Task 3: From looking at the key influences on my personal learning and development, I identified and explained how and why six key influences affect my learning. These key influences were: time, friends, aspirations, employment, lifestyle and motivation. My personal learning and development may help to benefit others, such as service users, peer group, friends and family for a number of reasons, whether it benefits the groups in the present or future. My peer group could benefit from my personal learning process because I would be able to provide feedback from my experiences and any new skills or information I had gained I would be able to give guidance and pass on to my peers. Service Users would be able to benefit from my learning process because any mistakes I made I would be able to learn from them for the future.
NVQ level 3 Unit 302 1.Explain what reflective practice is Reflective practice means: we explore why and who we practice; thinking back over a situation or activity; developing a different approach; gaining insight into a new way of learning. 2.Explain the importance of reflective practice in continuously improving the quality of service provided Reflective practice is important because we can focus on what has worked well and what needs to be improved. Helps us develop greater self-awareness and consider new approaches and learning. And enable a different approach to be applied. 3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice.
Unit 141 Professional practice in children’s care, learning and development. Outcome 4. Be able to engage others in reflective practice. 4.1 Analyse the use of models of reflective practice in own setting. Reflective practice is important to the development of lecturers as professionals as it enables us to learn from our experiences of teaching and make easier student learning.
©HSC DIPLOMA HELP ͟͠͞͠ Unit 502: Promote Professional Development Unit code: SHC 52 Unit summary The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice. 1. Understand principles of professional development 1.1 Explain the importance of continually improving knowledge and practice An important principle of CPD is that it includes much more than going on courses. All organisations need to develop a learning culture with work based learning at the heart of this. Continual professional development is a process of life-long learning that meets the needs of clients and enables care workers to expand and fulfil their potential.
Diverse groups of individuals can work well together, forming a strong team and how communication amongst professionals when forming a multi-disciplinary team ensures that the best care and development is available for the children involved. The Common Assessment Framework (CAF) explains how professionals working together should share a common goal for children and their families enabling access to appropriate facilities and services. Self awareness and self concept assures we are informed and sensitive about our intra-personal skills and inter-personal skills enabling interaction with others making it possible as a practitioner to perceive and recognise the needs of others, potentially making a difference to their life (Oliver and Pitt, 2011). Self-awareness requires us to take a critical look at ourselves and the organisation we belong too, therefore recognising our own strengths and weaknesses, enabling us to learn from others while developing and improving standards of positive relationships by using empathy, inter-personal and intra-personal skills. In early years settings it is likely there will be a range of experiences and qualifications as well as diversity amongst colleagues ensuring it is a strong team rather than leading to critism behind closed doors.
Also submit a brief justification of the approaches you intend to use, in relation to the learning needs of your peer-group. This justification could refer back to work previously submitted for PTLLS Assignments 4,5 and 6. 7) Delivering your micro-teach PTLLS: Using inclusive learning and teaching approaches in lifelong learning 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners PTLLS: Understanding inclusive learning and teaching in lifelong learning 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills With the exception of UILTLL 2.4, the above criteria all imply skills that you will need to demonstrate during your (brief) micro-teach. You will be required to reflect critically on (self-assess) your own performance using the Micro-teach Observation form in Annex A and your tutor/assessor will also use this same document for summative assessment and feedback. You will notice that this observation form is cross-referenced to the criteria listed above and
There is evidence that engaging in Reflective Practice is associated with the improvement of the quality of care, stimulating personal and professional growth and closing the gap between theory and practice. There is a lot of literature on Reflective Practice. Davies (2012) has summarised a lot this and identifies that there are both benefits as well as limitations to reflective practice: Benefits to Reflective Practice • Increased learning from an experience or situation • Promotion of deep learning • Identification of personal and professional strengths and areas for improvement • Identification of educational needs • Acquisition of new knowledge and skills • Further understanding of own beliefs, attitudes and values • Encouragement of self-motivation and self-directed learning • Could act as a source of feedback • Possible improvements of personal and clinical confidence Limitations of Reflective Practice • Not all practitioners may understand the reflective process • May feel uncomfortable challenging and evaluating own practice • Could be time consuming • May have confusion as to which situations/experiences to reflect upon • May not be adequate to resolve clinical problems [this would point to a further learning need.] • Reflection is something we do every day we just don’t notice that were doing it much of the time. A lot has been written about reflection, but it can be best illustrated by an example: You start a new job and have a new journey to work.
CU2623 Implement Person Centred Approaches in Health and Social Care Aims This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to implement person centred approaches. Credit Level 5 2 Assessment criteria The learner can: 1.1 Define person-centred values 1.2 Explain why it is important to work in a way that embeds person centred values 1.3 Explain why risk-taking can be part of a person centred approach 1.4 Explain how using an individual’s care plan contributes to working in a person centred way 2. Be able to work in a person-centred way 2.1 Find out the history, preferences, wishes and needs of the individual 2.2 Apply person centred values in day to day work taking into account the history, preferences, wishes and needs of the individual 3. Be able to establish consent when providing care or support 3.1 Explain the importance of establishing consent when providing care or support 3.2 Establish consent for an activity or action 3.3 Explain what steps to take if consent cannot be readily established 4.
1. INTRODUCTION Learning encourages innovation and creative thoughts. It also enhances the traditional approaches by acquiring the continuous learning for attaining the desired goals. This essay will focus on the work of three vital researchers such as Barry Zimmerman (2000), Etienne Wenger (2000) and Yrjo Engestrom (2001) who presented theories on Self-efficacy, Social Learning System and Expansive learning respectively. This essay compares these three theories and analyze how the perspectives of these learning theories influence human resource development practices in an organization and concludes by finalizing the theory out of these three that is most important at the workplace and benefits the employees.
Assignment 418 Task A: team brief What is Coaching? The term coaching typically refers to methods of helping others to improve, develop, learn new skills, find personal success, and achieve aims and to manage life change and personal challenges. Coaching is a form of training or teaching, normally involving one-to-one support (a coach and a learner or 'coachee'), aimed at helping a person improve, often in a very practical sense. (www.businessballs.com/coahing.htm ; 2015) | | | What is Coaching? The term coaching typically refers to methods of helping others to improve, develop, learn new skills, find personal success, and achieve aims and to manage life change and personal challenges.