the tutor having input‚ whilst ensuring the tutor’s contractual agreement and college policies are adhered to. Once the rules have been established and agreed‚ a sense of comradery and a clear purpose towards a common goal for the learners will be achieved. Setting ground rules will help to create a micro- culture‚ in which students feel safe to express their views and make mistakes‚ and that a congenial‚ relaxed atmosphere is developed and maintained. Developing this climate can help tutors become
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learning diary Course Title: | | | | Name: | | | | Tutor: | | | | Date: | | | | Learning Outcomes for this course As a group we will be working together to learn and meet these learning outcomes. The table below shows the learning outcomes. Highlight the ones that you have met as you go along and add any of your own. What else could you do to develop your knowledge and skills about the development of English? By the end of this course you should
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This is a less formal type of assessment than a tutor-led assessment‚ such as a class test‚ although it may be observed by the tutor. In general students are more likely to enjoy and benefit from this method of assessment. They can share their triumphs and difficulties‚ and use their strengths to help other with their weaknesses. Self-assessment
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Activity Three – Actions to Mitigate weaknesses in SWOT Analysis continued 24 Activity Four – Developing Personal Action Plan 25 Activity Four – Developing Personal Action Plan continued 26 Activity Four – Objective 1: To work closely with my tutor Activity Four – Objective 2: To
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still be achieved; the learner is able to take ownership and pride in their learning. Plan: Assessment assists the tutor in establishing prior learning and what still needs to be achieved. Tutors need assessments to offer learners an individual and worthwhile experience teaching learners what they need rather than what they already know. Assess teaching practice: Assessments allow tutors and teaches to reflect on their own teaching practices‚ how and if learners have retained the information and allows
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diagnostic assessment with learners In order to ascertain a student ’s knowledge and skill set‚ it is essential to use initial and diagnostic assessment. It is a journey of personal discovery for the student with their learning experience‚ with the tutor finding out about the abilities of the students to match the curriculum to the student ’s needs. The initial assessment is there to measure potential gaps in knowledge‚ the student ’s aims; whether they will need any support‚ but it is important to
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ESSAY NOTES PAPER 1 Role‚ responsibilities and boundaries In order for learning to be effective a tutor must follow the training/learning cycle. The format covers each area required to complete the process of achieving a qualification.. Each point in the cycle needs to be addressed throughout the course and a through understanding of the cycle is essential in order for learning to be effective. The areas covered in the cycle are: Identify training needs Plan and design Deliver the training
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dancing and common goal in performing well in their upcoming performances. Under the tutor’s way of teaching‚ participants were not simply as followers‚ but an active participant in the training by having positions or duties in group. For example‚ the tutor would find influential participants to become a spiritual leader or a peace-maker of the group. Participants remind each other about the commencement and details of training. A participant said that before joining the program‚ he used to focus on his
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interviews ide your gu your interviews guide erview‚ tutors identify who int to es dat ndi ca ich wh g In decidin ccess c ability and potential for su mi ade ac st ate gre e th s ow they feel sh ur careful consideration to yo e giv ll wi rs to tu of er mb at Oxford. A nu issions test and submitted adm any of s ult res e th UCAS application‚ and r interview‚ applies will be shortlisted fo o wh ne ryo eve t No rk. wo written . much
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words avoiding any major cultural issues whilst helping the students focus on what he felt represented ‘Britishness’. This did attract a limited response; at this point‚ no ‘national culture’ issues surfaced. What did emerge was the clear age gap. The tutor posting is in his forties and predominantly his audience comprises students who are in their twenties. The first student to
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