Task 1. Discussion 5

Walter & Group :

[GH] From Lyth Hartz :

Hi Gordy,

This attachment didn’t come through at all. The first one was a better one for my computer.

By the way, this discussion is really helpful to me. I went to the gym this morning before work to practice Task 1. The discussion really helps but I definitely need more practice.

Regards,

Lyth Hartz

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[GH] My apology for the sketch attachment which didn't come through as expected. Speaks to my less than perfect computer skills. Ally sent it back to me as a pdf file. I've attached as such.

This suggestion from Dan Davala :

A suggestion:

Dusty writes - "If the examiners did not tell you to gear your responses to a certain level of understanding, e.g. new student level or experienced instructor level, you might ask that before you respond."

There always seems to be confusion about this. In the interest of standardization, perhaps it could be protocol to answer ALL questions during a Master Exam as though you are addressing a Master/BOG. However, when asked (and only when asked), "HOW WOULD YOU TEACH.....", the candidate would know to go into instructor mode and address the examiners as if they were students. This way, if the examiners detect a hole in a candidates "depth and breadth" of knowledge on a certain subject, they could ask, "HOW WOULD YOU TEACH..." said subject and see how the candidate would present the topic on a student level. Examiners could also weave in the "HOW WOULD YOU TEACH....." question throughout the test, to see how easily the candidate can shift gears from a Master level of understanding (depth and breadth) to a Master level of teaching (Simplicity). I know many examiners do this already, but I am talking about making it an expected standard and making "HOW WOULD YOU TEACH....." the catch phrase.

By providing this standard I believe we could help put a candidate at ease rather than falling into the trap of wondering "what type of answer are THEY (the examiners) looking for?" Add the fact that there are up to three examiners administering the test, and there very well may be three different views on how the candidate should answer. While there are many "variables" in casting, I feel we must strive to minimize them in testing.

Thank you for considering,

Dan Davala

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[GH] Dan,

We get many questions and suggestions such as yours when we give our Master Prep Workshops at Conclaves.

This is an example of communication between the candidate and the examiner. You are correct when you say, " I know many examiners do this already......."

Since it isn't clarified on the exam protocol or task descriptions at present, I think a relaxed, well prepared candidate should ask for clarification as Dusty Sprague suggested.

Sometimes the confidence of a candidate is reflected in his/her way of handling things like this. For example :

Lead examiner - Q : I'm going to be your student. Can you teach loop control to me ?

Candidate - A: Sure. I'll assume you are a beginner.

(Then do it just as you have done it as you've been teaching it for your own students.)

Gordy

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