km instructor course phase 1a

7/27/2019 Km Instructor Course Phase 1a

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KRAV MAGA INSTRUCTOR COURSE - PHASE 1

DAY 1

FITNESS CHECK:

Gentle warm-up1. Stalk test (40sec each leg), standing on one leg (like a stalk) to test balance

2. Squat with barbell held above and slightly behind neck to check rotator cuff

movement

3. Max sit-ups in 2 mins

4. Max squats in 2 mins

5. Max press-ups in 2 mins

6. Combat Fitness Test: Burpees (90 secs), Squats (90 secs), Press-ups (60 secs) no

breaks, one point per rep (I scored 143)

7. Movement check: pairs shadow punching and kicking to assess current level of

skills

KRAV MAGA BASIC TECHNIQUES INSTRUCTION

Technique taught by Paul, students practice teaching technique in pairs.

KRAV MAGA STANCE Get the basic stance correct and all Krav Moves follow on

1. PASSIVE STANCE

Stood relaxed, feet shoulder-width apart, hands by the side.

2. PRE-CONFLICT (READY)

Step forward with left foot, feet at 45deg, on toes of rear foot and heel off ground.

Gives best combination of balance & speed of reaction. By raising the left knee you

automatically are protecting the groin from frontal attack.

Hips at 45deg or rotated forward. Freedom of movement hips rotation gives the power for

all strikes.

Arms held in front, palms down, upper arm level with ground, bent at the elbow, fore-arms

at a slight angle. Looks non-threatening to a bystander/CCTV

3. CONFLICT

Same foot and hip position as PRE-CONFLICT, but arms move to form a rameto protect

the head (and allow visibility) because attack is imminent. Elbows slightly forward,

forearms vertical with boney section to the front to minimise the severity of edge weapon

strike bone, minimal crucial tendons and muscles.

Arms positioned to protect head raised if attacker is taller, lowered if attacker is shorter.

KM BASIC PRINCIPLES

1. STOP THE THREAT. The most important aspect.


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2. IMMEADIATE (AGGRESSIVE) COMBATIVES. If applicable to the scenario. Initial

combative often delivered simultaneously to stopping the threat.

3. DISENGAGEMENT. Unarmed? Consider use of improvised weapons e.g. stick,

pen, etc

4. NEXT THREAT

Vulnerable areas of the attackers body = target areas for Immediate Combatives

Front = Eyes, throat, groin

Back=Neck, coxes, back of knee (not sensitive but causes attacker to drop)

Single hand choke (to demonstrate)

Invite a student to place a single-handed choke on you. Conduct full demo, then breakdown each move and explain as you do so.

STOP THE THREAT. Form a hook with your hand and taking hold of the attackers choking

hand thumb swiftly ipthe thumb away, twisting it outside.

IMMEADIATE COMBATIVES. Keep control of the attackers choking hand and deliver

strikes to vulnerable areas.

DISENGAGE. Push away, move out of the channel of attack and advance (avoid going

backwards if pos: you don know what there, and it keeps the initiative). Scan for the

NEXT THREAT.

Two-handed choke

Invite a student to place a two-handed choke on you. Conduct full demo, then break down

each move and explain as you do so.

Form a hook with each hand, simultaneously pull the attackers arms outwards away from

the neck, leaning back and thrusting a knee-kick to the groin. Follow up with further

Immediate Combatives if required, then Disengage.

Note: you won be able to locate the attacker thumbs as in the single-handed choke.

Clinch Number 1

However you arrived at the scenario, once you are able to apply clinch no.1 then it gives

you options to conduct further techniques.

Clinch no.1 is the application of left hand to attacker right wrist and right hand to attacker

right shoulder (or vice-versa) taking hold of the material of the attackers clothing on the

shoulder (or better still long hair).


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The elbow should be used to apply pressure to the attacker throat and may be used to

lever the attackers chin up to force his head back thus exposing his vulnerable areas to

conduct further Immediate Combatives.

A better option is to conduct a knee strike to the attacker groin thus forcing him to bend

forward. Further knee strikes to the face or hammers to the back of the neck can bedelivered before pushing him out of the channel (disengaging) and advancing (scanning for

the next threat).

Ground Defence

Once a fight has escalated to the extant you e on the floor, you need to protect yourself

from continued attacks before withdrawing from the attacker.

The technique may be demonstrated with you explaining whilst on the floor or using a

student to lie on the floor while you explain stood to the side.

Begin with (for example) the attacker stood trying to approach you and you lying on the

floor.

Lie on your back, chin to chest, knees bent, one leg at knee/shin striking height and arms in

front of chest to protect against the attacker falling onto you once a successful kick to his

knee has been delivered. As the attacker attempts to out-flank your kicking-defence you

must turn so that your feet are closest to the attacker and head furthest away, done by

rotating on the ground. (Get everyone to practice that)

Resume the demo...

STOP THE THREAT by blocking any kicks and deliver sufficient IMMEDIATE COMBATIVE

kicks to the shin/knee such that you can transition, get up and run away.

The Transition.

For example, with your right leg lifted to provide defence/strikes, roll to the left so that your

left shin is on the ground and your right leg still in the air is able to continue

striking/defending. Place the left hand on the floor holding the body off the ground, then lift

your left hip off the ground, roll over further left to place your right hand on the ground thus

in a sprinters starting position. Then run! Emphasise minimal damage will be sustained

during this transition.

DAY 2

Discussion/Revision of Basic KM Principles.

TECHNIQUES & PRINCIPLES: SIMPLEGross Motor Skills.

Simple = not necessarily the best techniques but they work under stress.


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Good Instruction:

Good demonstrations and subject knowledge

Professional attitude. Passion & enthusiasm, looking the part, good hygiene, humility

Needs Assessment. Meet/speak to students. Find out experience, injuries, etc

STRUCTURE. Individual lessons; Whole Syllabus. Progressive training structure

Use of analogies: real-life situations, existing techniques, during warm-ups

Screen People. In order to assess fitness and suitability

I Don Know If you don know, admit it and make an effort to find out the answer.

DEFENCE AGAINST LINEAR ATTACK INSIDE DEFENCEAdopt Conflict/Ready stance ensuring you uild a boxwith your arms, elbows low and

hands high.

Allow attacker to throw only jabs initially to practice defending against them. Then practice

defending against crosses, building towards combinations.

Defend by twisting the forearm slightly to deflect the blow.

DEFENCE AGAINST CIRCULAR ATTACKS 360deg/OUTSIDE DEFENCE

Adopt Conflict/Ready stance.

Allow attacker to throw circular attacks from one angle initially (e.g. right hook).

Demonstrate the defence. Rotate forearm on attacking side out about 90deg. Use the

forearm to block the striking arm about a third the way along its length. Swap the side of

the attack (e.g. left hook) after practice on first side.

Allow attacks from below simulating edged weapon or fist.

Demonstrate the defence. Rotate forearm down to block the striking arm about a third the

way along its length keeping the elbow at about 90deg. Simultaneously bend forward at

the waist, thrust your buttocks back and keep the legs straight (knees not bent a common

mistake)

Swap the side of the attack (e.g. left uppercut) after practice on first side.

Finally, practice defence from all angle combinations.

The next progression is to introduce (immediate combative) palm strikes to the upper chest

with finger in throat/punch to the throat. Initially, leave a slight delay from blocking and

delivering the strike to the attacker throat. Step forward or hip rotate to add momentum to

the strike.

Then progress to delivering a simultaneous block and strike to the throat, then moving out

of the channel of attack.

COACHING TECHNIQUES

1. Work from the ground up to ensure the kinetic chain is correct


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Legs

Hips

Chest

Arms

2. When coaching a student, watch him perform a technique several times as many as

necessary to assess what he doing wrong (if able to identify what it is; if not, admit it).

STRIKES

In general, work left foot forward initially. After practicing with left foot leading, switch to

right foot leading and practice the techniques again (or vice versa if you prefer).

1. JAB

Feet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off the

floor.

Hips: turned slightly

Arms: elbows low, hands high uild a box

Demo, then get students to practice going from passive stance to conflict stance and back

several times.

Demo, then get students to hold their left arm outstretched, pointing, shoulder touching

face. This drill prevents drawing the striking arm too far back.

Practice several times then incorporate rotating the hips.

Demo making a fist then get students to practice making a fist.

Conclude by demonstrating then practicing proper jabs.

2. CROSSFeet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off the

floor.



Demo, then get students to hold their right arm outstretched, pointing, shoulder touching

face, (analogy!) like a rifle.

Emphasise the kinetic chain is built from rear foot, then hip rotation, then arm.

3. FRONT HOOK

Feet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off thefloor.



Demonstrate dropping the rear heel to transfer weight to the rear foot, simultaneously lifting

the front heel and rotating the hips (kinetic chain) thus producing the torque. The elbow is

lifted such that the forearm is parallel to the ground (fist thumb uppermost, or inwards,

depending on who is giving the lesson). Allow a slight stretching of the pectorals to add

additional movement to the arm.

The target is just passed the chin, beware of over-rotation.

Ensure the head remains relatively forward and you look to the front throughout.

4. REAR HOOK


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Feet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off the

floor.



Demonstrate feet already in correct position to allow just the rotating of the hips to form the

kinetic chain. The elbow is lifted such that the forearm is parallel to the ground (fist thumbuppermost, or inwards, depending on who is giving the lesson). Allow a slight stretching of

the pecs to add additional movement to the arm.

The target is just passed the chin, beware of over-rotation.

Ensure the head remains relatively forward and you look to the front throughout.

DAY 3

Longer period of training, increased intensity compared to previous days.

Teaching/practice: Warm up games, Hand combinations, Leg strikes, combined hand and

leg strikes, pressure testing (2 vs 1).

3 ways of causing injury:

1. Blunt trauma impact

2. Chokes and asphyxiations

3. Breaks (and sprains?)


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Key lesson for today: Building basic combinations (see internet for examples)

Teaching linear strikes Orthodox attacks.

Orthodox attacks i.e. with attacker stood in front of you, are less likely as a street attack but

a good starting point for teaching.

Advantages: Instinctive, simple, create distance1. Jab/Cross

2. Jab/Cross/Jab

More advanced combinations

3. Jab/Cross/Lead Hook

4. Jab/Cross/Lead Hook/Cross

Consider technique selection ROBUST = most people can do most of the time, so keep it

simple.

Teach/practice hands first (using above combinations) then progress to legs. Finally,

combine hands and legs.

ORGANISING COMBATIVES

1. Curricular planning/Macro Plan (quarterly or annual)

2. Classroom teaching

3. Micro teach single technique

1. Curricular planning. The training Helix 16 week cycle

Week 1-4 Self Defence

Week 5-8 Combatives

Week 9-12 Weapons

Week 13-16 Ground work & Grappling

P 1 (practioner level 1) undertakes the Helix to a Basic Level

P 2 undertakes the same 16 week Helix but to a slightly higher level, and so on...

Consider your long term plan.

2. Classroom teaching see course notes for 60/90min class structure

1st Half Games (warm up, increase pain threshold, raises arousal)Combatives (30min)

2nd Half Theme e.g. Self Defence, Weapons, Grappling

New Technique

Analogy natural movement

Problem/Danger = threat

Dry Drills initially, then Accelerate complexity

Summary Drills pressure testing.

Only skills that have been practised properly otherwise powerful negative learning occurs


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Stress causes (1 and 3 are the ones to work on in KM):

1. Fight

2. Flight

3. Freezing

4. Posturing

Symptoms of stress: tunnel vision, loss of hearing/auditory exclusion, problem solving

diminishes

Adrenaline flow causes: twitching movements, butterflies, shaking, higher voice

Key factors: 1. shortens movements so exaggerate movement when training

techniques

2. complex movements are poor with >145 bpm only really well drilled

moves can be re-produced

Stress Training causes Risk to increase so consider the following:

Cut down complexity of taskBeware of irrational behaviour monitor/supervise well, be direct and repeat

commands

Skill Acquisition Pyramid

IntensityPracticeBio-mechanics

Consider what you want to achieve in your classes. Establish the intensity to suit the

cliental.

3. Technical Training / Micro teaching example

Defence against circular attacks the 3 types:

1. Reflexive defence = rushing hairto protect back of neck

Fast, simple but absorbs a big impact

2. 360deg

Most robust, works against objects/improvised weapons in hands as well as fists

3. Bobbing and weaving KM advanced skill (because it hard to perform)

Drop by bending knees, twist 45deg, come back up thus making a U shape

Don bend forward, keep hands in the guard position throughout.

The Cavalier a break technique

Take a firm grip of the attacker right wrist with your left hand and bend his fist towards hisbiceps to 90deg with your right hand (for example). This will apply pressure to the wrist and

elbow joints. You can then manipulate the direction of force to add pressure to his

shoulder, force him to move forward, back, down or to the side. Get the elbow high.


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DAY 4

Warm up demo

Pulse raiser 1 gentle jogging around outside of class lifting knees, heels, facing in, out, etc

Pulse raiser 2 strength drills e.g. squats, press-ups, etc & games

Principles of defending against firearms/knives

Redirect

Control

Counter

Disarm/Detain/Death

Edged weapon protocol

Main cause of danger is not seeing the weapon

In UK there are 2 types of attack

1. With dialogue & you l see the knife

2. No dialogue, weapon concealed, attack from side very difficult to defend against

Protocol1. Avoidance


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2. Compliance

3. Improvised weapons shield type weapon

4. Long distance weapons legs: kick

5. Close Quarter Combative (CQC) techniques (highest risk) 360deg, stabbing,

plucking

6. Gross motor movement any natural movement i.e. bad7. Catastrophic failure paralysis

The intention is survival.

KM train CQC the most often because it the hardest and most complicated

Defence against a linear strike

1. Plucking/Scooping for same side of the body movement

Advantages: instinctive, quick,

2. Stabbing defence against linear stab or even a linear kick for across the body

defenceCreate a wedge. tabbinghands thumb must be uppermost.

3. 360deg (your left arm to block his right arm)

Advantages: simplest, fastest movement

Bodily speeds of reaction

Hand (quickest)

Hand with body twist

Feet (slowest)

Body co-ordination

When conducting multiple movements the body syncs to the timing of the slowest. E.g. if

you (incorrectly) skip back during a 360deg defence the hand movement will sync with the

slower foot movement thus slowing the technique down too much to be effective.

Defence against Roundhouse kicks

Stop the threat: Step to the side away from the kick and grab the kicking leg.

Combatives: Kick his knee out/grab hold of nearest wrist and push him backwards, control


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DAY 5

Form 2 goes with every assessment you do. It a reflection journal, a summary of what

you you e done.

Form 3 session plan

Form 4 self evaluation/reflection of micro-teach

Form 5 teacher observation reports

Form 6 peer observation

Form 7 for Mark

Form 8 for Mark

Form 9 contents

Assessments for award of PTLLS:

A micro-teach (15min) topic of your choice

3 x written assessments

Learning Skills Council

www.ifl.ac.uk

The Learning Programme

Start with the end in mind what do you want the students to achieve.

Signposting/referral

Screening (previous experience, etc)

Initial Assessment (tests)

Diagnostic assessment

Individual Learning plan

Learning resources (kit, handouts, back-up plans)

Formative assessments (provide feedback and solutions)

Summative assessments (pass or fail)

The Teacher role

Give resources for adults to learn almost self teaching

Lead children to the knowledge

Transfer knowledge

Assessment Q , tests

Collaborating with other agencies

Planning, organising

Feedback and guidance

Inclusivity, motivating the learning environment


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ICEBREAKERS

Short activity for people to get to know each other and energise the class,

Break down social barriers

Allow learners an insight into each other

Ease learners into the course or session frame of mind

Allow the teacher an insight into the direction that the course or session may take

Mark uses them on boot-camps

Example of Icebreaker

Interview one of the guys on the course, then present to the rest of the class: Name,

previous martial arts experience, occupation, family

Energisers

Mostly employed after lunch or when there an energy lull

Concepts of Adult learning

Establishing relationships in the classroom

Productive learning environments

Promote of learnerssatisfaction

Cohesive team committed to a common goal

Agreeing standards/ground rules

Identifying personalities and roles

Strong morale, motivation and ownership

Woman in the class are excellent because of the social network building aspect

Planning a new class

What should we take into consideration?

What do students already know?

What do you want them to learn?

Why is it important to learn it?

What methods will help you accomplish your goal?

What examples and activities will you use?

How will examples and activities be sequenced?

How will you assess studentslearning? (Grading, pressure testing, self-assessment, etc)

Creating a safe environment

How do we create a safe environment?

Health & Safety at work act 1974

Eliminate hazards

Risk assessment

Inform students of potential hazards

Clean working environment

Incorporating a discussionWhy do we use groups as a teaching tool?


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Learner interaction

The teacher can gain information

Draws on the experience of learners and teachers

Confirmation of information taught

Using Simple Tools LearningTeaching and learning continuum

Mind-maps

Advanced organiser(Watch the time Equipment ready & working)

Minute papers normally for larger groups

Ask the learners at the start of the session to write Qs they have on a piece of

paper and send them to the front

At a point during the session answer the Qs

This allows burning Qs from the learners to be answered thus allowing ind and grp

learning to take place

The peer Group

What are the benefits of a peer group?

Benefit by grouping (similar age, gender and interests)

Promotes a sense of belonging, friendship and recognition

Advice and opinion freely given

Sharing the same learning experience

Criticism is often readily accepted

Pedagogy teacher-centred

Andragogy learner-centred

The Teaching Cycle

Systematic 4 stage approach to teaching, each stage is continuously assessed (CA),

constructive feedback (CF) given and accurate records (AR) maintained.

1. Initial assessment identifying the needs of the learner(s)

2. The planning and designing of the course or session

3. The delivery of the course or session

4. The recorded evaluation of the course by the learner(s) and teacher

1. Initial assessment

Previous attended courses

Depth of knowledge

Experiences

Perceptions and level of ability

Disability awareness

To produce an ILP

Considering learning needs/styles

2. The planning and designing of the courseDeciding aims/learning outcomes


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Gauging level and ability from IA/ILP

Producing Scheme of Work (SoW) and lesson plan

Selection of environment

Selection of resources

Production/purchase of resources

3. The delivery of the course

Pace and pitch of the delivery

Adjusting to meet the learnersneeds

Considering group dynamics

Establishing/maintaining rapport

Icebreakers and energisers

4. The recorded evaluation of the course

Evaluation at all levels/areas

Completed by learner(s) and teacherEvaluation must be acted upon

Continuous professional development (CPD)

Legislative Requirements and Codes of Practice

Legislative Requirements

Acts and Regulations

Will have a direct impact on teaching and the learning environment

Legislative Requirements

Educational establishments (anywhere where training takes place) must adhere to current

legislative requirements, aw

Health and Safety at Work Act 1974

The Equality Act 2010

The Data Protection Act 1998 lots of personal info is recorded on student application forms

The Human Rights Act 1998 freedom of speech, right to life, religious belief, fair trial

The Freedom of Information Act 2000 CRB check, qualifications, Public bodies

Code of Practice

Professional standards for teachersRegulations are very complex and written in a specific way that in many instances make it

difficult to determine whether or not you are complying with the requirements with in them

There are 2 types of Codes of Practice:

Approved codes of Practice

Best Practice

Contractual Responsibilities in your work role

Obligations will be placed upon you by:

StatutesDirectives


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Regulations

These are also covered within the confines of your employment contract as well as through

legislation and governing bodies such as the institute for learning (ifL)

Implied contractual obligations

i.e. you l treat everyone fairly

Not directly specified within a contract of employment

Implied in contract of employment (can get away with it)

Responsibilities for learners in a physical and moral sense

Qualities of a good instructor

CONFIDENCE comes from rehearsals and good subject knowledge

ATTITUDE firm, fair, friendly, approachable

DILIGENCE especially in the preparation (e.g. anticipate further questions such as when

teaching chokes to the front, what happens if you get asked a choke from theside?)

MANOR politeness, professionalism

ENTHUSIASM

Individual Learning Needs ILN (individual) and GLN (group)

Individual learning needs are basic requirements that learners possess which must be

met in orderfor learning to take place

Social needs

Taking an active part in a group

Competing with others

Intrinsic needs

The desire to carry out a task well

The need to make progression

The need to satisfy curiosity

Maslow Hierarchy of Needs

E. Self-actualisation application of learning into the workplace

D. Esteem successful completion of session, respect betweenteacher/students

C. Love-belonging strong group relationship, effective teacher/learner

relationship

B. Safety safe learning environment, temperature, lighting, suitable

room

A. Physiological water, toilets, refreshments

Group Learning Needs (GLN)

Mixture of age and experience/abilitiesReasons for taking part


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Different learning goals

Social and multi-culture differences

Emergence of a group leader

Learning styles

A method a student will favour which allows them toDigest

Understand

Progress with their own learning

3 types of learning styles

Visual

Auditory

Kinaesthetic

EXPLANATIONDEMONSTRATION

IMITATION

PRACTICE

Includes all 3 styles

Page references:

71 icebreakers 56 adult teaching 18 teaching cycle

31 legislation and code of conduct 38 learning needs 43 learning styles

97 record keeping

DAY 6

Structure of a lesson/session

Structure, plan and produce a learning programme/scheme of work including:

Aim and learning outcomes

Activities and resources

Assessment

Structure and produce session plans including:

Learning outcomes

Resources

Teacher/learner activities - what I going to do andwhat my students are going to

do

Method of assessment

Aim and learning outcome (page 61)

Aim - General statement outlining the expected outcome


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Learning outcomes - SMART

SPECIFIC

MEASURABLE

ACHIEVABLE

REALISTICTIME BOUND

A short simple outcome relating to the topic is often best, avoid listing learning objectives as

multiple lists

Resist using the words nd nderstandin an objective

Use action words in the composition which are measurable such as: distinguish, state,

apply, use, list, outline, explain, demonstrate

Learning programme / scheme of work structure

Fulfil the needs and expectations of:Individual learner

Teacher

Course provider

Awarding bodies

Planning and production

The planning and production of a learning programme

Aims and learning outcomes

Learning styles

Facilities and resources availableAssessment and review procedure

Teacher/learner activities

Scheme of work

Awarding bodies check by means of:

Internal Verifiers (IV)

External Verifiers (EV)

What are awarding bodies by means of EV checking for?

Your facility has planned to cover the programme of study for the given subjectEnsure work is planned at an appropriate level for the learners

Ensure you are using an up to date scheme of work

They are mandatory WBL/National Curriculum

Session plan

A lesson plan should be structured in a logical sequence that provides the teacher with a

complete map of the session

The planning and production of a lesson plan should be based on:Aim


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Timings

Learning outcomes

Resources

Teacher/learner activities

Methods of assessment

Principles and techniques of instruction

Principles of instruction

1. Promote and maintain the desire to learn marketing before, feedback during

2. Planning and preparation

3. Confirmation question, assessments

Techniques of instruction

4. Question technique

5. Selection and use of instructional aids

1. Promote and maintain the desire to learn - SEAVURDS

SIMPLICITY

ENTHUSIASM

ACTIVITY games, energisers, practical elements, fill-in-the-blanks, quizzes, etc

VARIETY

USE OF AIDS

REALISM

DISTRACTIONS mobile phones, instructor mannerisms, etc

SENSE OF ACHIEVEMENT

2. Planning and preparation of sessionA. Marshalling the facts

Aim/objective

Subject matter what must I teach the students to achieve the aim?

Prune the subject

Logical order e.g. break-falls, then the transition to the feet, etc

Stages/phases allows you to assess at each stage

Time

Class

Method of presentationStores and aids

Conditions of work e.g. use of limited vision goggles in pressure testing

B. Building the lesson

Stage 1 - The beginning

Class layout where you position yourself in the class (use 3 different directions

when demonstrating a technique)

Prelims

Stores/aids

Revision

Introduction - INTRO


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The Aim

INTREST e.g. one of the most common stabbing attacks is... therefore we e going to

practice...

NEED e.g. you need to know this because... (+ve or e)

TITLE e.g. we e going to cover

RANGE ground rules, mobiles off

OBJECTIVES e.g. by the end of this lesson you will be able to...

Stage 2 The middle

Prune the subject

Logical sequence

Stages

Confirmation

Rehearse

Stage 3 The End

Final questions to and from

Pack up stores

Summary

Look forward

Effective use of differing resources

To learn about effective use of differing resources

1. Facilities2. People

3. Material and equipment

1. Facilities

What should you consider when deciding on a facility?

Location

Suitability for the task

Amenities

Parking

Standby available

2. People

Subject specialists if required

Referral teachers (functional skills)

Specialist teachers (dyslexia)

3. Materials

Concise and current

Sufficient for all a learners

Points of referral available


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Initial assessment if required

End of course evaluation forms

IT but have a back-up in case of IT failure

PowerPoint (& Projector)

Smart boards

DVDs

(Black board, OHPs, etc obsolete!)

Dry whiteboards (Magnetic if possible)

Use of ropstitles on a magnetic strip

Flip charts

Pre-written, partially pre-written or blank with only page numbers on

Roll play

Props, kit and equipment

Quizzes, crosswords, fill-in the blanks

Advantages of differing resources

Modification to overcome barriers

Simulation

Facilitation of large numbers

Disadvantages of differing resources

Distraction

Learning disabilities

Language difficulties

Out-of-date information

Availability

Budget

H & S requirements

Rapport

Professional manner - behavioural code, body language

Setting rules delegate charter, ground rules

Correct pitch speaking at the level of the learners

Verbal 2-way communication active listening, establishing common ground

Non-judgemental/anti-discriminatory behaviour

The importance of establishing and maintaining rapport through motivation

Teacher and learner (intrinsic/extrinsic)

Organised lesson (preparation)

Thorough knowledge


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Enthusiastic/diligence

Genuine interest

Feedback

Meaning and value

Open and positive atmosphereValue

Giving constructive feedback

Praise-bad-praise (page 96)

Assessment methods

1. Initial assessment - forms

2. Formative assessment during the lesson, feedback: Q & As, group work,

observation, completing an observed skill, written examination

3. Summative assessment no/minimal feedback: oral assessment, observation,practical task, exam, multi-choice, essay

Selection of the correct method

Decide what criteria require assessing

3. Confirmation

Check students are learning

Clear up any points

Serves as a break in instruction

An incentive to learn

When?

Beginning

End of each stage

End of a period

Instructors discretion

4. Question technique

Purpose test, teach, create activity

Sequence pose, pause, pounce (and be clear!)

How not to ask a question: 50/50s, Q on skills, don test powers of expression

Page references: 61, 87, 84, 92

PTLLS ASSESSMENT

PTLLS micro-teach (15 min) subject and back-up

PTLLS ESSAY 1. Roles and responsibilities and relationships in the life-long learning

sector

PTLLS ESSAY2. Understanding inclusive learning and teaching in the lifelong learning

sectorDifferent learning strategies analysis


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Fair assessment

Ground rules

PTLLS ESSAY 3. Using inclusive learning and teaching approaches

PTLLS ESSAY 4. Principles of assessment in lifelong learning

PTLLS ESSAY 5. Understanding the principles of practical assessment

GOOD PHYS DRILLS/ BEASTINGS

Crash mat jump/pushes

Combo-sprint-combo-sprint-etc...

Half class wear pads, other half number off, when their number is called, the pads half

surround him and he has to fight out to the safe exit

km instructor course phase 1a

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