Bibliography: Moser Group (Online) www.lifelonglearning.co.uk/mosergroup/index.htm (10.2.2009) Wilson (2008) Practical Teaching A Guide to PTLLS and CTLLS. Cengage Learning (publishers). Wright‚ N (2003) Tri-angles: patterns of three in reflective practice. Training Journal.
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1. Introduction This section discusses the background of the problem‚ overview of the current state of the technology and project rationale. 1.1 Background of the problem It is unfortunate that a vast number of Filipino students are reluctant to understand Philippine history. This may have been brought about by an inadequate background in history and a general tendency on the part of the students to be less conscious of the value of the past to their present life. Or‚ maybe‚ such ignorance or
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References: Francis‚ M.‚Gould J.; (2009) Achieving your PTLLS Award. London: Sage Wilson‚ L. (2008) Practical Teaching: A Guild to PTLLS & CTLLS. Italy: G Canale & C. Centre for Studies on Inclusive Education 2008-2012 CSIE About Inclusion? [Online] http://www.csie.org.uk/inclusion/index.shtml Accessed: 28/04/2012 Centre for Studies on Inclusive Education 2008-2012 CSIE What is Inclusion?
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Assignment 2 Sarah Brown Planning to meet the needs of Learners in Education and Training Part 1 A According to The Excellence Gateway (accessed 12/7/14) “initial assessment and diagnostic assessment is needed for each learner in order to find a starting point‚ or baseline for learning. It makes possible development of the learning plan”. Initial assessment and diagnostic tools can serve two purposes‚ firstly to assess potential students’ academic ability in relation to national standards. This will
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CERTIFICATE IN TEACHING IN THE LIFELONG LEARNING SECTOR (CTLLS) Unit 5 : Assessing Learners in Lifelong Learning Contents 1.3 Assess how questioning and feedback contributes to the assessment process Page.2 2.1: Review the assessment requirements and related procedures of learning programmes Page.3 2.2: Carry out and record assessments to meet internal and external processes and Page.5 requirements (Appendix A) 3.1: Review ways in
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Assignment 1 – Roles‚ Responsibilities & Relationships. 1. Evaluation of training role. Working as an operations trainer for Airline Services Ltd (ASL)‚ my job is to travel around to many of the UK’s major airports to deliver training and development of front line staff. Training within the aviation industry is of critical importance as many of our staff work in a hazardous environment involving live aircraft and heavy machinery. A great deal of the training I deliver is directly related to
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Certificate in Education and PGCE (Lifelong Learning) Nationally endorsed (DTLLS equivalent) Coursework Documentation Pack Year 1 and CTLLS 2013-2014 IT tip: If you are using this document or the course handbook electronically‚ the Navigation Pane is helpful. On the View tab at the top of your screen‚ tick the box next to Navigation Pane in the Show menu‚ and the contents list will appear on the left of your screen. You can then click on different sections to
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Roles‚ responsibilities and relationships in lifelong learning Within your role and responsibility as a member of teaching staff you will be expected to follow what is referred to as a Code of Professional Practice (2008). This outlines the key aspects of teaching legislation and the regulatory requirements. It is your duty to maintain professional integrity and uphold the reputation of the professional institute. Identifying the needs of both the institute and of the learners is fundamental
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to promote interaction and increase everyone’s access to daylight. This is true even of executive areas. Office life‚ however‚ remains hierarchical. How comfortable employees are in communicating with their supervisors may depend on their education level4 as well as an employee’s level of security in his position. There are certain policies that are set by the government including work hours from 9:00 am to 6:00 pm. While work hours might be adjusted by mutual agreement between employee and supervisor6
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THE EPIDEMIC OF EBOLA HAEMORRHAGIC FEVER DEFINITION Ebola virus disease (EVD) or Ebola hemorrhagic fever (EHF) is a disease of humans and other primates caused by an Ebola virus. Symptoms start two days to three weeks after contracting the virus‚ with a fever‚ sore throat‚ muscle pain and headaches. Typically‚ vomiting‚ diarrhea and rash follow‚ along with decreased functioning of the liver and kidneys. Around this time‚ affected people may begin to bleed both within the body and externally.[1]LITRATURE
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