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Leadership and Management CIPD UK Assignment Sheet


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Delivering Learning and Development Activities (RAssessment 3 DLA F211B) by Rodzidah Mohd Rodzi

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Leadership and Management CIPD UK Assignment Sheet

  1. 1. 1 Certificate in Learning & Development Practice Assessed Coursework Cover Sheet Student Name : Rodzidah bt Mohd Rodzi IC : 791103-10-5336 Organisation : CIAST, Shah Alam Unit Title : Delivering Learning and Development Activities Unit Code : 3DLA F211B Coursework Component : Written Assignment Date of Submission : 30th August 2012
  2. 2. 2 Activity 1 Questions Devise and deliver a plan, with clear aims and learning outcomes, for a work related learning and development activity / session, lasting approximately 30 minutes. During the activity you should demonstrate your ability to : 1. Manage a learning and development activity 2. Support learners via questioning and feedback 3. Use 1 formative and 1 summative assessment method 4. Summarise and conclude the learning and development activity 5. Assist learners to reflect on their learning and identify further needs 6. Collect feedback from participants The delivery of your activity / session should be observed and assessed by your tutor using the attached Observation Record.
  3. 3. 3 TIME EXPLAIN (TELL) SHOW EXPLAIN (DO) SUPPORTING MATERIAL 5 minutes (INTRODUCTION) -Welcome intro - Introduce trainer - Watch a video (Warm – up activity) - Give a word using kooshball (Interaction activity) Show trainer name Play a video Request to get a topic hint from the video Request to give a word related to the video Power point slide, kooshball, video 5 minutes (MAIN BODY) -Tips for kids Photography (Lecture) - Group discussion (Involvement activity) - Puzzle ( Kinesthetic activity) Powerpoint Slide - - Lecture Form 5 groups and name; group discussion Request to do some activity to gain their kinesthetic energy) : avoid boring Powerpoint slide, puzzle 4 minutes (CONCLUSION) - Pictures labeling (Intensity Retention activity) - Review each scene in the video ( Wrap-up activity) Some pictures contents of 5 tips Replay the video Let them label element of each picture Define the element in the related scene Activity pictures
  4. 4. 4 1 minute (FEEDBACK) - Q & A session - Evaluation form Slide Evaluation form Get feedback from them Request them to fill up the evaluation form. Slide, Evaluation form
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  15. 15. 15 Activity 2 Questions Write a reflective statement in which you consider the effectiveness of your activity / session (Activity 1), including: 1. How well your plan addressed an identified need, reflected principles of adult learning, was based on availability of resources and made use of appropriate assessment methods 2. How the structure and sequence of the activity assisted learning 3. How you managed factors (at least two individual and two environmental) that could have impacted on learning 4. How you created a positive learning environment 5. The feedback you received from learner participants 6. Your own perceptions of the effectiveness of the activity 7. At least 2 recommendations you could make to improve your future performance.
  16. 16. 16 Session Title: Tips for kids Photography Target Group : Adults Trainer (21 persons) Learning outcomes : at the end of the session, the participants will be able to - Identify the purpose of kids photograpy - Explain the challenges of photographing kids - Define the 5 tips of kids photography - Describe the 5 tips of kids photography Topics (ASK needed) Learning Principle Materials needed Assessment Introduction – Welcome intro - Introduce trainer/learner - Watch a video (Warm up activity) -Give a word using kooshball (Interaction activity) Relevance, Reinforcing, active learning, meaningful material, multiple sense learning, word predict. Presentations, Demonstrations, Power point Slide, Video, kooshball Main Body - Tips for kids Photography (Lecture) - Group discussion (Involvement activity) - Puzzle (Kinesthetic activity) Transfer of learning, spaced learning, promote self-esteem, active learning. Activities, Group discussion, Presentations, Power point Slide, Self Reflection, Handouts, Written materials, puzzle During sessions observe, participants’ entry skill assessment, participants; ASK in practicing the kids photography tips by answering questions and presentation.
  17. 17. 17 Conclusion -Pictures labeling (Intensity Retention activity) -Review each scene in the video (Wrap up activity) Active Learning, Feedback, Whole /Part Learning, Meaningful material, multiple sense learning, primacy and recency. Pictures materials, labeling activities During session observe post assessment by participants’ ASK in group without lecturer guide, the assessment done through their individual participation. Feedback - Question and answer session -20 questions evaluation form Slide, feedback form
  18. 18. 18 2. The structure and sequence of the learning activity My class structure and sequence Instructional objectives Statement that students should be able to perform at the end of the class.  At the end of this [course, chapter, week, lecture], the student should be able to *** Introduction Brief a little bit the background of the topic and measure learners’ knowledge upon the topic. Comprehension Show a video as for demonstrating understanding of terms and concepts in the topic. Application Have learners to solve problem, by throwing kooshball and request them to give and answer. Analysis Have them work in group breaking things down into their elements, formulating theoretical explanations or logical to be presented in the class. Synthesis Have learners to solve puzzle and pictures labelling activity in terms creating something, combining elements and summarizing topic. Evaluation Question and Answer session and have learners to answer evaluation form to get feedback and response from them.
  19. 19. 19 3. Managing factors ( individual and environmental) that could have impacted on my learning  Individual factors : Personal situation and stressors, Emotional and psychological issues, disabilities, age, individual learning preferences and styles. • Activate background knowledge. For example: Before begin the lecture, have participants share their name and background. • Use active learning. For example: Using kooshball and throw to random person and get their idea. • Encourage learner participation. For example: Ask questions, use feedback, and encourage participants to learn from each other. • Review, review, review. For example: Ask questions, check for understanding, and have participants explain what they have learned in their own words. • Use authentic (or authentic-looking) materials. For example: Show samples of pictures and have them label each pictures according to the facts given. Also give a puzzle for them to solve in the way to let them do some activity and avoid boring.  Environmental factors : Variety Language proficiency, variety level of prior education, variety cultural background and related views from each adult learners. • Use variety. For example: Follow a brief lecture with a small-group discussion, then a role play. • Change the pace of the class as needed. For example: Move from a short lecture to a longer small-group session. • Touch upon all learning styles. For example: Show a PowerPoint presentation with pictures, cue words, video and sounds; have participants come up and describe what is on the slide; discuss. • Interprete some words. For example: While explaining details, some words that seems not be understood, repeat the words in other language to make it clear and able to understood.
  20. 20. 20 4. How I create a positive learning environment The effective trainer is one who can create a positive learning climate. In order to create a positive learning climate, I applied six facts. This facts build a positive learning climate that will make training more fun and effective.  First, need to understand the characteristics of adult learners.  Require learning to be relevant  Are highly motivated if they believe learning is relevant  Need participation and active involvement in the learning process  Desire a variety of learning experiences  Desire positive feedback  Have personal concerns and need an atmosphere of safety  Need to be recognized as individuals with unique backgrounds, experiences and learning needs  Must maintain their self-esteem  Have high expectations for themselves and their trainer  Have personal needs that must be taken into consideration  Second, creating a positive learning climate requires the involvement of learners. To involve learners:  Allow participants to provide input regarding schedules, activities and other events  Ask questions and solicit feedback  Brainstorm and encourage discussions  Plan hands-on work, group and individual projects, and classroom activities  Third, a positive learning climate is created through the use of a variety of learning methods including:  Audiovisual aids  Illustrated lectures  Demonstrations  Brainstorming  Small group activities  Group discussions  Role plays and case studies  Guest speakers
  21. 21. 21  Fourth, the effective trainer helps to create the positive learning climate by using a variety of techniques for providing positive feedback. To provide positive feedback:  Give verbal praise either in front of other participants or in private  Use positive responses during questioning  Recognize appropriate skills while coaching  Let the participants know how they are progressing toward achieving learning objectives  Fifth, be sure to treat the participants as individuals :  Use participant names as often as possible  Involve all participants as often as possible  Treat participants with respect  Allow participants to share information with others  Sixth, to maintain the self-esteem of learners :  Reinforce those practices and beliefs embodied in the course content  Provide corrective feedback in an appropriate manner  Provide training that adds to their sense of competence and self-esteem  Recognize participants' own career accomplishments
  22. 22. 22 5. The feedback I received from learner participants Students clearly remembered the important points from each activities : i. Warm up activity (watch a video) ii. Interaction activity (predict the title-word splash-kooshball) iii. Briefing (Lecture-powerpoint slide) iv. Involvement activity (Group discussion) v. Kinesthetic activity (Puzzle) vi. Intensity Retention activity (Pictures Labeling) vii. Wrap-up activity (Review each scene in the video) viii. Feedback from learners (Question and answer session) ix. Distribute Evaluation form to learners (Learning assessment) The learners rated all of the activities very highly, which is to be expected. If they were not felt to have been good activities they would not have been included in the class. The instructor did indicate that some of the activities should be modified by being either shortened or expanded. It is interesting to note that the lowest rated activity by the instructor was Word Predict. This was in agreement with the students. The instructor rated the activities after they had been presented in class. It is possible that the instructor picked up when presenting the activity that students were not responding as positively as usual. This could lead one to conclude that although surveying students about the activities provides interesting information, it is information that the instructor probably already intuitively picks up on.
  23. 23. 23 6. My perceptions of the effectiveness of the activity In general, students felt they were engaged and that the content of the learning material was interesting and meaningful. They felt that explanations given in class helped them to clarify and remember ideas. “Activities done in class gave a way to remember the information in a clear way.” “Class makes a difference in understanding the material, because I can see the strategies in action instead of just reading about them.” A value of the face-to-face sessions was that questions could be immediately answered. Negative comments included the extremely fast pace of the class, having difficulty keeping up and always feeling one step behind. In conclusion, this learning did provide support for the involvement of students in determining certain aspects of the topic. From the overall response of the students and from the focus group discussion, it was apparent that the students responded very positively to being asked to provide trainer feedback. They were extremely interested in the process and pleased to be asked to give their opinions about class activities. It is possible that they felt more involved in the class as a result of this participation. 7. 2 recommendations to improve my future performance.  Use Learning Technology A shift has taken place in recent years from training students how to use technology to focusing on using technology to support content. Technology can no longer be looked at in isolation but rather as part of a carefully planned program of school change as it relates to student achievement. Technology can broaden the range of students' choices as they learn. Students routinely use technology tools to find information, collect, organize and interpret data, and present results. In addition, technology offers trainers options for adapting instruction to special student needs. The following strategies suggest ways technology can be used to support improved performance : i. Use technology in support of student learning in key content areas by linking to existing district or institute initiatives. For example, process writing goals can be supported with
  24. 24. 24 portable smart keyboards and webbing tools. Support early literacy initiatives with technologies that incorporate reading, writing, speaking, and listening. ii. Trainers can work within specific content areas to integrate technology rather than making technology a separate subject area. Consider: What do students need to learn, and how can technology promote those learning goals? When revising curriculum in a specific subject area, the committee that is charged with this task could also be specifically charged with looking into the selection of technology tools and resources to support learning in this area. It is best if curriculum and technology leaders work together to create planning documents to ensure that district learning goals are in both the curriculum and technology plans. Working together, they can create curriculum plans that include technology skills and resources where appropriate and beneficial to student learning, identify student and teacher technology skills needed to use technologies for learning, and plan where these skills can be integrated into professional development (for trainers) and curriculum (for students). iii. Trainers can use technology tools to collect, organize, analyze, disaggregate, and report on student achievement data. Student achievement data is complex, but it offers a tremendous opportunity to identify strengths and weaknesses in curriculum and instruction when properly analyzed and synthesized. Data organization and manipulation tools such as spreadsheets, relational databases, and automated student information systems can assist in this task.  Use cooperative learning Cooperative learning (CL) is instruction that involves students working in teams to accomplish an assigned task and produce a final product (e.g., a problem solution, critical analysis, laboratory report, or process or product design), under conditions that include the following elements (Johnson et al. 1998): i. Positive interdependence. Team members are obliged to rely on one another to achieve the goal. If any team members fail to do their part, everyone on the team suffers consequences.
  25. 25. 25 ii. Individual accountability. All team members are held accountable both for doing their share of the work and for understanding everything in the final product (not just the parts for which they were primarily responsible). iii. Face-to-face promotive interaction. Although some of the group work may be done individually, some must be done interactively, with team members providing mutual feedback and guidance, challenging one another, and working toward consensus. iv. Appropriate use of teamwork skills. Students are encouraged and helped to develop and exercise leadership, communication, conflict management, and decision-making skills. v. Regular self-assessment of team functioning. Team members set goals, periodically assess how well they are working together, and identify changes they will make to function more effectively in the future.