This way of giving feedback should always be adapted to each learner. To be constructive feedback has to have some depth instead of quick comment. It has to be based in particular facts related to the learners development, achievement or what areas the learner needs to develop. However a trainer has to have in mind that when a learner reads a written feedback he may not interpret the trainer’s words as the trainer intended. So it is very important that the trainer chooses his words carefully in order to be clear about the learner’s achievements, progress or areas of improvement (Gravells, 2013).
1. Explain the purpose of the following types of assessment in learning and development • Initial Assessment • Formative Assessment • Summative Assessment Formative Assessment Initial assessment provides the information needed to plan an individual’s learning and improve their chances of learning effectively. Without it, there are only assumptions. It’s always possible to make some predictions about learners from an application form or selection test, but it’s an insecure basis for planning. Learners themselves bring assumptions about learning based on the past, and some of these may get in the way of looking ahead to a new way of learning.
To do this I can ask for feedback from advisers or assessors. I also need to find ways of evaluating myself. Responding to feedback one of the ways in which I can evaluate my current state of knowledge and performance is by asking others for feedback. This is important because it can be hard to be objective about your own performance. Also I may lack skills or knowledge to be aware of what else you should be doing or other ways in which I might work.
Based on the literature to discuss how the threats can influence the individual motivation, and use some example and antitheses to prove why the threats are necessary to project management. Finally discuss how to correct use the threats. Key Words: Negative reinforcement; Threats; Motivation; Hierarchy of needs; Positive reinforcement. 2. Research and analysis Negative reinforcement is one of major skills for project managers.
The assessor would ensure that the use of a professional discussion, as an assessment tool, reflects the unit aims and objectives and ensures that the methods used for evidence are approved by the centre and awarding body. The professional discussion can be used for knowledge based units to help in meeting assessment criteria by gathering further knowledge and understanding. Where the evidence requirements state that performance evidence must be provided, then this must cover all minimum performance criteria and ranges and, in that format. The professional discussion may support and authenticate evidence from witness testimony and help to expand or confirm it but it cannot be used in isolation. Where there are gaps in the performance evidence, then this is one option to cover the gaps.
Clues at when constructive feedback is needed can be when a learner asks for your opinion on how they are doing, this can be a 'cry for help' from a learner. When there are persistent unresolved issues with a learners progress and work, this can be an indication that they require constructive feedback. Taking a leaners feelings into account can be necessary as providing feedback which the learner feels is criticism. This can prevent that person from learning effectively from there on in and may not feel comfortable approaching you when they have future issues or problems. It is the ability of the teacher to distinguish between the different skills of the learner e.g.
It will attempt to define what being a reflective teacher means, whether it is a worthwhile exercise to pursue and in practical terms, how it can be achieved. It will look at a number of different models of reflective practice put forward by educational theorists and the degree of their success. As with any model, it can only be tested on real evidence and this will be taken from my portfolio of work from my NQT year and to a lesser degree from ITT training practice. I hope to prove that being a reflective practitioner is worthwhile to your personal and teaching development, once you can establish the model and practical methodology that works within your own teaching philosophy. Before applying the theory of reflective practice to my experiences, it is important to understand what this “abstract” (Watson & Wilcox, 2000, p.58) idea means to me in my own teaching context and development.
Also, an effective counselor implements compatibility and belief in their theory, along with competence and cognitive complexity in their theoretical approach (Neukrug, 2014). The nine characteristics are deeply intertwined into two common factors that result in a positive outcome in therapy (Neukrug, 2014). A strong working alliance and the theoretical approach of the counselor are essential when determining the effectiveness of counseling. Although, the counselor play a big role in the effectiveness of counseling the client as a responsibility as well when it comes to the attributes contributed to the outcome of treatment. The client must be ready for change, have psychological resources and social support in order to ensure a positive outcome in counseling (Neukrug, 2014).
This would be best covered within the second half of the course of study as they should have become familiar with using the action plan and reflecting on own progress. M2 requires learners to analyse the importance of attaining targets they have set themselves within their action plan. Learners should discuss how working towards the targets identified within their action plan has impacted positively on their performance/ development, or perhaps identify where the targets were unachievable and required changing to ensure progression. D1 requires learners to evaluate the changes made in response to ongoing reflection, giving thought to how the targets and goals have had a positive impact on personal development and considering reasons why, when changes have not impacted positively; therefore this information could follow on from learners’ evidence when completing M2. This assignment should be added to the learners PDP’s.
This essay will cover a situation in which an interpreter is faced with an ethical dilemma; whether or not to turn in a hearing student they catch cheating. Although there is no single “right” or obvious answer to the question, an attempt to find one will be made. What are ethics? This is a loaded and complex question. For the sake of time and space, the definition of two interpreting educators is referenced.