In adult education, learners can have these skills taught or re-enforced, by finding naturally occurring opportunities within a specialist subject’s teaching material. It is by repetition that many students learn and commit these skills to their Long Term Memory, so that they can be recalled and used frequently. (Petty, 2009. p. 3)
There are numerous opportunities to introduce functional skills into teaching printed textiles. Following are two example topics, I have embedded all three skill elements in each and considered their potential success. As well as addressing functional skills, these tasks are structured on the premise of Bloom’s Taxonomy Model where students go through three learning stages. Firstly, developing knowledge (Cognitive Domain); then attitudes and feelings (Affective Domain); and finally putting skills into practice (Psychomotor Domain), (Bloom, Dec. 2006). Each domain must be mastered before progressing to the next, which is a necessity in both these examples following for a successful outcome.
Prior to embarking on laboratory exercises, students need instruction on Health and Safety procedures. Learners would watch a video clip about working with dangerous chemicals and be given informative hand-outs, which would also be sent to students via email. Students would then watch a demonstration on how to accurately measure chemicals, make up dyestuffs, monitor development time and colour grade results. Students then follow a written recipe themselves and assess their...