...3DLA F211B CIPD Assessment Activity Template |Title of unit/s |Delivering Learning and Development Activities | |Unit No/s |3DLA | |Level |Foundation | |Credit value |6 | |Assessment method |Written, Observation | |Learning outcomes: | | | |1. Be able to create an environment conducive to learning. | |2. Be able to plan and deliver learning and development programme activity to individuals and groups. | |3. Know how to review learning and development activities | |All activities should be completed ...
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... SUBMITTED ON: 11.11.2011 INTRODUCTION With in the last two decades , more and more educators have come to accept the unit as the basis of organization of learning. They recognize the facts that learning in units more effectively meets the needs of the students than traditionally daily lesson-assigning and lesson learning procedure. The concept of unit learning is still in the stage of development. Consequently , it has come to mean different things to different teachers . the situation has caused the evolution of various names which are used to differentiate between the several interpretations ,such as contract plan , Dalton plan ,project method , unit assignment ,Winnetka plan and others . The basis of unit idea can be traced to JOHANN FRIEDRICH HERBART (1776-1841) . herbart stressed 4 essentials in learning process 1. Clear apprehension by the student of each individual fact . 2. Association or comparison of the facts. 3. Systematization and classification of the facts in to concepts. 4. Application of the knowledge learned Herbart deplored the artificial division of subject matter The followers of Herbart divided the process in to five steps 1. Preparation 2. Presentation 3. Association 4. Generalization 5. Practical application The result may followed the steps and the results was very...
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...Delivering Learning and Development Activities Level 31 Credit value 6 Unit code 3DLA Unit review date Sept. 2011 Purpose and aim of unit This core unit will provide the knowledge and skills required to deliver planned learning and development (L&D) activities, for example one-to-one, small group and large group sessions. The need for learning and development arises for diverse reasons, including both individual self-assessment and organisational assessment. A learning and development needs analysis may identify organisational challenges or problems affecting employees, for example major organisational change; the introduction of new operations or systems and/or the maintenance of existing operations or systems. The identification of learning and development needs may also arise during an induction process. This unit will review adult learning principles and the learning cycle, but the main focus will be on the importance of creating and maintaining a positive learning environment and the knowledge and skills required for the actual delivery of an activity or session. This unit is suitable for persons who: are aspiring to, or embarking on, a career in HR/L&D are working in the field of HR/L&D in a support role and wish to develop their knowledge and skills have responsibility for HR/L&D activities and decisions within an organisation without a specialist function wish to develop their knowledge, skills and capabilities in delivering learning and development...
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... | |Prerequisites: N/A | |Co-requisites: N/A | |Other requirements: N/A | B. Course Description: This course provides theoretical knowledge as well as practical strategies on educational psychology that student teachers will need to become effective instructors. Various theories of development, teaching, and learning such as human development, cognitive and behavioral development, learner differences, information processing, and learning environments are presented with clear examples and illustrations. Importantly, based on this psychological background knowledge students are able to build up a framework for connecting theory and any educational situations they will deal with later in their own teaching practice. C. Course Objectives: |No. |Course Objectives...
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...Technology in Education An Activity-Oriented Design Framework for Mobile Learning Experience Huanglingzi Liu Nokia Research Center, Beijing Linda.2.liu@nokia.com Jyri Salomaa Nokia Research Center, Beijing Jyri.p.salomaa@nokia.com Ronghuai Huang Beijing Normal University huangrh@bnu.edu.cn Ding Ma Beijing Normal University mading70@126.com Abstract This paper proposes a conceptual design framework for mobile learning (mLearning) mainly based on the reflection and action research results of Nokia Mobiledu project, which was recently launched in China and is targeted especially for learning English. The framework involves five stages: mLearning activity design, requirement and constraint analysis, mLearning scenario design, mLearning technology environment design and mobile learner support services design, in which mLearning activity design plays a key role in a systematic design procedure for mLearning experience. 1. Background In China, there are more than 600 million mobile phone users and people are spending more time on the road or commuting. There is a big growth potential for mobile learning in China. Nokia recently set up China’s first interactive mobile learning service Mobiledu (www.mobiledu.cn), with the aim to enrich people’s learning experiences anytime anywhere in a most convenient way with their mobile phones. Reflecting on the design and development process of Mobiledu and other mobile learning projects, this paper describes an activity-oriented design framework...
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...CONTENT QUESTION 1 1. ASSESSMENT TASK 1.1 ASSESSMENT CHECKLIST 1.2 ASSESSMENT GRID 1.3 ASSESSMENT RUBRIC QUESTION 2 2.1 ASSESSMENT PLANNING 2.2 ASSESSMENT ACTIVITIES 2.2.1 ASSESSMENT ACTIVITY FOR LESSON TOPIC: CARTOON 2.2.2 ASSESSMENT ACTIVITY FOR LESSON TOPIC: PERSUASIVE ESSAY 2.2.3 ASSESSMENT ACTIVITY FOR LESSON TOPIC: MOVIE POSTER BIBLIOGRAPHY QUESTION 1 1. ASSESSMENT TASK Design a personal planner that covers the week from Monday to Sunday. Clearly mark the times starting from 6am to 10pm. Use a table format for your planner. Give your planner an appropriate title. Fill in a minimum of four activities that occupy your day. Colour code your priorities clearly and indicate what each colour means e.g. Red = important. 1.1 ASSESSMENT CHECKLIST Checklist for personal planner | Yes/no | 1. Title provided | | 2. Correct format used | | 3. Days clearly indicated | | 4. Times correctly indicated | | 5. Activities filled in on planner | | 6. Priorities clearly shown | | 7. Planner colour coded | | 8. Meaning of colour indicated | | Minimum standard: 8 | 1.2 ASSESSMENT GRID Learner’s name: Grade: Assessor: Date: Criteria | Maximum | Student’s mark | 1. Title provided | 1 | | 2. Correct format used | 2 | | 3. Days clearly indicated | 7 | | 4. Times correctly indicated | 3 | | 5. Activities filled in on planner | 4 | | 6. Priorities clearly shown | 1 | | 7. Planner colour coded | 1 | | 8. Meaning of...
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...studentNational University of Singapore MW5200 MSC SCIENCE COMMUNICATION PROJECT Project Report Strengthening student engagement in the classroom. Course: Msc (Science Communication) Faculty of Science National University of Singapore Ganeshini D/O Sri kanthan A0075383Y Name: Student ID: Project Supervisor: A/P Helmer Aslaksen ABSTRACT The Ministry of Education (MOE) recognizes the importance of student engagement in the classroom. However, keeping students engaged in the classroom is a challenge for many educators these days. Student engagement is a contested concept, theorized in a variety of different ways within academic literature. This projects aims to define and understand the concept of student engagement. The purpose of this project was also to find out the usage of engagement based approaches in the classroom. The survey results in this project indicate that teachers do use these approaches in the classroom but not frequently enough. Usage of engagement based approaches in the classroom can be increased with changes in attitudes of teachers, sufficient support from schools and changes in modes of assessment. i AKNOWLEDGEMENTS I would like to thank the following people who have helped me in making this Masters Project interesting and a memorable one: Associate Professor Helmer Aslaksen for his guidance and patience. Without his constant assurance and encouragement this would not be possible. Colleagues and friends who contributed...
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...Literacy/ English cooperative learning activities. (Stage 1) Activity 1: Reading and Viewing. Outcomes: Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies EN1-4A (Board of Studies NSW) • Discuss different texts on a similar topic identifying similarities and differences between the texts (ACELY1665) (Board of Studies NSW) GE1-1 examines features of places and the ways in which people interact with and care for places (Board of Studies NSW) Activity development: • Show students YouTube clip ‘Creation Calls’ https://www.youtube.com/watch?v=LwGvfdtI2c0 • Read the story of creation from The Beginners Bible...
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...Elementary Mathematics Part 1 Table of Contents 1.0 Introduction 2 2.1 Objective 4 2.0 Definitions and Explanatory Concept 3.2 Conceptual Knowledge 5 3.3 Procedural Knowledge 5 3.4 Understanding Relational 6 3.0 Teaching and Learning Topics “Time” 4.5 Approaches,strategies and resources used 8 4.6 Proposed teaching and learning activities 10 4.7 Important of understanding Relational in Learning and teaching 12 4.0 Teaching and Learning Topics “Money” 5.8 Approaches,strategies and resources used 13 5.9 Proposed teaching and learning activities 16 5.10 Important of understanding Relational in Learning and teaching 18 5...
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...1) Other faculty or staff involved in the project/activity: (1 point) The following will be involved in this project: Mentor- Dr. Geurtz District Math Strategist – Summer Martin Co-teacher – Ms. Bishop 2) Statement of a need for the project/activity: (1 point) Students in the district have struggled for years passing Math classes such as Algebra and Geometry. 50% of our students are not able to see the connection between the concepts they learn and the application in their lives. Math has been taught traditionally through text and test based instructions and not towards the skills that will matter when our students join the world beyond classroom. 3) Project Goal: (1 point) Develop a model of instructions that will provide students the...
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...Saint Joseph College of Cavite, Inc. www.sjc-cavite.edu.ph FIELD STUDY 5 LEARNING ASSESSMENT STRATEGIES Second Semester 2014- 2015 Cav National High School FS Student- BSED III Mr. Resource Teacher M Department Head English Department Field Study 5- Learning Assessment Strategies EPISODE | RATING | COMMENTS | Form 1 for FS 5Documenting and Assessing Student Progress | | | Episode 1Documenting and Assessing Student Progress | | | Episode 2Assessment Tools in the Learning Environment | | | Episode 3Log Me | | | Episode 4Product Oriented Assessment | | | Episode 5Available Tests and Measurement | | | Episode 6Student Reflection | | | General Reflection | | | FORM 1 FOR FS 5 DOCUMENTING AND ASSESSING STUDENT PROGRESS (answered by my resource teacher) 1. List the procedures you follow to correct different types of student work (e.g. Daily papers, homework, test, projects, etc.) * According to my resource teacher, he corrects class’ homework orally/ on- the- spot to the class, however those essays, he is the one who checks it. And when it comes to checking of projects he prefers using rubrics for checking. 2. List the methods you use to record student progress (e.g. grade book, anecdotal records, progress charts, etc) * According to my resource teacher, he uses the traditional class records in recording the students’ progress. 3. List any time saving tips you have discovered...
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...Tasks Read the WileyPLUS Student Support Review the Week 1 Study Guide. Familiarize yourself with the textbook used in this course. Visit the Student Finance Lab Learning Community. Objectives/Competencies Foundations of Finance 1.1Differentiate between financial statements. 1.2Differentiate between legal and tax structures for businesses. 1.3Identify the axioms of finance. Learning Activities Required Reading WileyPLUS Assignment: Fundamentals of Corporate Finance, Ch. 1 48 Reading WileyPLUS Assignment: Fundamentals of Corporate Finance, Ch. 2 25 Reading WileyPLUS Assignment: Fundamentals of Corporate Finance, Ch. 3 27 Website WileyPLUS Gradebook: Week 1 Gradebook ERR Week 1 Electronic Reserve Videos Recommended Reading Fundamentals of Corporate Finance, 2e Interactive/Tutorial WileyPLUS Assignment: Week 1 Vocabulary Activity 14 Interactive/Tutorial WileyPLUS Assignment: Week 1 Interactive Tutorials Activity Interactive/Tutorial WileyPLUS Read, Study & Practice: Week 1 Practice Interactive/Tutorial WileyPLUS Assignment: Week 1 Excel Resources Activity Video WileyPLUS Assignment: Week 1 Videos Activity 21 Assignments ASSIGNMENT STATUS FRIENDLY NAME TITLE DUE DATE POINTS UNREAD COMMENTS Participation Week 1 Participation Quiz WileyPLUS Assignment: Week 1 Practice Quiz Paper Business Structures Week2. Financial Statement Analysis. Jan 20 - Jan 26Week2 Financial Statement Analysis Jan 20 - Jan 26 12...
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...copyright under the Berne Convention. In terms of the Copyright Act, no 98 of 1978, no part of this manual may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any other information storage and retrieval system without permission in writing from the proprietor. The Independent Institute of Education (Pty) Ltd is registered with the Department of Higher Education and Training as a private further and higher education and training institution under the Further Education and Training Colleges Act, 2006 (reg. no. 2009/FE07/003, prov. to 31/12/2014) and the Higher Education Act, 1997 (reg. no. 2007/HE07/002). © The Independent Institute of Education (Pty) Ltd 2013 - Page 1 of 82 IIE Module Guide ACCO230 DID YOU KNOW? Student Portal The full-service student portal provides you with access to your academic administrative information, including: an online calendar, timetable, academic results, module content, document reviews, financial account, and so much more. Module Guides or Manuals When you log into the Student Portal, the Module Information page displays “Module Purpose” and “Textbook Information” including online “Module Guides or Manuals” for each module for which you are registered. Supplementary Materials For certain modules, electronic supplementary material is available to you via the Supplementary Module Material link. Module Discussion Forum The “Module Discussion” Forum...
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...Program S.Y 2015 – 2016 nursery TIME | ACTIVITY | SKILLS TO BE DEVELOPED | 8:00 – 8:15 | Free Play | Interpersonal Skills | 8:15 – 8:25 | Flag Ceremony And Opening Prayer | | 8:25 – 8:30 | Exercise and Greeting Time | Fine And Gross Motor SkillsSocial Skills | 8:30 – 8:40 | New Sharing | Learning Skills | 8:40 – 8:50 | Music Time | Personal/ Interpersonal Skills | 8:50 – 9:00 | Arts And Crafts | Writing And Learning | 9:00 – 9:15 | Supervised Recess | Eating Manner | 9:15 – 9:20 | Nap Time | | 9:20 – 9:35 | Story Time | Listening Skills | 9:35 – 9:50 | Group Game | Social Skills | 9:50 – 9:55 | Reminders And Clean Up | Listening Skills, Grooming Skills | 9:55 – 10:00 | Dismissal | Self Regulation Skills | MS. REYSAN CODIZAR Teacher Paril Elementary School Paril, Cebu City Class Program S.Y 2015 – 2016 kindergarten TIME | ACTIVITY | SKILLS TO BE DEELOPED | 7:30 – 7:40 | Routinary Activities | Social And EmotionalInterpersonal | 7:40 – 8:10 | Language/Filipino | Learning Skills | 8:10 – 8:30 | Free Play | Interpersonal Skills | 8:30 – 9:00 | Math/Science | Numeracy Skills/Scientific Skills | 9:00 – 9:15 | Recess Time | Eating Manner | 9:15 - 9:25 | Music Time | Personal/ Interpersonal Skills | 9:25 – 9:40 | Arts And Crafts | Writing/ Learning | 9:40 – 9:45 | Nap Time | | 9:45 – 10:15...
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...208 Learning Team Assignment 1 MTH 208 Learning Team Assignment 2 MTH 208 Learning Team Assignment 3 MTH 208 Learning Team Assignment 4 MTH 208 Week 1 Individual Assignment MTH 208 Week 1 Quiz MTH 208 Week 2 Individual Assignment MTH 208 Week 2 Quiz MTH 208 Week 3 Individual Assignment MTH 208 Week 3 Quiz MTH 208 Week 4 Individual Assignment MTH 208 Week 4 Quiz Activity Mode aims to provide quality study notes and tutorials to the students of MTH 208 COMPLETE CLASS in order to ace their studies. MTH 208 COMPLETE CLASS To purchase this visit here: http://www.activitymode.com/product/mth-208-complete-class/ Contact us at: SUPPORT@ACTIVITYMODE.COM MTH 208 COMPLETE CLASS MTH 208 Final Exam MTH 208 Learning Team Assignment 1 MTH 208 Learning Team Assignment 2 MTH 208 Learning Team Assignment 3 MTH 208 Learning Team Assignment 4 MTH 208 Week 1 Individual Assignment MTH 208 Week 1 Quiz MTH 208 Week 2 Individual Assignment MTH 208 Week 2 Quiz MTH 208 Week 3 Individual Assignment MTH 208 Week 3 Quiz MTH 208 Week 4 Individual Assignment MTH 208 Week 4 Quiz Activity Mode aims to provide quality study notes and tutorials to the students of MTH 208 COMPLETE CLASS in order to ace their studies. MTH 208 COMPLETE CLASS To purchase this visit here: http://www.activitymode.com/product/mth-208-complete-class/ Contact us at: SUPPORT@ACTIVITYMODE.COM MTH 208 COMPLETE CLASS MTH 208 Final Exam MTH 208 Learning Team Assignment 1 MTH 208 Learning Team...
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