objective to get learners to think about what they are learning.
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