Unit title 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
Words: 1099 - Pages: 5
Strategic Learning Plan Goal 1- Studying: I will increase my study time by 2-3 hours each week. * I will plan out my schedule and see what I need to study for most by seeing when class is and what class I am having a hard time with. Also when test or quizzes for that class is. * For example in Soc 101 I have a quiz on Wednesday. So on Monday and Tuesday in my room I will review the material that will be on the quiz and think of questions that will be on the quiz. I plan on studying for
Words: 366 - Pages: 2
INTRODUCTION Education for Sustainable Development(ESD) allows every human being to gain the knowledge, skills, attitudes and values necessary to build a sustainable future. Education for Sustainable Development means including key sustainable development issues into teaching and learning, for example climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. It also requires teaching and learning methods that can motivate and encourage learners to
Words: 325 - Pages: 2
1. Assessment should be relevant. Assessment needs to provide information about students’ knowledge, skills and understandings of the learning outcomes specified in the NSW syllabus documents. That is, it needs to be directly linked to the syllabus standards. Syllabus standards are defined at: https://www.det.nsw.edu.au/policies/ curriculum/schools/curric_plan/ policystandards161006.pdf 2. Assessment should be appropriate. Assessment needs to provide nformation about the particular kind of
Words: 629 - Pages: 3
Maximizing children’s learning through science activities Researchers: Jeneza Lorein S. Albaño and Rica Rhose B. Pasion The National Teachers College S.Y. 2012-2013 Problem: Throughout the researchers observation at Precious Heritage Christian School, they found out that in their science class, pupils are not interacting well to the lesson. They also found out that teachers are not using appropriate materials in teaching science. Intervention: The researchers focused first to the Learning
Words: 325 - Pages: 2
analytically evaluate the role and responsibilities of myself as a practice mentor within the clinical environment using relevant literature and recognised frameworks. A critical analysis of learning, teaching and assessment strategies as well as educational theories will be integrated and applied. A written re-evaluation of this experience using the recognised reflective cycle of Boyd et al. (1985) will also be incorporated to enable me to effectively analyse my personal and professional development
Words: 4113 - Pages: 17
THE 3 MOST COMMON MOTIVATIONAL FACTORS Different motivational factors are required to inspired people into taking actions they may otherwise not take. Some people may not be motivated to maintain a fitness routine while others can be compulsive about doing so. On the other hand the same people who display a lack of motivation towards fitness may be more 'career driven' than a fitness enthusiast. The point people get motivated for different reasons and these reasons can as much as personality types
Words: 1279 - Pages: 6
parents of students with disabilities, with regard to the inclusion of their children within the regular education system. The research literature indicates that there is a wide range of opinion amongst parents related to the placement of children in educational settings. Some parents prefer and advocate for inclusive placement, while others favour separate placement (Grove & Fisher, 1999). As the trend towards inclusion grows, one of the chief concerns of parents is the protection of support services
Words: 560 - Pages: 3
Do Hard Things Do Hard Things by Brett and Alex Harris is a different kind of teen book. It is a book written by teens for teens who believe our generation is ready for a change. Brett and Alex our twin brothers from Oregon who were taught at home by their parents. When they were only sixteen years old, they got the chance to intern at the Alabama Supreme Court and did everything from make copies of documents to drafting internal memorandums for some of the state justices. When they were seventeen
Words: 599 - Pages: 3
embedded within the case study (McGonigal.J.A, 1999). Both theories of which were extremely important contributors to the cognitive development element to children development psychology. Furthermore to this also evaluate the strong point and weaknesses of each theory and outline how they have been applied to an educational setting. Argument’s raised to understand that in (McGonigal.J.A, 1999) research literature she is able to implement different techniques to get the children to all participate
Words: 478 - Pages: 2
