...STUDENT: Clare Quinn |Unit Code |Learning outcomes and Assessment criteria |Assessor comments |Pass/ Refer/| | | |Provide rationale for judgements against each |Fail | |3PRM | |assessment criterion and identify areas for development| | |1 Identify and assess 4 | Explain the organisational benefits of a | | | |factors that affect an |diverse workforce | |PASS | |organisation’s approach | | | | |to both attracting talent| | | | |and recruitment and | | | | |selection. Identify and | | | | |explain 3 organisational | | | | |benefits of attracting | ...
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...that the lights had been turned off and the blinds were closed so that the learners could clearly read my presentation. When the presentation was over I turned the lights back on so that they could read and complete my feed back with adequate lighting. I ensured that I was at facing all my learners and that the learners were facing the Smart Board. This was to ensure that when I was addressing the learners then could see and hear me clearly and vice versa. This layout also helped when feeding back or answering questions. ‘In a presentation, the main thing is that the presenter and his or her visual aids can be seen, (Truelove 2006, p147)’. ‘People should be sitting fairly close to each other, ideally in a circle. (Truelove 2006, p151)’. This also ensured that whilst observing the presentation learners were sat comfortably and facing both the Smart Board and myself, minimising the need for too much movement and disruption. ‘The discussion leader controls the discussions by asking questions that are replied to by group members directing the response to the leader. (Truelove 2006, p152)’. ‘Look at your audience from the beginning. Smile at them. Do not, however, fix on one ‘friendly face’, but rather scan the audience. This creates empathy, and also lets you read their reaction to what you are saying. (Truelove, 2006, p137)’. The room was all also set at a control temperature so that the learners were comfortable and not over or under heated. This helped ensure they were...
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...following forms is designed mainly for evaluating software packages that are intended to be used offline and are started from a hard disk on a stand-alone computer, from a network server, or from a CD-ROM or DVD-ROM. The second of the forms is designed for evaluating websites and Web pages that contain interactive materials. You may begin by asking the following questions: • Does the software/website offer anything extra that cannot be done in more traditional ways, e.g. with pencil and paper or chalk and talk? • Do you intend to use the software/website for whole-class teaching, e.g. using a computer plus projector and wall screen / interactive whiteboard? • Do you intend to use the software/website in a computer lab, i.e. where each learner works at an individual computer? • How do you intend to integrate the software/website into your teaching? Bear in mind that what you feel about ICT materials is often a question of personal taste. All too often teachers dismiss the materials as “rubbish” without considering who the intended users are and how they are likely to use it. Try to put yourself in the...
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...Question A – TEACHING CONTEXT I currently teach at an inner city private school. I teach English Home Language to Grades Ten, Eleven and Twelve. The school is relatively well – resourced and provides the necessary infrastructure to facilitate learning. Classrooms are equipped with the sufficient number of desks and chairs. All learners and educators are issued with the appropriate resources such as textbooks and study guides to achieve the outcomes of the curriculum as determined by the Department of Basic Education. Periods are 40 minutes long. A total of four hours per cycle is dedicated to the learning of the home language. The majority of learners are from a lower to medium economic background. The school’s language of teaching and learning is English. Consequently, all learners are registered as English Home Language learners. In reality and for most learners, English is their second or even third language. Many of the learners had their actual mother – tongue as medium of instruction at a primary education level. After two years of secondary education ( Grades 8 and 9 ) this aspect of the context, for both learner and school, often remains a challenge. This assignment will focus on the Grade 12 group. 2. Question B – PASSAGE I have chosen an article ( DEAR JOBLESS GRADUATE ) written by Doctor Jonathan Jansen which appeared in THE TIMES of 21 June 2012. The article forms part of the regular column THE BIG READ. A copy is attached...
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...forms is designed mainly for evaluating software packages that are intended to be used offline and are started from a hard disk on a stand-alone computer, from a network server, or from a CD-ROM or DVD-ROM. The second of the forms is designed for evaluating websites and Web pages that contain interactive materials. You may begin by asking the following questions: • Does the software/website offer anything extra that cannot be done in more traditional ways, e.g. with pencil and paper or chalk and talk? • Do you intend to use the software/website for whole-class teaching, e.g. using a computer plus projector and wall screen / interactive whiteboard? • Do you intend to use the software/website in a computer lab, i.e. where each learner works at an individual computer? • How do you intend to integrate the software/website into your teaching? Bear in mind that what you feel about ICT materials is often a question of personal taste. All too often teachers dismiss the materials as “rubbish” without considering who the intended users are and how they are likely to use it. Try to put yourself in the position of the user. Just...
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...DEVELOPMENT PROGRAMME (CASP) HOURS/WEEK: 06 TOTAL HOURS: 96 Competence to be developed in learners: I. To present orally any topic of the student’s interest to the rest of the class without the assistance of media or any other aid (only talk) for at least 10 minutes creating interest in the listeners and sustaining the interest with a meaningful conclusion. II. To prepare a study report on any product/service in comparison with another one that is comparable from technical specification to customer satisfaction. III. To present with the aid of slides (6 to 10) about the study conducted above to the rest of the class in about 10 minutes with the use of print for information and slides for graphs, pictures, images, video and animations etc. Note to teachers: • A teacher may guide only 6 to a maximum of ten students per year. This is to ensure active participation of each learner. • All 96 hours need NOT be contact hours by the teacher. Students may be encouraged to do activities on their own with peer group to ensure higher level of participation. • There are ten different tasks to be completed in the course of 96 hours. On completion of each task, record the result and the marks along with the initials of the learner for future reference, inspection and evaluation. • A few activities are suggested under each task. Teachers can improvise on the list and add more activities...
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...1FD C hi na Fi le The information in this publication may be reproduced to support SQA qualifications. This publication must not be reproduced for commercial or trade purposes. This material is for use by teaching staff only. do w nl oa de d Publication date: April 2013 Publication code: H2X3 35/ASP001 by ce nt re _3 00 54 m on 10 /1 0/ 20 14 08 :4 0 Introduction This Assessment Support Pack incorporates assessment templates for both Higher National and National Qualifications (other than CfE) and can be used in a variety of ways including, for example: to generate evidence which demonstrates that learners have achieved all Outcomes and Knowledge and/or Skills for the Unit as exemplification of the standard of performance expected of learners achieving the Unit, ie as a benchmark to help centres develop an appropriate assessment for the Unit to give teachers/lecturers/assessors new ideas as a staff development tool Security and confidentiality The information in this publication may be reproduced in support of SQA qualifications. Where the publication includes materials from sources other than SQA (secondary copyright), this material should only be reproduced for the purposes of examination or assessment. If it needs to be reproduced for any other purpose it is the centre’s responsibility to obtain the necessary copyright clearance. SQA’s Support Materials team may be able to direct you to the...
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...Success: Never Standing Still. We hope that those who attended will be able to use the resources and activities themselves and that it will be stimulating as well as useful for those who were unable to attend. As with all of Dialogue NW activities this event was more than a training session telling people how to do it – instead we wanted to provide a space for critical discussion and reflection. Our focus was on the learners and what success meant to them, acknowledging that this may be very different to official concerns and discourses around recruitment, retention and achievement. If we start from the learner, then success is more about the journey than crossing an imaginary finishing line: it is about the hurdles, the timing and in some cases the stamina to finish what might feel like a gruelling race. It also allows us to appreciate that the journey is not always straightforward and it is often easier when travelling with others. It is much more than the bullet point statements often used to describe or monitor success. We started the day by thinking how learner and institutional perspectives on what counts as success may be different. Comments and discussion from participants suggested that although we know about these differences we often get drawn into organisational or official views of success, putting our own professional knowledge on the back boiler. People felt that professional...
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...BEC970/TEAC4980 Assessment and Evaluation: Alignment Assignment Course Description: This course is designed to help newly hired front-line banking representatives learn the basics of client interaction, including transactional processing, handling client inquiries and concerns, and leveraging trigger events as well as open-ended questions to identify advice opportunities. The learning is delivered in a blended online/in-classroom/in-branch environment with hands-on practice opportunities gained through virtual modules, role-playing with colleagues, and direct client interactions in branch. The course is comprised of seven learning modules/units delivered over a nine week period, with each module delivered over a 1-week period, providing a 2-week intensive hands-on practice opportunity near the end of the program. The flow of the course includes these main topics: 1. Discovery: Learning more about you and understanding your strengths 2. Orientation: The Tools and Resources you need to succeed and where to find them 3. Client Experience: An overview of what a perfect interaction looks like 4. Transaction Processing: Understanding the mechanics of day-to-day transactions 5. Product Knowledge: The nitty-gritty of the products we offer 6. Giving Advice: Discovering needs and providing client-centric advice 7. Client Experience: Juggling it all together ...
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...CHAPTER 1 The Problem and its Background Introduction Study habits simply mean how students manage their time in such a way that can review and study their lessons in school regularly. It becomes a habit or way of life of the student just like brushing their teeth every after eating, taking a bath every day, and other activities that they are doing. A student who developed their study habits could not sleep or go to school without studying their lessons. A student can be more intelligent and have a self – confidence in class compared to those who do not developed their study habits. A student who does not have a good study habits cannot do well in class recitation, daily quizzes, and school demonstration since they did not study and review the lessons learned. Good study habits are the tool to success. Without well developed study habits, a student cannot perform well in class, and surely, they cannot reach their ambitions in life. Nowadays, many student are engaged in computer games just like DOTA; cutting classes, watching pornography, excessive playing on their gadgets like their cell phones, iPods, computers, PSP, and other devices they have, and worst of all is that they engage in vices such as illegal drugs, gambling, and crimes and even prostitution. Other students use their intelligence in foolishness and not in good deeds. Students should know how to manage their time wisely and keep their selves away from bad traits and vices. They should serve as models to...
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...help for this at just $150 in next 48 hours time Unit code: D/601/1598 Level: 4 Credit value: 15 AIM The aim of this unit is to enable learners to explore how to empower individuals using health and social care services in order to maximise their independence. UNIT ABSTRACT It is essential for all health and social care professionals to understand that the service they deliver enables individuals to participate in the decisions that are made about their lives. First, learners will explore how legislation and the sector skills standards regarding the design and review of services promote independence, which in turn is captured within organisational policies and procedures. Second, learners will investigate factors that can affect participation, independence and choice, including systems for assessing and minimising risk. Finally, learners will investigate the administration of medicine and the effectiveness of policies and procedures for administering medication in achieving the best possible outcomes for users of services. Learners will study legislation and factors that affect the care that is received. Learners will also examine strategies to promote the best possible outcomes for individual users of services. INTENDED LEARNING OUTCOMES On successful completion of this unit a learner will: 1 Understand how the design and review of services promotes and maximises the rights of users of health and social care services 2 Understand...
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...GCE Specification Edexcel Advanced Subsidiary GCE in Applied Information and Communication Technology (ICT) (Single Award: 8751)/(Double Award: 8752) Edexcel Advanced GCE in Applied Information and Communication Technology (ICT) (Single Award: 9751)/(Double Award: 9752) Edexcel Advanced GCE with Advanced Subsidiary (Additional) in Applied Information and Communication Technology (ICT) (9753) Issue 4 September 2010 Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide. We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment. This specification is Issue 4. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com Acknowledgements This specification...
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...1FD C hi na Fi le The information in this publication may be reproduced to support SQA qualifications. This publication must not be reproduced for commercial or trade purposes. This material is for use by teaching staff only. do w nl oa de d Publication date: April 2013 Publication code: H2X3 35/ASP001 by ce nt re _3 00 54 m on 10 /1 0/ 20 14 08 :4 0 Introduction This Assessment Support Pack incorporates assessment templates for both Higher National and National Qualifications (other than CfE) and can be used in a variety of ways including, for example: to generate evidence which demonstrates that learners have achieved all Outcomes and Knowledge and/or Skills for the Unit as exemplification of the standard of performance expected of learners achieving the Unit, ie as a benchmark to help centres develop an appropriate assessment for the Unit to give teachers/lecturers/assessors new ideas as a staff development tool Security and confidentiality The information in this publication may be reproduced in support of SQA qualifications. Where the publication includes materials from sources other than SQA (secondary copyright), this material should only be reproduced for the purposes of examination or assessment. If it needs to be reproduced for any other purpose it is the centre’s responsibility to obtain the necessary copyright clearance. SQA’s Support Materials team may be able to direct you to the...
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...thought, the journey of completing a doctoral program can be scary, nerve wrecking and/or cause you to have anxiety especially when faced with having to decide on a topic for your dissertation before you even start class. All of these feelings eventually subside once the newly doctoral learner starts their first course. The purpose of this paper is to compare three empirical articles on the topic of doctoral identity. Weidman & Stein (2003) wanted “to examine the relationship among an academic department’s informal structures and the socialization of doctoral students to the scholar role as reflected in their level of participation in scholarly activities”. Baker & Lattuca (2010), sought “to develop an interdisciplinary approach to the study of doctoral education as a path to the professoriate”. Visser, Visser & Schlosser (2003), investigated “critical thinking as a disciplined manner of thought which a person uses to assess the validity of something”. These articles address three different ways of how a doctoral learner can find their doctoral identity. Comparison of Research Questions Even though each study asked different research questions, it seems as though each group of authors developed research questions based on the same idea in mind; to determine if “Socialization of doctoral students to academic norms, developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study and critical thinking distance...
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...The Doctoral Dispositions Self-Assessment Marquita Henderson Grand Canyon University: PSY-801 June 19, 2013 The Doctoral Dispositions Self-Assessment The Doctoral Dispositions Self-Assessment is a useful resource for students looking to gain an understanding of their role(s) and requirements during the doctoral program. Grand Canyon University shares with us its Doctoral Dispositions, with clear description based on the idea that “An important distinction of a doctoral learner is the ability to take charge of one’s own learning. This involves working alongside professors, colleagues, and your dissertation committee members in taking an active role in the learning process” (Grand Canyon University). The self-assessment provides consideration of specific areas within the doctoral journey. The guiding principles exist as a foundation for both the organization’s collaborative work with students as well as students’ individual work. The Doctoral Dispositions Self-Assessment is an appropriate point of beginning for students eager to identify strengths and weaknesses more clearly. Who I Am As a Learner & Why I’m Here In a doctoral program, students have a responsibility, to themselves and to others. As a doctoral learner, I am separate and different from a “normal” learner. My requirements and expectations are greater. Therefore, the elevation of my academic nature places upon me a duty to establish and maintain an active engagement with faculty and classmates. Following...
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