This assignment should be added to the learners PDP’s. P5 and M3 – require learners to reflect on and explain how the knowledge gained within the classroom has influenced their professional development within placement. Learners should use examples where possible to link their theoretical understanding to practical experience. This M3 criterion could be completed in the middle of the learner’s course of study and then towards the end of the course as this would lead into learners covering D2 which requires learners to
Learners are required to set goals for the training programme and to monitor and evaluate their fitness and the training programme. This involves using a training diary and feedback/reviews, then evaluating the extent to which the programme is achieving goals set. Learning outcomes On completion of this unit a learner should: 1 2 3 4 Know the fitness requirements for entry into the uniformed public services Know
Role playing is another method to ensure the new information is retained by trainees. Determine how this information was learned originally and what types of changes have occurred with technology. Analyze different methods of training and how it will be understood by trainees. Recall important facts, definitions, dates, and names
3.1.Evaluate own knowledge, performance and understanding against relevant standards. Once I have analysed the demands and expectations of my job role, the next step is to consider what I can already do and which areas I may further need to develop. This learning outcome looks at how I might evaluate my own performance and how I might use feedback to inform me. It is important to think abut what I can do already and which areas I need to develop further. To do this I can ask for feedback from advisers or assessors.
By explaining to students what the learning objectives are provides an aim. Assessment for learning allows students to see how they are progressing. A good assessment will show students where they are at and what further learning they need to achieve. Another characteristic of assessment for learning is self assessment. It means that students can take responsibility for some of their own progression.
These principles relate to things such as experience, interpretation, prior learning, motivation, consequences and diversity. The first principle is: “The specific experiences that people have affect what they know and what they can do”. Both definitions of learning state that learning is due to experience. People will learn from their experiences in places such as school, work, and home, and the lessons they have learned will affect future learning. The second principle is: “Peoples interpretations of their experiences influence the specific things they learn from those experiences”.
Evaluate own role and responsibilities in lifelong learning , follow the Teacher Training Method of Teaching ,Identify the needs by plan training, and deliver training. Followed by Assessment’s and feedback on Overall Evaluations. 4. Review own role and responsibilities in identifying and meeting the needs of learners. Initial assessment is to acknowledge the strength or weakness of each student and thoroughly learning about what is the best approach of learning about the students and the better approach or method of teaching the students, so they are able to understand. Target settings will also apply as a motivation for the students so they are able to understand the actual target’s that are required to be followed.
2. Facilitation of Learning Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet their individual needs. Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences. Support students in critically reflecting upon their learning experiences in order to enhance future learning. 3.
Expectations about own work role as expressed in relevant standards(Code of Practice, Regulations, Essential standards, National Occupational Standards): to examine why and how I practice, to identify areas for improvement, to develop different ways of working, to develop new areas of learning. 2. Be able to reflect on practice Importance of reflective practice: reflecting on situation can improve own knowledge, skills and understanding and may include: giving me grater insight, examining how effective my practice is, thinking through different approaches. Own values, belief system and experiences may affect working experiences by: understanding and being open to others` attitudes and beliefs, respecting differences between own and others personal attitudes, being aware of own personal attitudes and beliefs. 3.
Development of Student Skills in Reflective Writing Terry King University of Portsmouth, United Kingdom Abstract: Due to the increasing importance of critical reflection as part of the key skills agenda in higher education in the UK, staff and students need to develop an awareness of the stages of reflection and how these may be employed to develop better quality reflective writing and more controlled and informed assessment of that writing if required. This paper considers the role of reflection in the learning process and its link to deep learning in taxonomies of learning objectives. A simplified model of the stages of reflection is used as the basis for two workshops where staff and students are encouraged to consider the importance of reflection, the development of reflection from the most simple observations to higher levels, where issues and problems may be resolved, and then evaluate pieces of reflective writing for quality. An analysis of the initial results of student work after these workshops shows that the key factors in improving the quality of student reflection are time to reflect, reinforcement of the process and stages of reflection, an institutional culture of reflection and assessment. In conclusion, the paper discusses a future student-centred initiative and considers how the development of a culture of critical reflection depends not just on awareness but also has curriculum and resource implications.