PTLLS Course Assessment Two Macy Isobelle Davis 5/16/2012 1 Explain the ways in which you establish ground rules with your learners. 2 Describe how ground rules underpin appropriate behaviour and respect for others. 3 Explain and describe the types of resources that you have available to meet the potential needs of your learners. 4 Identify any other organisations which may be used as a referral point to meet the potential needs of the learners. 1.
Lead and manage a team within health and social care setting Learning outcome one – Understand the features of effective team performance. Activity 1 Examine Syer and Connolly and Bruce Tuckmans theory of team development and compare the two Syer and Connolly believe that effective team development requires certain aspects to be in place in order for the development to happen, they write that there are two elements to team development, maintenance and task roles. In order for the team to develop they need to have task roles such as analysis, decision making, planning and design, maintenance roles are areas such as being concerned about people’s feelings and relationship between team members, continually working towards cohesion within the team and preventing negative conflict within the team, they also believe that task and maintenance roles are interconnected and both are required for the success of teams. ( Syer and Connolly 1996) Bruce Tuckmans theory related to how teams build from the start of their journey together and some of the transitions they go through when building the team dynamic, Tuckman describes these thus: Forming – when a team are trying to develop their roles and responsibilities are unclear, the team members do not want conflict and therefore tend to not make any decisions for fear of upsetting one another, they simply want to gather information about each other before making any commitment to taking on responsibility, this often happened when someone new joins and established team, they as individuals will be reluctant to take on any responsibility. Storming – when team members become more established and knowledgeable and want to show what they have learned, this can lead to conflict and power struggles as their skills and understanding develop and they challenge each other’s ideas.
The learner can then see what they need to develop further before summative takes place. • Summative assessment in assessing learner achievement This takes place at the end of an assessment to indicate whether the learner has gained enough knowledge and performance skill throughout their assessment. This usually leads to a pass or fail situation but helps to confirm the learner has met the required criteria and competent in their work of assessment. 1.2 QUESTION 2 Define / describe the key concepts and principles of assessment • assessment as a process of making judgements of learners' knowledge, skills and competence against criteria _ To assess learner’s knowledge oral questions should be asked alongside discussions between the learner and the assessor. Projects could be given to learners to assess whether learning has taken
UNIT 012 Principles of assessment in lifelong learning Main methods of assessments in life long learning are: academic (knowledge) and vocational (performance). Dependent on the subject, the assessment method may need to be adapted, using and adapting both these type assessments will ensure that the students acquire optimum achievement during my lesson. To decide which of these is most appropriate, the assessment cycle will be used: • Initial assessment - used to identify if my students already know something about the subject to be assessed and the needs of my students (for example more support). • Assessment planning - used to plan the suitable types and method of assessment following relevant organisational guidelines. • Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence.
Want to see the complete Course Check..?? Click MGT 527 Complete Course 27) Creating learning helps bring value to the client. What does this mean when building elements through the implementation process? • There is a need to bring change to the forefront to design a package. • There is a need to package an answer in order to learn.
SHC 32 Personal Development v1.10 Title Engage in personal development in health, social care or children’s and young people’s settings Level THREE Credit value 3 Learning outcomes Assessment criteria The learner will The learner can: 1 1.1 Describe the duties and responsibilities of own work role 1.2 Explain expectations about own work role as Understand what is required for competence in own work role expressed in relevant standards 2 Be able to reflect on practice 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided 2.2 Demonstrate the ability to reflect on practice 2.3 Describe how own values, belief systems and experiences may affect working practice 3 Be able to evaluate own performance 3.1 Evaluate own knowledge, performance and understanding against relevant standards 3.2 Demonstrate use of feedback to evaluate own performance and inform development 4 Be able to agree a personal 4.1 Identify sources of support for planning and development plan reviewing own development 4.2 Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities 4.3 Demonstrate how to work with others to agree own personal development plan 5 Be able to use learning opportunities and reflective practice to contribute to personal development 5.1 Evaluate how learning activities have affected practice 5.2 Demonstrate how reflective practice has led to improved ways of working 5.3 Show how to record progress in relation to personal development Additional information about the unit NOS ref CCLD 304 GCU 6 GEN 12 HSC 33 GEN 13 Themes recur as knowledge requirements, performance criteria and core values throughout HSC NOS Unit purpose and This unit is aimed at those who work in health or aims social care settings or with children or young
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
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.
Note that they are guide questions. Different questions to suit particular situations should be developed to help critical analysis of practice. Good facilitation of team audits is essential to getting people motivated to contribute to practice improvement, rather than repeatedly redefining the difficulties. Use the following to review learning and development, and relate to changes in working practices. Individual level What works well and not so well in your practice?
Assessment This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning outcomes 2, 3, 4 and 6 must be assessed in a real work environment. Unit 4222-324 Support individuals with specific communication needs (HSC 3029) Assessment Criteria Outcome 1 Understand specific communication needs and factors affecting them The learner can: 1. explain the importance of meeting an individual’s communication needs 2. explain how own role and practice can