Lifelong learning and brain stimulation is the key to longevity health‚ happiness‚ and quality of life. Individuals learning different mental exercises with intellectual stimulations create social involvements and creative activities. With simplified advancements in learning‚ one of the most important elements is the combination of mental stimulation‚ social engaging‚ along with expression to choose the type of living that comes to the individual naturally. In the natural‚ people have different approaches
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Within The Life Long Learning Sector DTLLS Year 1 Introduction The roles‚ responsibilities and boundaries of a tutor within the FE/adult education sector are ever progressing qualities which are reflected upon using the teaching cycle. This cycle can be used by both tutor and learner as discussed in ’Prepare to teach in the lifelong learning sector’ – Ann Gravells 3rd Edition. Roles 1.0 The role of a tutor is to create a safe and healthy learning environment‚ where learners
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know you phase as quickly as possible so they can get on with the main focus of the meeting. Add an ice breaker game to your meeting‚ party or event and you’ll have your participants chatting and getting to know each other in no time. An ice breaker game is a brilliantly useful way to “break the ice” quickly‚ and rapidly moves people through that awkward getting to know you phase. An ice breaker game can bring fun and energy to an otherwise tense situation. It brings people to the same level and
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make the teaching area a safe and fair environment to learn in and teachers should be aware of‚ and keep up to date with key legislation relating to this. The Health and Safety at Work Act (1974) covers a number of duties relating to teaching and learning. Risk assessments should be carried out and risks properly controlled to ensure a safe working environment. Besides the Health and Safety at Work Act itself there are important pieces of legislation that would apply to a sewing workroom environment
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SPE 226 12/12/13 Katie Sprute Lifelong Learning An individual with a disability can experience a very involved and difficult life. The sooner an individual is diagnosed with a disability‚ the sooner intervention can take place and the sooner that individual will be able to begin the learning process. The individuals were assessed so that an intervention could take place however some of these assessment methods and outcomes may have to be revisited. There are educational programs and services that
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when I opened my fridge I saw a big slab of ice in the freezer which I found unusual and went about picking my ice cream .Today morning my sister proudly brought a small sharp spike and said‚ hey Anushka take this. I said for what? And she said you remember‚ you told me about your role as ice breaker. I brought a slab of ice and here is an item which will help you to break the ice. I found it very funny and explained about the YLP and what breaking the ice really meant. Good Evening Ma’am‚ Toastmaster
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Lifelong Learning Sherri Willis Grand Canyon University: SPE 226 May 4‚ 2014 Lifelong Learning It is important for educators to understand special education and how the diagnosis of developmental disabilities‚ early intervention‚ educational programs‚ services for young learners‚ transitional programs‚ strengths and weaknesses in assessments and interventions affects their students and classroom environment‚ while also being able to offer suggestions for student improvement and expected
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evaluate ways in which teachers can support learners’ numeracy and IT skills in their context of their language learning. It’s important that the basic skills needs of learners are identified early and appropriate support provided. Teachers can support learners’numeracy and IT skills in the context of their language learning. Numeracy skills Language is essential to the learning of numeracy. It provides a means for learners to express their understanding‚ negotiate meanings‚ to develop their
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Needs – finding out the needs of the organization and the learners‚ preparing a scheme of work and session plans to deliver group or individual learning‚ based upon the needs of the organization‚ the syllabus and the learners. 2. Plan and Design – preparing the environment‚ suitable delivery resources and handouts. 3. Deliver/Facilitate – teaching and learning in a suitable manner. 4. Assess – ensuring your learners have learnt the necessary skills and knowledge. 5. Evaluate – obtaining feedback
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ICE BREAKER: STRESS MANAGEMENT Objective: Managing Stress Time Available: 10-15 minutes Space: Training room or outside Appropriate for: 20 plus participants Formation: Create groups of 10. Instructions: Inform all participants in the training room that for the next 3-5 minutes they will be hearing some yells & screams. Now make group of 10 trainees’ & ask them to form a circle so that each of them can see the ‘EYES’ of the others in the circle. Tell them that you shall be
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