Teachers’ Guide

Introduction

This chapter considers scaffolds to manage the peer learning process. It begins with a consideration of Learning Styles – and the importance of recognising that individuals have different learning styles. Self-awareness of learning style can improve study and learning. Global awareness can help with self-management as well as teacher management of learning situations. Ultimately changes in didactic approaches are necessary but must lead to learning outcomes that match the requirements of syllabi and curricula in an educational landscape that still quantifies by terminal examination rather than by wholly continuous assessment. The teacher must manage group learning activities to optimise the learning experiences and outcomes for all participants. Several ‘tools’ for management of active learning in peer groups are described. This chapter comprise the following sub-chapters: 2.1. Importance of learning about learning; 2.2. Techniques for teamwork engagement and 2.3. Other engagement techniques.