When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment. Initial assessment is about finding out the learner’s needs and particular learning requirements which should be done prior to the programme commencing to see if any support and guidance is required. It also involves ascertaining the learner’s particular learning styles, competence as well as gaining information on the learner’s prior knowledge and misconceptions through diagnostic assessments. It may also be beneficial to find out why the learner wants to take the course. Skills scans can be used to measure the skill level of the learner both vocationally and for employability.
In the design stage, lesson plans are created to provide directions for learners to apply their knowledge and skills. The design phase would be specific to the content at hand by documenting the projects visual, technical and instructional strategies. There would be order so the project goals could be met in an organized fashion. It is important that Bloom’s domains be utilized to fit all types of learners. Using Affective, Cognitive, and Psychomotor strategies, my training program be tailored to reach all audiences.
Some people may find that they have a main style of learning, with a lesser amount ofuse of the other styles. Therefore learning can be affected by your learning styles, but there are many other influences on learning which I will describe in this leaflet that an affect you’re learning here at South West College. The main influences on learning that I will describe in further in detail are: - Theories of learning - Influences on learning - Skills for learning - Support for learning - Learning opportunities Theories of learning: A learning style is "the way in which an individual experiences the world and how that individual processes and integrates new information." Through the use of "'Learning Styles' just as we receive information about the world around us through our five senses, we also have individual sensory preference as to how we recreate and make sense of that information." (Smith, 2001) These preferences can be visual, auditory or kinaesthetic (VAK).
I would do this by carrying out initial assessments, in the form of a learner questionnaire. The content of this would hopefully give me beneficial feedback on preferred learning styles, learner requirements i.e. considering individual needs and disabilities for total inclusion. These assessments would also give me a general idea of the backgrounds and experience of the learners. Using the Learner questionnaire as a guide I would collate all the information to aid me in designing the course.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work to complete it. If the activities are taking longer than expected and you can see that the children are struggling, things again would need to be addressed and changed. Without evaluation the learning activities things would never change and learning would become incredibility boring. We all need to reflect on learning to make improvements for a better learning environment for children and young adults.
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care
Victoria Alcock Preparing to teach in the lifelong learning sector level 3 Assignment 1 Describe what your role, responsibilities and boundaries Would be in terms of the teacher training cycle. The role of a teacher/trainer can be a challenging one, not just for the teacher/trainer for the learner as well. As a teacher/trainer it is my responsibility to ensure that the learner/s are achieving to the best of their ability at a pace they are able to cope with.in my role as a tutor I have to: Identify needs when a new learner arrives to my sessions for the first time I will introduce myself and any other staff/learner that may be in the room. Once introductions have been done I will explain the course to the learner find out
As we go on to find out later on in the essay, passing and failing, has a major role in the individuals’ engagement towards a task. In the essay I will be looking at the different types of motivation and how they affect engagement and the effect it has on different types of people. Motivation and the concept of passing and failing are not the only two factors which affect engagement though. The idea of pupil and teacher involvement has a major role in improving or diminishing engagement, as well as different learning styles individual’s can have affects one’s level of engagement, and how the individuals’ background can affect their engagement towards a certain task. Learning is process of maturation or change, and can even be possibly both of these in some cases, but this does not necessarily make genetic endowment a part of the process of learning.
As I sit and think about it I recall learning more by experience. School for me set the foundation to learn, but I learned the most by making mistakes and seeing things for myself. Life is the biggest factor of learning in my opinion. Some may think school or their career teaches them more. But life lessons are the best and factor into your future lessons.