| |2. Understand how to plan for inclusive |2.1 Establish and maintain an inclusive learning environment. | |learning |2.2 Devise and justify a scheme of work which meets learners’ needs and | | |curriculum requirements. | | |2.3 Devise and justify session plans which meet the aims and needs of
Use agreed methods of communication to interact with the individual 3. Monitor the individual’s responses during and after the interaction to check the effectiveness of communication 4. Adapt own practice to improve
Supervision should be a place in which individuals can talk freely. 1.2 Outline theories and models of professional supervision A model of supervision is a theoretical framework to guide the delivery of a supervision, outlining the stage, functions and roles within the supervision. Such models include: ‘The Three-function interactive model’ (Cutcliffe and Proctor, 1998) is a process where supervisor and supervisee are jointly responsible for completing: Formative supervision (educational, develops individuals to realize their potential through skills
IT205 W 1 DQ 1 What is an information system? How does it work? What are its people, organizational, and technological components? List and describe the people, organizational, and technological components. The collection of methods, practices, algorithms and methodologies are the components that an information system consists of.
In this cycle self-observation and evaluation helps to understand one’s own actions and to refine one’s practice on an ongoing basis for the benefits of the communities being served. It helps individuals become aware of the theories and motives behind their delivery and highlight areas that they can take steps to develop. 1.3 Examine methods that support effective reflective practice There are many different frameworks that have been
(correct answer) Objective: Analyze internal and external forces impacting organizational behavior. In the experiential learning cycle in an organizational
PTLLS: Roles, responsibilities and relationships in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests that a paragraph will be sufficient for describing each key aspect of legislation, regulations and codes of practice. Analyse, in 1.2, means that you should also ‘extract’ aspects of legislation, regulations and codes of practice that focus on equality and diversity issues. PTLLS: 1.3 Evaluate own role and responsibilities in lifelong learning Evaluate in this criterion means that you should be able to explain the ‘value’, or contribution, to society of being a teacher in the lifelong learning sector. PTLLS: 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Before reviewing your role and responsibilities, for 1.4, you will need to be clear about what is meant by ‘the needs of learners’. Once you are clear about
• Albert Bandura (social learning): - Claimed that humans are cognitive beings (concerned with acquiring knowledge). Individual’s process information from the environment and this plays a major role on their learning and development. This is called the ‘Social Learning Theory’. Bandura’s approach is influential in the analysis of media violence on children and the treatment of behaviour problems and
This module introduces the student to the many facets of communication skills, and in order to achieve the module there are 3 distinct areas of study: * Understand the purpose and importance of team working in the public services * Use a range of interpersonal communication skills * Understand various methods of instruction In this unit you will learn a lot about teamwork, you will carry out practical based tasks to understand the concept of team working and how to develop and use a range of interpersonal skills that you can develop in the classroom, and further in your chosen uniformed public service. ------------------------------------------------- Mode of study The unit begins with an introduction to teamwork, and what goes hand in hand to make a team effective and efficient. You will move onto a consideration of different forms of communication, and how to demonstrate this complex and necessary skill in your chosen uniformed public service. This module gives the student the
Under the category of analyze, learners break material into parts and determine how the parts relate to one another and the overall structure. Under the category of evaluate, learners are expected to make judgments based on criteria and standards. Under the category of create, learners recognize or put elements together to form a new structure or pattern (Larkin & Burton,