Examine the different methods for giving constructive (practical) feedback to learners and discuss how these can motivate learners. Constructive feedback is a form of feedback which is helpful and supportive. It is motivational in that it neither gives false descriptions of a learner’s ability nor does it destroy their self-esteem‚ but aims to develop and fine-tune skills. Giving constructive feedback is crucial; without it learners cannot learn (Rogers‚ 2004). When used to emphasise
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Military Institute of Science & Technology Aero Instrumentation and Measurement Laboratory AEAV-312 Exp No: - 01 Exp Name: - Water Level Control by Feedback Method. Objectives: The Objective of this experiment is to control the level water by feedback transducer‚ and get familiar with the action of PID. Theory: Measurement of level and pressure (analog type output) with pressure and level measurements‚ the pressure sensor set at the bottom of the vertical column of unit ty3oa/ev is used
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PTLLS CHAPTER ONETeaching and Learning Adult Learning They are aged 16 and above and do the courses for many reasons such as: further education‚ work-based‚ adult and community learning centre‚ etc in order to learn for their own benefits or to enhance their job role. Here is some important aspects of adult learning you should consider: Adults are more confident to ask questions and challenge theories. If you cannot answer their questions‚ say you will find out and make sure you do. So be
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During day one of my PTLLS course I understand this to be the first stage of teaching‚ and provide the stepping stone to further my path within teaching. * Understand my own role‚ responsibility and boundaries of the role in relation to teaching * My roles as a teacher are to facilitate the lesson/course‚ ensure the room/venue is suitable‚ provide refreshments‚ and ensure company guidelines are considered. To plan‚ design and deliver
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Explain the different methods of giving feedback. I personally prefer to receive and give verbal feedback as it allows for the opening of the two way communication process and enables the teacher to ensure that the student/s understand and can ask questions. Where possible this should be supported in written form to enable evidence and enable the learning point to be revisited by the teacher and student. The process I prefer to follow when giving feedback is: 1. Ask the student how they think
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Feedback The purpose of the feedback is for the student being assessed to receive feedback on how they may improve their behaviours and or skills. In turn‚ peer assessor learns by being able to observe and learn positive competencies as well as observing error and self-corrections by the student which reinforces proper techniques‚ learning and performance. Entering our first skills evaluation as a class‚ we were all nervous. As I was evaluating my peer‚ I could appreciate how she felt based
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regular‚ consistent and constructive feedback? It is very important to let the people the organisation has hired know that the managers aware that things are good and that their efforts are appreciated. When correctly given‚ feedback helps improve job performance while promoting professional and personal growth in employees. Providing feedback can improve employee morale and reduce confusion regarding expectations and current performance. Think of feedback as guidance that will enable employees
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http://ptllsresource.co.uk/blog Starting Ptlls This is a post for people at the beginning of their Ptlls journey – next week will be a long article for people who have finished and are looking at where to go next. So‚ on to my little guide if you are getting started with your Ptlls course. There are all the Ptlls essays with notes but this is more an overview of how I would tackle things at the beginning of the course if I were doing over. If anyone has any pointers please leave a comment
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Assessment Question 1 * Evaluate what you believe are your main roles and responsibilities as a teacher/trainer in relation to the teaching and learning cycle and in particular when meeting the needs of learners. How far do your responsibilities as a teacher/trainer go and how do these work in relation to other professionals you may encounter‚ both internally and externally? What boundaries are there with your role and between that of other professionals? * Outcomes assessed: U5: 1.3‚ 2
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handout provided will have a planned diary of progress and course material and I would regularly checked on the learners progress and give each learner individual feedback on their skills. Each learner must be treated with respect and I help them with their progress and confidence in the subject. Keeping learners motivated by giving positive encouragement and commenting on a job well done. Each session will have a mix of written and practical tasks to keep the learners enthusiastic. As a teacher
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