Rationale: Learning and F-16 Falcon Paper

Rationale for Micro T for each single 1 I collapse chosen the topic of qualification an F-16 falcon paper aeroplane as an ice breaking exercise this testament create a fun atmosphere and volition help build a unplayful work ating rapport with my students helping the students to relax devising the larn milieu a lot more comfortable, which in turn bequeath avail learning. Equal opportunities are met by this topic and the system is not gender, ethical, honourable or socially biased.This initial lesson get out help me gain an fellow feeling of the students practical(a) skill capabilities. A practical source lesson will help me visually assess students readiness to work with equipment and to follow simple instructions, as students progress finished the harder stages of the demonstration, well-nigh students will pick up the skill almost immediately whilst others may struggle informing me of the levels that these students will learn at. Kolb learning cycle will help t he students to achieve the final product.Through the actual process of creating the plane, students would be having concrete experience. Students will be able to observe and reflect at each stage helping them to perform each step at a time. Students will then be able to learn from the experience (Abstract Conceptualisation), by trial and error on the harder stages. Finally they will be making the final product and testing it, which refers back to the original concrete experience.The economic consumption of PowerPoint to demonstrate the processes involved will be aimed towards the learners who learn via the cognitive domain, these learners work from visual knowledge by applying the instructions. This will be white piece on a blue background to help aid whatsoever learners with dyslexia as this is a preferred visual style. Psychomotor domain learners will have the most benefit throughout the actual process of making the plane these learners fire then visually see the processes in volved and will immediately be able to mimic the actions involved.There will be an inherent of the cognitive domain for these type learners to help reflect. I will have a pre-made product to show the class as an example, this type of mental imagery can be passed slightly the class for all to see the method used in construction. I am able to offer tending to those pupils who I feel may lack in confidence with practical activities, as this type of exercise will allow me to move around the classroom and see learners progress on a one to one basis.The affective domain learners will gain from personal tuition, and in overtake will be able to complete this exercise. As I go from person to person giving advice and hands on help, I can also mentally assess those learners in the other two domains as I see them progress. My learning objectives will be These are gettable and I will know that they have been achieved by the end of the lesson, through the learners answering questions and onc e learners have successfully made the F-16.As this is my first belief experience I will be nervous but will teach with confidence, I have thoroughly researched this topic, and therefore have a strong basis of the topic being taught. Learners will see that I have a great knowledge of the subject and this will be portrayed throughout the lesson. I will achieve this by having tame posture, effective body language, and will use eye contact I will use my voice to maintain a steady tread so that my language will flow. Whatever happens you need to cultivate a confident exterior, even if it is something of an act and you are feeling far from certified inside. (Capel, Leask & Turner 2005)References Capel, S & Leask, M & Turner, T 2005, Learning to teach in the secondary school a companion to school experience, London Routledge Kolb learning cycle Online. Available from http//www. ldu. leeds. ac. uk/ldu/sddu_multimedia/kolb/kolb_flash. htm District, F D A C C 2010. Learning Domains Onl ine. Available from http//pixel. fhda. edu/id/learning_domain. html