Research
Bodies of Knowledge
08/03/2010
How the learning sciences could transform practical and vocational learning.

This report, the second of a two-part study, looks at how scientific insights into learning optimisation can be applied to raise the esteem of practical learning.

It follows the 'Mind the Gap' report which highlights the state of practical learning in this country, compared to others.

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anonymous
I'm teaching in FE, as a rehabilitation worker with people who are blind or visually impaired. My subject areas are Orientation and Mobility, where we teach students to get about independently using a mobility aid such as a long cane or guide dog; and Independent Living Skills, where we are teaching either those teens who may never have had sight, or often older poeple who used to do these tasks independently and have lost sight to injury or disease - to manage kitchen appliances and tools safely, competently and confidently- in short to cook and clean, without teaching cookery per se.
I have to take DTLLS, and find very little relevance in group work and the various theories and principles. learning styles and so on that are most often promulgated in such courses.
But this speaks to me, and they ways in which I try to engage with my learners in all their variations.
However I have two linked questions, a) there is no mention of disability and much reliance on observation, which is not usually available to my students b) there is little consideration given to one to one work in any literature about teaching unless on considers the personal tutor pastoral style role, or coaching and working with an LSA, neither of which have the relationship with the student as we do in one to one teaching with "the blind"
Might some one comment?

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