The social cognitive model is one that is places emphasis on explaining how the individual’s personal behaviors and beliefs are influenced by the individuals learning environment (Schunk & Zimmerman, 1997). In the findings of Schunk and Zimmerman (1997), individuals who are learning are active participants and these individuals can gain control of their learning experiences throughout various ways. This can include finding a work environment that is productive
Honey and Mumford identified these as ‘activists’, ‘reflectors’, ‘theorists’ and ‘pragmatists’. The individual’s ability to understand, process, conceptualize ideas and gain knowledge using specific approach or method is referred to as learning style. In order words, learning styles are various approaches students absorb and retain information. Different theorists, and proponents of learning styles, have given various definitions and meanings to learning style. Berings, Poell, Simons, & Van Veldhoven (2007) defined learning styles as “people’s personal tendencies in their use of learning strategies”.
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.
61).and orientation as well as motivation to learn. Self-Directed Approach It is the need and ability of an individual to control own learning capacity for the personal growth in contrast to androgogy that focuses on mutual benefit to oneself and surroundings. It has various goals associated with it. Elucidating a few:- 1) - Accepting responsibility of one’s own learning. 2) - Fostering of transformational learning that is the critical reflection is defined as the historical, geographical and cultural reasons for one’s own needs, wants and interests.
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.
Learning outcomes 2 and 3 must be assessed in a real work environment. Assessment methodology Learning outcomes 2 and 3 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. Content 1 Understand working relationships in health and social care Roles in health and social care: range of roles in health and social care eg adult social worker, paramedic, care manager, nursery worker, occupational therapist Working relationship: a relationship with a work colleague; the nature of a professional relationship; concept of team working; working within agreed guidelines; working towards common goals with a shared purpose; a business relationship Personal relationship: a relationship with a friend, family member or within a social group; interpersonal relationship; romantic relationship; based on love, liking, family bond or social commitment Different working relationships in health and social care
Assignment 426 Teaching, Learning and Assessment in Education and Training Task A - Report Part 1 Write a report in which: * Analyse the relationships and boundaries between the teaching role and other professional roles * Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goal * Explain why it is important to identify and meet the individual needs of learners * Describe points of referral to meet the needs of learners * Summarise key aspects of legislation, requirements and codes of practice relating to own role and responsibilities. Part 2 Within the report explain: * Analyse your own role and responsibilities in education and training * How does your own planning meets the individual needs of learners * Ways in which teaching and learning plans can be adapted to meet the individual needs of learners * Why it is important to promote appropriate behaviour and respect for others * Ways to promote equality and value diversity * The purposes and types of assessment used in education and training Part 3 Reflecting on your delivery and relating to further reading and research, write a personal analysis relating to your own area of specialism which considers the following: * The effectiveness of teaching and learning and learning approaches in relation to meeting the individual needs of learners * The benefits and limitations of communication methods and media * The effectiveness of resources and assessment methods in relation to meeting the individual needs of learners * Ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning Your report should be presented in a professional written format of your choice and should include evidence of your research
This document is to review and outline some of the roles, responsibilities and boundaries in my experience as a tutor, trainer and practitioner, within teaching in terms of the training cycle. The teaching cycle helps us to organise what is going to be taught in the lesson and how is going to be taught and it is divided into five main categories; identify needs, plan and design, deliver/facilitate, assess, evaluate. In 1987 Neil Fleming individualised different approaches to study skills and suggested VAK as a definition which categorise three types of learners and therefore three types of learning styles; the Visual learner which prefers to learn through seeing, the Aural learner which prefers listening and discussing and the Kinaesthetic learner which prefers a more to-do approach. We plan the lesson at the planning stage, considering the different types of learners and need that we will be encountering and therefore preparing
3.4 Summarise the types of risks that may be involved in assessment in own area of practice. 3.5 Explain how to minimise risks through the planning process. 4.1 Explain the importance of involving the learner and others in the assessment process. 4.2 Summarise the types of information that should be made available to learners and others involved in the assessment process. 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning.
Running Head: RUNNING STYLES TESTS How Learning Styles are used in Higher Education Name: University: Course: Tutor: Date: Learning styles incorporate various methods used the dissemination of knowledge and skills mostly in an education setting. Supporters of learning styles have suggested that learners require an interactive approach to learning, one that suits their style of learning. Therefore, teachers should adopt teaching practices that are in line with the needs of the student within the social, cultural and emotional precincts of the learners. It is therefore important to make learning as individual as possible (Kolbs, 1984). With regard to this, several theories have come up since the 1970s explaining different approaches to learning.