...GUILDHALL COLLEGE EDEXCELL H N D IN BUSINESS Managing Professional Development FEB 2010 INTAKE. ID :0008434. BATCH 1 Mohammed Abul Kalam Tutor: Ejabul DATE OF SUBMISSION:11/07/2011 Table of contents page no. 1.1[P1]…….. 2 1.2[P2]….. ……………………………………… ….2.3.4.5 1.3[P3]………………………………………………………….5.6.7.8 1.4[P4]…………………………………………………………….8.9 2.1[P5]……………………………………………………………,9,10 2.2[P6]…………………………………………………………….11 2.3[M1]…………………………………………………………12,13 2.4[D1]………………………………………………………….13,14 3.1[P7]…………………………………………………………..15.16 3.2[P8]…………………………………………………………..17,18 3.3[P9]………………………………………………………..19,20,21 4.1[P10]…..........................................................................................22 4.2[P11]………………………………………………………….23,24 4.3[P12]…………………………………………………………25,26 4.4[P13]…........................................................................................27 4.5[M2]…………………………………………………………….28 4.6[D2]…………………………………………………………28,29 4.7[M3]………….. ………………………………………..30 4.8[D3]……………………………………………………………30 Introduction: I would like to thanks all of my friends and teachers all of the authors who written their books and I have taken help. this assignment consists all of the areas of personal development planning and professional development planning...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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