University Press. Cross‚ K. Patricia; & Angelo‚ Thomas A. (1993). Classroom assessment techniques: A handbook for college teachers (2nd Ed.). San Francisco: Jossey-Bass. (2012‚ 07). Ptlls Assignment. StudyMode.com. Retrieved 07‚ 2012‚ from http://www.studymode.com/essays/Ptlls-Assignment-1039403.html 2010‚ 12). Ptlls Assignment 1. StudyMode.com. Retrieved 12‚ 2010‚ from
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Gravells A (2011) Preparing to Teach in the Lifelong Learning Sector (4th Ed) Exeter: Learning Matters Gravells A (2012) Passing PTLLS Assessments‚ (5th ed) London: Learning Matters Gravells A and Simpson S (2010) Planning and Enabling Learning in the Lifelong Learning Sector‚(2nd ed.) Exeter: Learning Matters Ltd Williams J and Gravells A (2010) Study Skills for PTLLS‚ Exeter: Learning Matters Ltd Huddleston P and Unwin L (2007) Teaching and Learning in Further Education‚ Diversity and Change
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Mumford defines the city as “a theater of social action”‚ (taken from Architectural record‚ 1937).” Mumford overlooks the physical parts of a city and rather sees it as a “social institution” where social networks can be built. He directly says that “the city creates the theater and is the theater” (Mumford‚1937). The city creates “drama” while a suburb lacks it. Mumford states that” Without the social drama that comes into existence
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[pic] [pic] City & Guilds Preparing to Teach in the Lifelong Learning Sector (PTLLS) Level 4 Assignment 1 Describe what your Role‚ Responsibilities and Boundaries would be as a teacher in terms of the Teaching / Training Cycle Index | | | |Title
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ASSIGNMENT ACKNOWLEDGEMENT SHEET FOR SUBMISSION OF ASSESSMENT Serial No: 40074724 Please note: 1. Assignments must be submitted on or before the date due.2. Students must ensure that they are not guilty of plagiarism which is‚ essentially‚ referring to the words/ideas of others without acknowledgment. Students must comply with the statement below. | Students Declaration The attached assignment is my own work‚ and has never been submitted for assessment on any other course
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in a comprehensive skill-based model of leadership that was advanced by Mumford and his colleagues (Mumford‚ Zaccaro‚ Harding‚ Jacobs‚ & Fleishman‚ 2000; Yammarino‚ 2000). In this chapter‚ our discussion of the skills approach is divided into two parts. First‚ we discuss the general ideas set forth by Katz regarding three basic administrative skills: technical‚ human‚ and conceptual. Second‚ we discuss the recent work of Mumford and colleagues that has resulted in a new skills-based model of organizational
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approach of the social sciences as developed by a number of authors‚ one of the most influential being Davis (1972). Mumford (1983a) defines the socio-technical approach as: one which recognises the interaction of technology and people and produces work systems which are both technically efficient and have social characteristics which lead to high job satisfaction. Elsewhere‚ in Mumford and Weir (1979)‚ job satisfaction is defined as: The attainment of a good "fit" between what the employees is seeking
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Developing & Managing Resources The learning resource I have chosen is actually also used as an ice breaker for a lesson and then used to build on students communication‚ reading and understanding skills. The task is used to put students under a time constraint to complete a task of ready and answering simple and possibly trick questions in a short time frame. This resource is not used in a way to trick students but used to then get them to reflect on their ready and interpretation of a question
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Fawcett (2002) stated that mentors are individuals in possession of knowledge/ expertise who willingly help another of less experience to learn about the field in which they wish to pursue. Mentoring is a long-term‚ mutually beneficial relationship between two individuals that must be voluntary in order to function successfully (Morrison-Beedy et al.‚ 2001). The mentor supersedes the role model in that there is an open relationship and communication involved. Mentoring is provided by an experienced
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7307 PTLLS Theory Task 4 – Ground Rules ‘Analyse different ways in which you would establish ground rules with your learners‚ which underpin behaviour and respect for others’. Ground Rules Ground rules can be defined as a set of working parameters designed to allow learners to complete tasks. They are designed to take into account the subjects being covered‚ the expectations of the learners and the tutor‚ the age‚ ethnic background‚ gender and also provide a basic framework of what is considered
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