we were considering our curriculum design the initial models we considered were Product and Process. Product Model (taken from Neary‚ 2002) Aims to design curriculum based on the achievement of aims and outcomes‚ and designs and encourages learning experiences based on the needs of the decided out comes of the course. Advantages: Clear and precise aims and outcomes provide a defined structure for delivery for teachers and learners. These curricula are easily defined by ability and assessment
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Rationale: Planning and enabling learning Introduction The main purpose of this assignment was to research negotiating with learners‚ inclusive learning‚ integrating functional skills and communication‚ and to concentrate on one particular area that we found most useful‚ which in consideration of my field of work was communication with learners and how this meets the needs of ESBD students as I work for an ESBD school combined with a PRU‚ and therefore work with interesting‚ challenging and also
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in the Lifelong Learning Sector Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning Assessment Task 1 By Paul Whibley Submission Date 26 02 13 Colin Dean 1. Understand learning and teaching strategies in lifelong learning. 1.1 Summarise learning and teaching strategies used in own specialism. 1.2 Explain how approaches to learning and teaching in own specialism meet the needs of learners. 1.3 Describe aspects of inclusive learning 2 -
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Task Four Unit Six In this task I will be evaluating my micro-teaching session‚ the teaching approaches‚ learning approaches and how I created a motivating learning environment‚ by using session evaluation and peer feedback. I decided on delivering a beauty therapy session on how to file and polish a nail‚ as this is my specialism subject I hope to teach one day and also something I am naturally passionate about and the session would be smooth and knowledgeable. As beauty therapy
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identified describing their roles‚ responsibilities and boundaries. The cycle can be followed by teacher and learner alike and must be followed for learning to be truly effective as described in the following quote: Ann Gravells (2008: 27) “It’s called as cycle as you can start at any point‚ but you must follow through all the other points for teaching and learning to be effective.” We will join the teaching cycle at the “Identify needs”. This is the most important stage of the teaching cycle; it is at
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SI James Barr Level 3 award in Education and Training Learning Outcomes and Assessment Criteria Group A 1. Understand the teaching role and responsibilities in education and training. 1.1. Explain the teaching role and responsibilities in education and training. The main role of the teacher is to be able to engage all of their students in such a way as to inspire them to want to learn. Being able to teach effectively is not about knowing the subject matter‚ but by being able to deliver that
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with various abilities‚ needs‚ background and experiences and that all learners have the right to be treated with respect and dignity. Any barriers or boundaries to learning must be identified at the outset thereafter continuously monitored throughout the course for students to successfully and effectively participate in learning. The individuality and characteristics of each learner should also be identified and respected and if there is a cultural diversity in the group then the teacher should
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Roles‚ Responsibilities and Relationships in Lifelong Learning. The aim of this assignment is to enable me to understand the roles and responsibilities of a Teacher in lifelong learning‚ as well as the relationship between different professionals in lifelong learning. The focus of this will also be the responsibility of maintaining a safe‚ supportive and inclusive environment for students. Task 1 Key aspects of legislation‚ regulatory requirements and codes of practice relating to my own role
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Running head: A STUDY ON HOW IIUM STUDENTS PERCEIVE THE EFFECTIVENESS 1 A study on how IIUM students perceive the effectiveness of extracurricular activities on building soft skills. ‘Izzati Khairunnisa Binti Nordin 1117368 Imraatul Farihah Binti Bunyamin 1110182 Department on Information Technology Kulliyyah of Information and Communication Technology International Islamic University Malaysia English for Academic Writing LE4000 Section 12 Supervisor: Madam Alina Fazilah Binti Fazi
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student’s progression and their competencies at the time. With this we will be able to identify learning opportunities for students in practise and assist in outcomes achieved. I have learnt that time must be found to provide reflection‚ offer constructive feedback and monitor the student’s progression through their programme. During this time‚ discussion of areas of weakness‚ look to build on learning opportunities and discuss options to help overcome
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