Mentoring Outcome Three

Mentoring Outcome Three


I often wondered how we are able to apply what we have learned from situation to another. This I found was done by way of reflection, and using reflective processes helps us explore our experiences that enable us to identify, acknowledge and value our experiential learning. (Johns 1994).

Having been introduced to the student, for the learning process to begin it was advantageous to know what type of learner she was. To do this, I used a learning style questionnaire devised by Honey and Mumford (1986). (See Appendic 1). This identified that she was a “Reflector.” So I had to facilitate teaching activities to suit her particular style.

Ideally for the learning process to progress further, prior knowledge of the student had to be identified.

Nicklin and Kenworthy (1989) suggest the following criteria for assessment:

• Identifying learning needs
• Find out what the student currently understands
• What the student wants to learn
• What the student needs to know
• Discover what the preferred style of students’ learning needs
• Ascertain if the student is willing/able to learn.

It is necessary for me as a mentor to establish where the student is starting from so they can get the correct level and explore underlying misconceptions and any gaps (Fry et al. 2003). I realised how important it is to get the correct and full picture in regards to the student as not to omit any major issues that determine the smooth learning process. I was aware that there were many influential factors in regards to learning. For example. Phil Race (2005) describes three types of learner:

• Cue seeking learners
• Cue conscious learner
• Cue oblivious learner

Also, are they capable of actively controlling their thinking when in learning situations.. This is known as “METACOGNITION”.

I was very pleased in the way I organized teaching sessions, which involved prioritizing my workload, effective communication with...

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