Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
This includes buildings and manufacturing resources. Physical resources in Sainsbury’s include tills, self-scanners, shelves, freezers, stock displays and uniforms. Sainsbury’s must have tills at all every store because they are used to scan and add up the price of products bought by a person in one transaction. Self-scanners are not a necessity although they are very useful. They are used by people who aren’t buying many items and it makes the buying process for the customer a lot quicker.
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The role of encoding and retrieval I used in the numbers test derives from chunking the numbers in pairs or triple digits. I have always found this method it to be much easier to remember numbers such as, 96-15-77-48 or 96-157-748, rather than it is to remember 96157748. Chunking numbers comes naturally when it comes to remembering phone numbers and addresses. Sometimes chunks of numbers have special meaning, such as parts of a familiar phone number or address, my year of birth or numbers related to holidays like 1225 or 1031. When familiar chunks of numbers are spotted in an unfamiliar place these numbers are easy to remember.
Portfolio #6 For the Memory Solitaire game, I was able to get all of the objects. This was very easy to me because I draw patterns connecting food at work. This is basically the same concept. I remember the "shape" of what the customer wants, and then I just follow the pattern. That method was helpful in Memory Solitaire, because I drew a shape of each of the images, all I had to remember was the objects.
Aural/Auditory Learners: Spoken/Heard instructions facilitate learning for his type of individual. Lecture sessions, discussion groups, emails and recordings are devices that helps people with this learning preference to explore and discuss concepts with others and understand what works best for them in learning environments. Read/Write Learners: Learners who choose this preference learn best when they receive and return information as words. Communication may be penned or typed. The mechanisms of choice are PowerPoint, the Internet, dictionaries, text signs and written responses.
Whilst making others understand the SMART objectives it helps with my own personal Performance management and helps me to put into practise my coaching management G.R.O.W technique. Activity Matrix: [pic] The Activity Matrix is one of the things that I have found beneficial from the course and use on a daily/weekly routine. Planning is the key. I start by deciding what is Urgent and what is Important for the day/week/month then prioritise my list, I then start to put this into action and it has helps me understand which objectives are urgent and important, such as compiling daily report written on each audit completed. I understand the Importance of keeping the lists to a manageable length so that I don’t get overwhelmed.
Task 7 – Learning and communication skills In this essay, I will attempt to asses the module CS1015A. During my endeavours, I will be discussing how useful the course has been for me and outlining what I have learnt. In doing so, I will be looking at what strengths and weaknesses I have gained as well as how practical I have been with time management. Throughout this essay I will be talking about the assignments I have done for this module and how they have helped me. In conclusion I will be giving my own suggestion on how the module can be improved.
Signature of candidate………………………………………………………Date………….............. Marker’s feedback: Continue overleaf if necessary Marker’s name Grade: Date: Resubmission date (if referred) Grade: Date: IV’s name (if sampled) Date: (a separate IV record must be completed for each assessment sampled) Explain the different methods of giving feedback and demonstrate good practice in giving feedback to your peers. Complete a self evaluation to reflect on and evaluate the effectiveness of your own teaching and feedback methods. According to McDermott and Jago (2002, p99) , feedback is the foundation of success. It also, as Minton (1997, p93) explains,enables learning to take place. During the micro teaching session as participants, we use feedback as a way of enabling our colleagues who deliver the session to get valuable input on ways of improving the session as well as identifying, more importantly, what went well that they should continue.
The categories in the cognitive domain are, remember, understand, apply, analyze, evaluate, and create. Under the category of remember, learners are expected to retrieve relevant information from long-term memory. Under the category of understand, learners are expected to meaning from oral, written or graphic information. Under the category of apply, students carry out or use a procedure by using those concepts in creating teaching plans for real life situations. Under the category of analyze, learners break material into parts and determine how the parts relate to one another and the overall structure.