Powers began by mentioning a proposed design model for the course after he viewed the professor’s syllabus, which was in the format of a learning portfolio. The first session consisted of discussion and observation between the two in order to create a more effective tutorial model. The second priority was to implement a calendar into the syllabus thus making it easier for students to maintain submission dates and to see how and where certain general course objectives would be met. The second to last task was creating an easy to navigate website used for material transferring purposes. The final step was focused on finding the best way to assess the professor’s students on their fulfillment of course objectives.
Unit R081 – Pre-production skills Shot types used in storyboarding Instructions and answers for teachers These instructions should accompany the OCR resource ‘Shot types used in storyboarding’ activity which supports Cambridge Nationals in Creative iMedia Level 1/2 Unit R081, Pre-production skills. This simple drag and drop activity will help learners become familiar with the content of storyboards. Associated Files: Shot types used in storyboarding, available in the following formats: Activity sheet Flash File Opus File HTML File Expected Duration: Task 1 – 10–15 minutes Task 2 – 10–15 minutes Follow up activity – 10–15 minutes Consolidation activity – 10 minutes This activity offers an opportunity for English skills development. These tasks can be used to aid learning of camera shots and camera angles.
Certificate & Post Graduate Certificate in Education Module DFA 7130 Assignment One: Initial Teaching Assignment January 2013 Table of Contents Section One - Context and Principles * My current teaching role * Creating and maintaining a safe, supportive and motivated learning environment * Identifying Learning and Teaching strategies * Types and methods of Assessment which are appropriate * Outlined aims of learning session Section Two - Prepare and Deliver a Learning Session * Lesson Plan * Power Point * Activities * Hand out Section Three - Reflection and Feedback on the Learning Session * Reflection * Tutor feedback * Peer feedback Section Four - Bibliography * References Context and Principles My current teaching role I am employed at Wakefield College, as a Lecturer within the Construction department. I am responsible for the delivery of both theory and practical sessions for City & Guilds Level 2 Brickwork for fulltime learners and apprentices and Level 3 Brickwork for fulltime learners. I also teach Btec courses involving trowel related elements of the diploma combined construction qualification. The Level 2 Brickwork diploma fulltime learners attend around 13 hours per week spread over 3 days covering both theory and practical. The apprentices however only attend 1 day a week, as they have an employer through either City & Guilds or the Wakefield apprenticeship department.
Review your roles, responsibilities and relationships in the lifelong learning sector. This assignment will consider roles, responsibilities and relationships in lifelong learning. It will relate theory to my own experiences of teaching, which include teaching literature and television studies to groups of students at the University of Hull (2000-2005) and my current role coaching individual students in study skills at the University of Lincoln. 1.3 Evaluate own role and responsibilities in lifelong learning. The lifelong learning sector is quite diverse covering further education, higher education, “colleges and work based learning to prisons and the voluntary and community sector.” (Lifelong Learning UK: 1).
BTEC Level 3 Subsidiary Diploma in Public Services UNIT 1: Government, Policies & the Public Services ASSIGNMENT: Roles & Levels of Government Learning Outcome 1: Know the different levels of government in the UK Learner Statement: I confirm this is my own work Learner Signature: Date: 1 Assessor Name: Gregor Maxwell Hand out Date: Learner Name: Hand in Date: Scenario: As part of a community education section of the local authority you have to present information of local, national and European government to a group of Year 8 learners as part of a PSHE lessons as well as produce a leaflet Tasks (P1, P2, M1, D1) Tasks | Student Evidence | Date met | P1 - Outline the responsibilities
COGNITIVE BEHAVIOURAL THERAPY INTRODUCTION I have chosen to write this essay on Cognitive Behaviour Therapy (C.B.T.). In doing so, I shall endeavour to express some of my learning gained from attending module 1105b at PCI College, tutored by Ms Noeleen Murphy, November to December 2010. This essay will attempt to give a brief overview of the basic principles of C.B.T. and the assumptions on which it is based. I have also outlined some of the key concepts and techniques employed when using C.B.T., its educational nature and its strengths and limitations.
Balanced Reading Program Case Study By: Ashley Wheaton ED5555-Foundational Theories in Reading Instruction Capella University Spring, 2012 109 Nates Berry Rd Anderson, SC 29624 864-356-1048 Awheaton1@capellauniversity.edu Instructor Donna Hauger Table of Contents Component 1-Support for Diversity of Students …………………………………………………………………………………. 3 Introduction……………………………………………………………………………………………………………………………… 3 Demographics of Student Population ………………………………………………………………………………………. 4 School or District Academic Situation ………………………………………………………………………………………. 5 Implications for Fostering Literacy Development …………………………………………………………………….. 6 Including Implications for Professional Development ……………………………………………………………… 7 Component 2-Theory and Research Based ………………………………………………………………………………………… 8 Introduction……………………………………………………………………………………………………………………………… 8 Analysis Table ………………………………………………………………………………………………………………………….. 10 Summary …………………………………………………………………………………………………………………………………. 11 Research Base ………………………………………………………………………………………………………………………….
Asset Skills | Assignment T1 | Roles, responsibilities and relationships in lifelong learning | Anne Sallis 7/1/2013 | PTLLS L4 Assignment Sheet Assignment Number | T1 | Name of Learner | Anne Sallis | Date Submitted | 01/08/13 | Name of Mentor | Elsie Williams | UNIT (M/503/1229) – Roles, responsibilities and relationships in lifelong learning LO 1- (1.1, 1.2, 1.3, 1.4), LO 2 (2.1, 2.2, 2.3), LO 3 – (3.1, 3.2) Assignment Review your roles, responsibilities and relationships in the lifelong learning sector. (Please reference any additional reading material using the Harvard Referencing system) This should include: * Review of the teaching/ training role, explaining its responsibilities and limits, how teachers work within professional boundaries and how to work with other professional who support learners. * A review of records that must be maintained and the reason for them. * A summary of specific legislation that must be complied with * A discussion of equality and diversity issues relevant to teaching/ training situation. * A description of the importance of promoting and maintaining a safe and secure learning environment 1:1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities Health and Safety at Work Act 1974 To ensure the health and safety of learners, trainer and any guests to the session it is key to that the trainer adheres to this primary piece of legislation.
Diana Grande Response Paper Okagaki & Sternburg’s Ideas Develop, Cognition, & Learning Dr. Templeton 10/22/2012 In “Putting the Distance into Student’s Hands: Practical Intelligence for School” by Lynn Okagaki and Robert J. Sternburg, the two authors discuss a new age idea for teaching in America’s schools, especially public schools. The two of them worked with Howard Gardner on a curriculum the three of them want to implement in junior high and high schools. This curriculum consists of many theories the three of them have come up with, like Gardner’s theory of multiple intelligences, Sternburg’s triarchic theory, also with sub theories. Okagaki, Gardner, and Sternburg’s theories contribute well to the curriculum the three of them would like to implement and it would help improve learning greatly by teaching students to take control of their own learning, learn tacit knowledge, and improve in studying and test-taking. Okagaki and Sternburg’s ideas discuss something called tacit knowledge.
Focus Task 1 – Observing Good Practice (1500 Words) Q7(a) Independent Research Observations of Colleagues Discussions with SBT/target objectives Reflection Areas for further development Read prompts Observe 4 different teachers with contrasting styles Discuss with SBT Introduction Focus of Observations Variation in styles Things that worked well Things that didn’t work well Conclusion Identify strategies and skills you would like to develop yourself Prompt List 1 - School Aims and Organisation In discussion with the school-based trainer, member of the senior management team, and/or other school staff, gather information and develop your understanding of the following: | |Reference to Standards| |The ethos and aims of the school |Q3(b) | | | | | | | |Management of the school, including the role and purpose of the governing body |Q3(b) | | | | | | | |The range of professional duties undertaken by teachers, and distribution of roles and responsibilities | | |