Leadership and Management CIPD UK Assignment Sheet
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
Unit Code : 3DLA F211B
Coursework Component : Written Assignment
Date of Submission : 30th August 2012
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.
TIME EXPLAIN (TELL) SHOW EXPLAIN (DO) SUPPORTING
- Introduce trainer
- Watch a video
(Warm – up activity)
- Give a word using kooshball
Show trainer name
Play a video Request to get a topic hint from the video
Request to give a word related to the
Power point slide,
-Tips for kids Photography (Lecture)
- Group discussion
- Puzzle ( Kinesthetic activity)
Form 5 groups and name; group
Request to do some activity to gain their
: avoid boring
- Pictures labeling
(Intensity Retention activity)
- Review each scene in the video
( Wrap-up activity)
Some pictures contents of
Replay the video
Let them label element of each picture
Define the element in the related scene
- Q & A session
- Evaluation form
Get feedback from them
Request them to fill up the evaluation
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.
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
– Welcome intro
- Introduce trainer/learner
- Watch a video (Warm up activity)
-Give a word using kooshball
active learning, meaningful
material, multiple sense
learning, word predict.
point Slide, Video, kooshball
- Tips for kids Photography (Lecture)
- Group discussion (Involvement
- Puzzle (Kinesthetic activity)
Transfer of learning,
spaced learning, promote
self-esteem, active learning.
Power point Slide, Self
Written materials, puzzle
During sessions observe,
participants’ entry skill
ASK in practicing the kids
photography tips by
answering questions and
-Pictures labeling (Intensity Retention
-Review each scene in the video (Wrap
Active Learning, Feedback,
Whole /Part Learning,
multiple sense learning,
primacy and recency.
Pictures materials, labeling
During session observe
post assessment by
participants’ ASK in
group without lecturer
guide, the assessment
done through their
- Question and answer session
-20 questions evaluation form
Slide, feedback form
2. The structure and sequence of the learning activity
My class structure and sequence
Statement that students should
be able to perform at the end of
At the end of this [course,
chapter, week, lecture], the
student should be able to ***
Brief a little bit the background of
the topic and measure learners’
knowledge upon the topic.
Show a video as for demonstrating
understanding of terms and
concepts in the topic.
Have learners to solve problem, by
throwing kooshball and request
them to give and answer.
Have them work in group
breaking things down into their
elements, formulating theoretical
explanations or logical to be
presented in the class.
Have learners to solve puzzle and
pictures labelling activity in terms
creating something, combining
elements and summarizing topic.
Question and Answer session and
have learners to answer
evaluation form to get feedback
and response from them.
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
• 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
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.
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
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
Small group activities
Role plays and case studies
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
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
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.
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
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
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.
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.