Cmi Level 5 Essay

Cmi Level 5 Essay
Management and Leadership Level 5 Management and Leadership Contents Page Qualification structures Unit 5001 Unit 5002 Unit 5003 Unit 5004
Unit 5005 Unit 5006 Unit 5007 Unit 5008 Unit 5009 Unit 5010 Unit 5011 Unit 5012 Unit 5013 Personal development as a manager and leader
Information based decision making Performance management Resource management Meeting stakeholder and quality needs Conducting a
management project Financial control Marketing planning Project development and control Human resource development Managing recruitment and
selection Being a leader Leadership practice 3 4 5 6 7 8 9 10 11 12 13 14 15 16 CMI June 08 2 Management and Leadership Qualification Structures
CMI Level 5 Award in Management and... Show more content on Helpwriting.net ...
5 Unit Number: 5002 QCA Unit Number A/501/5034 Level: Credit value: 7 Guided Learning Hours outcomes Assessment 25 Learning The learner
will: criteria The learner can: 1.1 Discuss the nature of data and information 1.2 Evaluate relevant sources of data and information 1.3 Discuss the
criteria for selection of data and information 1.4 Identify the legal requirements relating to the collection, use and storage of data and information 1. Be
able to identify and select sources of data and information 2. Be able to analyse and present information to support decision making 2.1 Evaluate the
decision making models which are used to support decision making 2.2 Identify those to be involved in analysing information and decision making 2.3
Evaluate methods of presenting decisions made 3. Be able to communicate the results of information analysis and decisions 3.1 Evaluate methods of
communicating decisions made 3.2 Discuss the processes communications method for implementing a 3.3 Evaluate the implementation of a
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PTLLS Overview
Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4
Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value
GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner
can 1. Understand own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of
practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and valuing diversity 1.3 Evaluate own role
and... Show more content on Helpwriting.net ...
Be able to deliver inclusive learning and teaching sessions 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate
learners. 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning
and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners 3. Be able
to evaluate own practice in delivering inclusive learning and teaching 3.1 Review own approaches to delivering inclusive learning and teaching 3.2
Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners Assessment: i) Provide a short session plan
related to your specialist area of teaching. Include as a minimum: group profile; anticipated learning outcomes; anticipated learning difficulties; staged
procedure with timings; one copy of any materials used. ii) Teach the session to your group. iii) Comment on the following areas. Refer to your
micro–teaching session and what you have learnt about teaching and learning in general, as appropriate. a) How can you meet both group and
individual needs when planning a session? b) What resources did you use? How effective were they and how do you know this? c) What teaching
approach did you take in your session? How well did it work? What evidence do

The Standards Movement : Developing High Quality Early...
The standards movement plays a critical role in developing high–quality early childhood programs. According to Freeney, Galper, and Seefeldt (2009)
"the standards movement is one of the most influential trends in all of education in the last few decades" (p. 260). The main goal of creating standards
in early childhood education was to prepare all children to start school ready to learn. However, there was much debate about what and how readiness
was determined. This brief dissertation describes the standards movement and its relation to developmentally appropriate practices (DAP), identifies
and explains my position in regards to these approaches, and identifies a particular instructional strategy that reinforces early learning standards.
The Standards Movement The standards movement emerged during former President Bill Clinton's presidency in 1989 to ensure that early childhood
programs followed guidelines that prepared young children for school. Young learners were prepared in areas of cognitive, language and
communication, physical, and social/emotional development. The National Association for the Education of Young Children (NAEYC) and the
National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE, n. d.) notes "that early learning standards can be
a valuable part of a comprehensive, high–quality system of services for young children" (p. 1). However, key elements that must take place to ensure
success include: (1) emphasize

Ptlls Unit 002
Unit 002: Understanding inclusive learning and teaching in lifelong learning Introduction The focus of this assignment is the key factors that influence
inclusive teaching and learning and how it is incorporated into my specialist subject area. It is likely that you will be teaching a diverse group of
students – from various backgrounds, with differing levels of prior learning and expectations, as well as different learning needs. Taking an inclusive
approach when teaching will help to ensure that your teaching meets everyone's needs enabling students to learn effectively. As a result students will
feel that they belong in the classroom and learning environment. Inclusive learning means treating all of your students fairly and equally.... Show more
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Fleming (2005) stated that people can be grouped into four styles of learning: (Gravells, 2012), Visual, Aural, Read / Write and Kinaesthetic (VARK),
with Honey and Mumford (1992) suggesting that learners are a... 2.2 Explain how to select resources that meet the needs of learners The teaching
resources I use should stimulate learning, add impact and promote interest in the subject. 2.3 Creating assessment opportunities that meet the needs of
my learners Initial Assessment – An initial assessment is a means of gathering information that can be used to help the teacher decide on how they
can conduct the pitch and pace of the course, and what the teacher can use to aid them in taking the course. I would use an in depth application
form from where I can find out the age and sex of the person taking the course their academic qualifications if they have ever done any vocational
qualifications within the work place, Also when the person was last in an educational environment from this form I can also find out if the person
has got any disabilities that need to be taken into account for example if the person is hard or hearing or partially deaf if there is a loop system that
can be used. Also a telephone conversation will give a more rounded assessment of the person and their personality from speaking to them and backing
up what you have on the application form. Formative Assessment –

Dtlls
Danielle Watts24 February 2012 Teaching in a Specialist Subject * Summarise key aims of education and training within your own specialist area. *
Review and discuss the key philosophical issues associated with these. * Summarise key qualifications in your specialist area, and their structure.
Outline your approach to the planning and preparation of a course within your specialism and justify how this meets the aims. * Discuss how well your
approach to planning and preparation addresses inclusion within the course, and justify your approaches in relation to key curriculum issues (including
the role of new and emergent technologies). * Analyse the way learning and teaching resources, including new/emergent... Show more content on
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It could be further argued that to become effective at learning, teachers should strive to encourage all learners to develop a balance of learning
styles. The learning style that I would consider my lesson to be instrumentalism as it is product driven at the end of the course the learners will have
a skill to make them employable. The theory of knowledge is taught by developing useful skills and knowledge that the learners need to progress
further and reach the vocational qualification and is assessment based with an exam in the form of a portfolio to reach the qualification. Although I
can clearly see that the subject I teach covers the instrumentalism theories and therefore is government funded I do think overall it puts a lot of
pressure on the tutoar to teach by means of assessment and ticking the right boxes to keep the funding there and due to time frames it does not leave
much scope to develop a person. I try, where possible, to bring this into lesson as the perenialist theories believe one should teach the things that one
deems to be of everlasting importance to all people everywhere. I feel that the most important topics develop a person. Since details of fact change
constantly, these cannot be the most important. Therefore, one should teach principles, not facts as it is the principles of employability that will
develop the

Scholarly Articles On Teaching And Learning
Many will ask the question what is a review of literature? Review of literature allows individuals to synthesize and share prior and current thinking in
their field. This paper will examine scholarly articles about teaching and learning in the English discipline. This review of literature seeks to explore
factors that can cause poor reading comprehension among students and provide strategies as to how these students' comprehension and vocabulary
skills can be improved therefore, enhancing their academic performance. In addition, this paper will outline an explanation of how the strategies
address the needs of diverse students in the English discipline.
Issues within the English Discipline The teaching of English in the high school across the United States has changed tremendously. Many of the issues
are familiar but complex. Teaching and learning issues that English teachers face consist of the following: overcrowded classrooms, students with poor
reading, and vocabulary skills etc. Regardless of the challenges, teachers are still held responsible for the growth of their learners. Improvements must
start before students enter high school. Reading comprehension and vocabulary development is vital to students' success in school and in their life.
Students who begin school with poor vocabulary skills are at a disadvantage and they tend to struggle with fluency and comprehension. Multiple studies
show that when students get off to a poor start in reading, they hardly catch

Assessor Award
Ans. 1 To understand: The roles of: Initial assessment in identifying learner needs Formative assessment in tracking learner progress Summative
assessment in assessing learner achievement Ans. 2 The following are the key concepts and principles: Assessment as a process of making judgments
of learners' knowledge, skills and competence against set criteria What is meant by validity and reliability? The role of evidence in making assessment
decisions What is meant by evidence being authentic, sufficient and current? The importance of objectivity and fairness to learners The importance of
transparency for the learner. Ans. 3 The following are assessor's responsibilities: Understanding and applying the... Show more content on
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Ans. 12 The following are the types of information that should be made available to learners and others involved in the assessment process: Standards
and criteria for the assessment Types of evidence required and methods to be used Practical arrangements How feedback will be given Use of
assessment outcomes and records Ans. 13 The benefits of the learner and others contributing to formative assessment and therefore advising on when
summative assessment might be appropriate. The benefits of the learner develop a sense of ownership over the learning and assessment process. Ans.
14 Examples of how assessment arrangements may need to be adapted to meet are: Language requirements Cultural or religious requirements Physical
disabilities Particular learning needs Working patterns Ans.15 We can judge whether evidence is: Valid Authentic Current Sufficient Through the use
e.g. of in–house and/or awarding organization guidelines to ensure evidence meets requirements. Ans. 16 To ensure that assessment decisions are:
made against specified criteria Valid Reliable Fair Is; How to: interpret assessment standards/criteria correctly match and measure evidence against
assessment

level 3 supporting teaching learning Essay
Tasks to do in school Assignment 2 Task 5: explain how the processes used by own work setting or service comply with legislation that covers data
protection, information handling and sharing. Assignment 3 Task 5: demonstrate how to identify potential hazards to health, safety and security of
children or young people, families and other visitors and colleges. Task6: demonstrate ability to deal with hazards in the work setting or in off site
visits. Task 11: give example from own practise of supporting children and young people to asses and manage risk. Assignment 4 Task 1: describe the
duties and responsibilities of own work role. Task 4: demonstrate the ability to reflect on practise. Task 7: demonstrate use of feedback to... Show more
Task 3: demonstrate how to support children and young people in making choices for themselves. Task 4: give attention to individual children and
young people in a way that is fair to them and the group as a whole. Task 5: demonstrate how to adapt communication with children and young people
for: a) The age and stage of development of the child or young people b) The context of the communication c) Communication differences. Task 6:
demonstrate strategies and techniques to promote understanding and trust in communication with children and young people. Task 7: demonstrate how
to establish rapport and professional relationship with adults. Task 8: demonstrate how to adapt communication with adults for: a) Cultural and social
differences b) The context of the communication c) Communication differences Task 9: demonstrate strategies for minimising disruption through
inappropriate behaviour of children and young people. Task 10: demonstrate strategies for managing inappropriate behaviour according to the polices
and procedures of the setting. Task 11: apply rules and boundaries consistently and fairly according to the age, needs and abilities of children and
young people. Task 12: demonstrate way of helping children and young people to understand the value and importance of positive relationship with
others. Task 13: provide an effective role model in own relationship with children, young people and

Assignment 302 Understanding And Using Inclusive...
Learner Name: Chris Piggott
Assignment 302: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training
Assignment Overview
Introduction:
The assignment for Unit 302 asks you to demonstrate your understanding and use of inclusive teaching and learning approaches to meet the needs of
learners. It includes how to create a learning environment that engages and motivates learners, and planning, delivery and evaluation of inclusive
teaching and learning. It also requires that you deliver a microteaching session and to evaluate your own delivery practice.
The assignment is designed to ensure by completing all tasks, you will meet the learning ... Show more content on Helpwriting.net ...
Describe features of inclusive teaching and learning, explaining why it's important to create an inclusive teaching and learning environment. (1.1 & 2.1)
In essence, inclusive teaching means teaching in ways that do not exclude learners, accidentally or intentionally, from opportunities to learn. By
inclusive we mean valuing the contribution of learners regardless of their backgrounds and value systems. It is not about providing 'remedial' or
'special' measures for certain groups of learners.
Florian and Black–Hawkins (2010) describe their conceptualization of inclusive pedagogy:
Our conceptualization of inclusive pedagogy focuses on how to extend what is ordinarily available in the community of the classroom as a way of
reducing the need to mark some learners as different. This is underpinned by a shift in pedagogical thinking from an approach that works for most
learners existing alongside something 'additional' or 'different' for those (some) who experience difficulties, towards one that involves providing rich
learning opportunities that are sufficiently made available for everyone, so that all learners are able to participate in classroom life.
Studies

The National League For Nursing
The National League for Nursing (NLN) Competencies for Nurse Educators The NLN has eight core competencies that the nurse educator focuses on
for practice. These competencies include facilitate learning, facilitate learner development and socialization, use assessment and evaluation strategies,
participate in curriculum design and evaluation of program outcomes, function as a change agent and leader, pursue continuous quality improvement in
the nurse educator role, engage in scholarship, and function within the educational environment (The National League for Nursing (NLN),2005).
Competency I: Facilitate Learning As nurse educators, it is important for us to create an environment which will help students to learn effectively. In
order to help learning effectively, the nurse educators must implement a variety of teaching strategies applicable to learner needs (NLN, 2005).
Reflecting on this competency, I had an opportunity to meet this competency while precepting new graduates to work in operating room. It was
challenging as they had no experience at all. I was able to be a role model and motivated them to learn. Each orientee was different, I was able to
understand their learning needs and helped them to understand and learn the necessary skills to work in the operating room. Critical thinking is very
important while working in the operating room, I provided them opportunities to think critically and reasoning behind the action performed. After
starting my

Why is it Important to Create an Inclusive Learning...
Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures
that "[...] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs." She
also offers a brief explanation of inclusivity (2008: p18), which is "[...] involving all learners in relevant activities rather than excluding them for any
reason directly or indirectly." Inclusion has also been defined by John Tomlinson (1996: p26) as "the greatest degree of match or fit between individual
learning requirements and provision". In the other words, inclusive learning environment nurtures individual potential of all learners,... Show more
The main objective of differentiation is to promote inclusive learning environment, by identifying and addressing the individual needs of all learners
and working towards removing any barriers they may have. The most effective method of differentiating is to ensure that resources and assessment
methods, as well as teaching and learning approaches meet individual learner needs. According to Francis and Gould (2013) setting a single
objective for a whole group will not be appropriate for all learners, due to the diversity of the group, therefore, as Gravells (2008) suggests we must
identify the learning needs, styles, aspirations and potential of our learners. At this very stage, any barriers and boundaries should be identified, so the
teaching and learning approaches, assessment methods and resources can be planned accordingly. When setting up an inclusive learning environment
we need to focus on individual differences. Francis and Gould (2013: p65) explain, that "it is important to recognise the differences in the learners we
teach, as these influence how we interact with them." Francis and Gould (2013) list few typical differences, like age, physical disability, mental health
issues, ethnicity, etc. Our first step to identify the individual learning style of the learners' (ergo to identify their needs), is performing 'VAK' (visual,
aural, kinaesthetic) assessment. Francis and Gould (2013) describe it as a model of

Assignment 301 Task B
Unit 301: Understanding roles, responsibilities and relationships in education and training Assignment 301B: Reflective Account Name: Alan
Blackham On reflection, promoting appropriate behaviour, equality and diversity, along with identifying the needs of the learner are integral roles
within teaching. It is important to promote appropriate behaviour and respect for others to achieve a safe learning environment, that is orderly,
co–operative and purposeful. A good way to initiate this is by establishing ground rules and set boundaries at the start of the course. This can be a dual
input exercise, with both the students and the tutor having input, whilst ensuring the tutor's... Show more content on Helpwriting.net ...
With this in mind all tutors should be mindful and uphold the basics set out in The Equality Act 2010, which ultimately protects the rights and equality
of all individuals, prohibiting victimization. Providing a rich and varied context is essential, tutors should utilize a range of different methods to engage
all students interests and learning styles. Identifying and meeting the learners needs are important so that tutors can facilitate students learning and
ensure that both the students and tutors meet the required goals. Each learner is unique and brings to the learning situation their own different learning
style, knowledge set, past experiences and motivational levels. It is important for tutors to consider the level of knowledge and skill development
attained by the learners prior to instruction through a variety of different types of assessment, in order to offer a high quality learning experience,
delivered and resourced to suit the needs of the learner. Tutors can assess learner needs through numerous means, such as; informal and formal
assessment strategies, pre–course interviews and learning style tests. This will allow tutors to tailor lessons and activities to support learners
individual needs. A further way to address more specific learner needs is through the use of Individual Learning Plans (ILPs). An ILP is a dynamic
working document, owned and used by the learner and supported by the tutor. It is

Peer Review : Draft Of Literature
Peer Review: Draft of Literature
Research shows that students are lacking critical writing skills that are fundamental for the 21st century. This may be due to technology, some may be
due to the lack of laziness or both. This failure in learner's writing is one of the main reasons for implementing the Common Core standards. It is
obvious that student's writing skills are important in this day and time. Standardized test scores provide much evidence that students do not have
acceptable writing skills. Today, curriculum changes has helped improve math and reading skills, writing is still an area that needs immediate attention.
This review will focus on the importance of writing skills among students and provide strategies as to how ... Show more content on Helpwriting.net ...
Changes in technology and society have changed and will continue to transform the ways in which we think and communicate. Students must be ready
for the new demands (Dixon, Cassady, Cross & Williams, 2005). In society, English forms the foundation for effective communication. Academic
success requires writing skills (Castek et al, 2007). Writing is hard work; individuals think it is better to talk than write. Social and psychological
factors such as social status, background, and age affect writing skills (Reeves & Stanford, 2009). Edwards–Groves (2011) rants that students must be
taught the writing process. This will help students write in any situation. Writing should not be confined to just English classes but across all
disciplines. Anecdotal evidence suggest students and faculty believe that learners improve their writing skills and subject area knowledge in writing
across the disciplines (Hartley, Howe & McKeachie, 2001). All disciplines have their own form and conventions. If students are going to become better
writers, they must write on a regular basis.
With that said, students do not want to write. Motivation is the heart of this challenge (Jacobs, 2008). Students do not see the importance of writing
beyond their school years. Motivation is hard to break within our students. Also, many of the students continue to make the same mistakes with their
writing. Learners do not refer back to the given

Differentiated Instruction is Necessary to Meet the Needs...
Is differentiated instruction necessary to meet the needs of all levels of learners within the environment based on learning styles, interests, and
readiness levels? Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working
together as a community (Tilton, 2001). Differentiated instruction is a learner–centered instructional design model that acknowledges that students
have individual learning styles, motivations, abilities, and, therefore, readiness to learn.
Differentiated instruction adapts learning to the students' unique differences. It is a must for teachers to learn as much about each student as possible.
Understanding students helps guide teachers' ... Show more content on Helpwriting.net ...
Learning Styles
As Dunn (1984), one of the early learning style researchers, wrote, "Learning style is the way in which each person absorbs and retains information
and/or skills; regardless of how that process is described, it is dramatically different for each person" (p. 12). Each student processes and absorbs new
information in a different way. A person's learning style, or the way he or she begins to concentrate, process, or retain new and difficult information,
influences largely the way he or she works, teaches, leads, or does just about anything. Learning styles can affect academic achievement and attitudes
toward learning. Dunn (1995) describes how children learn according to their visual, auditory, or kinesthetic learning style that develops through
interactions of biology and experience. He states that a child processes new information in ways that are related to environmental, emotional,
sociological, physiological and psychological elements. He maintains that uniform teaching practices will invariably deny many students success in the
classroom.
Incorporating humor and novelty into instruction can also help teachers vary their presentation styles. Varying the content accounts for developmental
differences, and varying the process allows for different learning styles. Moreover, varying products and performances increases student

Strategic Management
Centre Assessment Guidance for Level 7 Strategic Management and Leadership (QCF)
Version 2
Strategic Management and Leadership Centre Assessment Guidance
Contents
Page Introduction About these qualifications Titles and qualifications reference numbers Accreditation dates Qualifications summary Progressions
Credit values and rules of combination for the qualifications Relationship to the National Occupational Standards for Management and Leadership
Assessment and Verification What is expected of the learner? Projects External Assessment Recognition of Prior Learning and Achievement Support
for Centres Units Unit 7001 Unit 7002 Unit 7003 Unit 7004 Unit 7005 Unit 7006 Unit 7007 Unit 7008 Unit 7009 Unit 7010 Unit 7011 Unit 7012 Unit
... Show more content on Helpwriting.net ...
Range of guided learning hours: 20 – 35 Certificate – Learners need to complete any combination of units to a minimum of 13 credits to achieve the
qualification. Range of guided learning hours: 45 – 50
Version 2
–4–
Strategic Management and Leadership Centre Assessment Guidance
Table 2 – Units and rules of combination for Level 7 Diploma Units Group A Unit 7001 Unit 7002 Unit 7003 Unit 7004 Unit 7005 Unit 7006 Group B
Unit 7007 Unit 7008 Unit 7009 Unit 7010 Unit 7011 Unit 7012 Unit 7013 Unit 7014 Unit 7021 Unit 7022 Unit 7023 Credits Personal development as a
strategic manager Strategic performance management Financial management Strategic information management Conducting a strategic management
project Organisational direction Financial planning Strategic marketing Strategic project management Organisational change Strategic planning Human
resource planning Being a strategic leader

Assignment On Inclusive Learning And Teaching
Assignment: Analyse inclusive learning approaches to learning and teaching. Inclusive learning is about making sure that every learner in the
classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the
teacher to accommodate the needs of all of their learners. Booth et al. (2000) state 'Inclusion is seen to involve the identification and minimising of
barriers to learning and participation' (Booth et al., 2000: 13). One approach to inclusive learning is having additional support for the learners with
additional educational needs (AEN). This can be in the form of a teaching assistant or in some more severe cases a carer. Additional support can... Show
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Although this is primarily for younger children this idea can be used straight through life–long learning. Assessment enables the teacher to see what
objectives have been met and what still needs to be addressed. This is often called formative assessment or assessment for learning. 'Assessment for
Learning is the process of seeking and interpreting evidence for use by learners ad their teachers to decide where the learners are in their learning,
where they need to go and how best to go there' (Assessment Reform Group, 2002). Within the classroom their needs to be a variety of assessment
strategies as not all learners will be able to express their knowledge to the best of their ability in some forms of assessment. Assessment opportunities
should be created during each lesson in an informal way. This can be through having a conversation with a learner about what has happened during the
lesson and asking some key questions to see if they are able to show that they have understood and therefore, the objectives have been met. From the
research they conducted, the Assessment Reform Group (2002) has identified ten key principles in relation to assessment for learning. The two that
stood out when looking at assessment to meet the learners' needs are: 1. Assessment for Learning focuses on how students learn. This suggests that
assessment

Education Is A Important Life Goal
Education is a very important life goal to many people, I do not people believe that a lot of individuals would disagree with this statement. As one
goes through school they may face several obstacles to overcome. It is vital that parents, educators, and other caregivers that play a significant role in a
child's life. A child needs of these people to help them in their educational goals from birth to adulthood. Earlychildhood inclusion means the standards,
policies, and implements that provision the accuracy of infants and young children families, regardless of skills, to take part in a wide–ranging actions
and settings as full participants of people, groups, and culture. (DEC/NAEYC, 2009). I believe that if everyone works together following these
guidelines all children will have a successful education. We as educators have to find strategies to use in the classroom for the meet the diversity of all
children. For example, disability, foreign, minorities and any other child. In this paper, I will discuss strategies, suggestions and adjustments that is a
part of the early childhood inclusion.
I believe that all children should be able to be engaged into the same classroom settings. If a child has a disability I feel that there are assistive
devices to help accommodate them to need their needs in the classroom. For example, Assistive devices are products and tools that can make
individuals lives easier. There is a lot of equipment to help the student out in the

The principles of assessment in Scotland are clearly...
The principles of assessment in Scotland are clearly highlighted within Scotland's latest educational reform, Curriculum for Excellence (CfE). It details
that assessment in schools should be an integral part of learning and teaching and should continually be employed to provide a clear understanding of
an individual's achievement. Through this integration teachers are given the opportunity to work together with pupils to create achievable and
challenging goals while maximising their potential as individuals to succeed as effective contributors, confident individuals, successful learners and
responsible citizens (Scottish Executive, 2006). Assessment has been a massive topic for debate in Scottish education for a number of years and seen ...
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Their research takes into account individual teachers opinions on assessment and highlights their concerns on various approaches. It displays the
negative feeling towards summative assessment and its restrictive nature. This view is best summarised by one teacher within their research who feels
that the process of marking is a defeatist act stating "marking reinforces under–achievement and under–expectation by being too generous or
unfocused" (OFSTED general report on secondary schools 1996, p.40 cited in Black & Wiliam, 2001). It is therefore not surprising that those pupils
who require differentiated materials or have additional support needs benefit from the formative assessment approach. For this group of learners it
allows them to interact with the teacher, receive informed feedback to promote clearer understandings and therefore leads to learning being clear and
achievable goals set. As Black and Wiliam highlight, forms of summative assessment contributes to national league tables which is a political concern
held higher than the implementation of formative assessment (2001). This approach does not however promote self–esteem or encourage learning as
there is no form of focused feedback, only a high or low mark. It was therefore emphasised

Rationale Scheme of Work
The rationale for my scheme of work (see appendix 1) is to meet both the learners' needs and the curriculum requirements. Edexcel is the awarding
body who supply the syllabus which gives the framework for delivery and assessment of the subject matter. The Edexcel ITQ Level 2 Certificate
curriculum requirements will be met by learners completing practical work–related tasks. They will learn by completing projects and assignments that
are based on realistic workplace situations, activities and demands. The content and structure are the most obvious features of any Scheme of Work,
since it is the whole syllabus of what is going to be delivered, how it is going to be delivered and when it will be delivered, therefore I have used a
logical... Show more content on Helpwriting.net ...
Integrate learning by linking knowledge within and between the functional areas. Spend time planning and developing their work. Make choices, think
creatively and act independently.
Expert teachers generally are comfortable with a wide range of instructional strategies, and they vary them skillfully with the nature of the learning task
and learners' needs (Berliner, 1986).
Tomlinson, Carol Ann. Differentiated Classroom : Responding to the Needs of All Learners.
Alexandria, VA, USA: Association for Supervision & Curriculum Development, 1999. p 61. http://site.ebrary.com/lib/staffordshire
/Doc?id=10115178&ppg=68 Copyright © 1999. Association for Supervision & Curriculum Development. All rights reserved.
Independent practice that allows students to extend skills or knowledge on their own
"Differentiation is the process whereby teachers meet the need for progress through the curriculum by selecting appropriate teaching methods to match
the individual student's learning strategies within a group situation."
J.Visser, Differentiation and the Curriculum, University of Birmingham, 1993
Why differentiate?
Every learner is an individual and has his or her own specific learning needs.
Each will be influenced by previous experiences including cultural influences.

Level 4 Certification In Education And Training
Level 4 certification in Education and Training Task 1 1, Explain what your main role & responsibilities are as a teacher/trainer in Education and
Training (1.1) My role as a Teacher As a teacher, one of my main roles is to motivate my learners, to develop their ability to learn also to develop
my learner's aspiration to learn. When you train to teach you read about delivering training and how to facilitating learning, but in reality you do
much more than that, your role as a teacher is not just about teaching your subject or preparing learners for assessment. The focus of your role as a
teacher I feel relates very much to inspiring your learners to change and develop their personal, social and professional skills to the best of their... Show
With personal matters it is important not to given preferential treatment to one or a group of learners and to treat everyone equally. Teachers
should not give out personal information or get personally involved with a student e.g. not join social networking sites etc. You should avoid
touching students inappropriately or give preferential treatment to some students and not others. These boundaries could have a negative effect on
us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute
for Learning's Code of Practice (2008) which outlines the behaviours expected of teachers. (Word count 234) 3, Summarise the key aspics of
legislation, regulatory requirements and codes of practice relating to your role and responsibilities as a teacher/trainer. (1.2) . Teachers always have
to protect themselves and the best way to do it is to follow the rules of the code of practice. Being a teacher makes me automatically an example for
my students so therefore I must not discriminate, abuse (physically or verbally), dress inappropriate, and be late or turn up for teaching intoxicated.
The Code of Professional Practice comes in support of all teachers as guidance to how to be a good teacher. In a continually changing society the
profession of teaching is

Article Summary of 'Teaching All Learners As If They Are...
Article Summary: Teaching All Learners as if they are Special
Introduction
This article, published in 2002 by Nancy Gadbow, examines some of the issues experienced by adult learners with special needs. The author asserts the
concept of diversity should include special needs and differences in terms of disability, ethnicity, culture, language, age, gender, experience, and
geography. Furthermore in order to give each person equal access to the curriculum a range of instructional approaches and technologies should be
incorporated into the learning environment.
Discussion
Gadbow believes it is the duty of adult educators to instill a life–long love of learning into their students, "helping adults learn how to learn is the most
important thing a teacher ever does" (p. 53). The first responsibility of educators working with adults is to help them identify their learning styles and
differences as well as other special learning needs, and then provide effective strategies to adapt to these individual learning needs (53). The author's
contention that all learners are special means seeing the possibilities as well as the problems or particular needs of each student as they present
themselves. The author believes that as the United States prepares individuals to enter the workforce in the twenty–first century addressing individual
learner's needs and differences becomes even more critical. Rapid development of on–line and other distance learning distance–educational

Learning Styles Of Students Are Experienced Nurses For A...
Learning is a process of retention of knowledge either by repetition, recitation, and demonstration. There are multiple theories related with the learning
process. "Learning theories explain the complex nature of the interaction of students with their faculty, the learning environment and the subject
matter" (Billings & Halstead, 2016, p. 211). Every student has different ways that they learn things. Some students are auditory learners while others
will be visual and tactile learners. It is the prime responsibility of the faculty to provide quality learning experiences for the students. This purpose of
this paper is to develop a course curriculum that accommodates the different learning styles of the students who are experienced nurses for a
leadership course. Learning Styles For an individual to learn they must be able to interpret the information effectively. Every student is unique and has
different styles of learning. Faculty must be aware about the differences in learning styles and be able to accommodate all these in their teachings so
that each student will understand and achieve success (Billings & Halstead, 2016). This paper is created in such a way that all the learning styles are
considered and the objectives are formulated in meeting each needs of the students. In addition to this the learning outcome evaluation is performed on
the basis of each student

Foster Learning Analysis
Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that
measure student's levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement,
diagnostic, and summative assessments. However, the main purpose is to "foster learning in all its forms" (Lefrancois, 2013, Ch. 6.1). Teachers use
pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan,
modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed,
educators... Show more content on Helpwriting.net ...
Learners used Kidspiration on Super Grouper to match geometric shapes with real life objects (Smith, Shapiro, & Lechter, 2004). Integrating
technology enables students to learn through hands–on active learning experiences where they perform assessment task and receive immediate
feedback. Technological tools and strategies allow young children to gradually take responsibility and ownership for their learning. Technology also
enable me to engage students in learning experiences that meet each child's needs, interest, readiness levels, and learning preferences. With the use of
technology I am able to collect and analyze assessment data more effectively.
Part 2: Easily Accessible Summative Assessment Kindergarten students will take part in a summative assessment that will measure their ability to 1.)
Use descriptive words to describe shapes in the environment, 2.) Name particular shapes without guidance, and 3.) Create art using and incorporating a
variety of shapes with at least 85% accuracy. During the summative assessment students will complete a short test that consists of six questions. Each
student will receive a test handout with the questions:
1.Short answer: Which shape has 3

Obesity And Its Effects On Children
Obesity costs Canada billions of dollars in health care per year (Tran, Ohinmaa, Kuhle, Johnson, & Veugelers, 2014). Obesity impacts individual's
ability to participate in and contribute to society fully due to the psychological and physical consequences, such as cardiovascular disease, type 2
diabetes, and some types of cancers (Tran et al., 2014). Risk factors for obesity include poor eating habits and a sedentary lifestyle (Tran et al., 2014).
In an Alberta based study looking at the impact of school–based programming in preventing childhood obesity, Tran et al. (2014) predicted two thirds
of current Canadian youth are likely to become overweight or obese at some point in their lives and found promotion of healthy eating and active living
is most effective in childhood, as it has the potential to create healthier lifestyle choices that persist into adulthood. In addition, comprehensive education
about healthy eating and active living benefits children long term by increasing levels of knowledge, improving attitudes, promoting self–efficacy, and
enhancing leadership skills related to making healthy choices (Tran et al., 2014). Fostering healthy eating and active living through school–based
education has the potential to save the nation millions of dollars in health care costs in the years to come (Tran et al., 2014). In accordance with Alberta
Education's Health and Life Skills Guide, this presentation addresses guideline W–6.5, which mandates students in grade six

Charetered Managament Institute Level 7 Diploma
Strategic Management and Leadership
Level 7
Strategic Management and Leadership
Contents
Page Qualification structures Unit 7001 Unit 7002 Unit 7003 Unit 7004 Unit 7005 Unit 7006 Unit 7007 Unit 7008 Unit 7009 Unit 7010 Unit 7011
Unit 7012 Unit 7013 Unit 7014 Personal development as a strategic manager Strategic performance management Financial management Strategic
information management Conducting a strategic management project Organisational direction Financial planning Strategic marketing Strategic project
management Organisational change Strategic planning Human resource planning Being a strategic leader Strategic leadership practice 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17
2 CMI June 08
Strategic Management and Leadership ... Show more content on Helpwriting.net ...
7 Unit Number: 7002 QCA Unit Number F/501/5018
Level:
Credit value:
7
Guided Learning Hours outcomes Assessment
25

Learning The learner will:
criteria
The learner can: 1.1 Assess the links between team performance and strategic objectives 1.2 Evaluate tools and techniques available to set team
performance targets 1.3 Assess the value of team performance tools to measure future team performance
1. Be able to set performance targets of teams to meet strategic objectives
2. Be able to agree team performance targets to contribute to meeting strategic objectives
2.1 Analyse how to determine required performance targets within teams against current performance 2.2 Discuss the need to encourage individual
commitment to team performance in achievement of organisational objectives 2.3 Relate the application of delegation, mentoring and coaching to the
achievement of the organisational objectives 2.4 Evaluate a team performance plan to meet organisational objectives
3. Be able to monitor actions and activities defined to improve team performance
3.1 Assess the process for monitoring team performance and initiate changes where necessary 3.2 Evaluate team performance against agreed objectives
of the plan 3.3

Inclusive Learning Essay example
|Understanding Inclusive Learning and Teaching in Lifelong Learning | |CU3815 | Unit summary The purpose of the unit is to enable the learner to
understand teaching and learning strategies and approaches in lifelong learning and how to use these to meet the needs of learners. It includes how to
create a learning environment that engages and motivates learners. Credit 3 |... Show more content on Helpwriting.net ...
| | | |Auditory – Teaching talk, audio tapes, oral questioning. Discussions, Learners are encouraged to discuss life experiences and how they dealt with
the | |situation or to evaluate a subject matter. This is useful to assess knowledge an understanding | | | |Kinesthetic – Work sheets, Discussions (real life
experiences), practical activities. | |Role plays are artificial/simulations of real life events – In groups demonstrating how to deal with an incident. Skills
and practical assessments | |allow the learners to meet their needs in learning a subject whether individually or in a group. | | | |In St John Ambulance I
visit various venues and meet different learners. Every course is different and I come across numerous limitations. For | |example, some of the learners
may not wish

1.3 Explain the Responsibilities of the Assessor Essay
1.3 Explain the responsibilities of the assessor * Carrying out assessments in accordance with EAL assessment specifications and assessment
documentation * Ensuring evidence provided by learners is sufficient to meet EAL requirements * Providing feedback to the learner about performance
and achievement * Devising and agreeing an assessment action plan with the learner as appropriate * Completing all relevant assessment forms and
returning them to the internal quality assurer/Centre Contact * Providing feedback to the internal quality assurer * Upholding the standards of the
award 3.2 Evaluate the benefits of using a holistic approach to assessmentBy collecting evidence/ information from the learner via... Show more content
on Helpwriting.net ...
But the learner might not be honest or self–critical. * Use of formal / informal witness testimonies * Peer observation * Self–assessment * Initial
assessment * reflection 4.4 explain how assessment arrangements can be adapted to meet the needs of individual learners Need to adapt assessment
arrangements to meet the needs of the learner Examples of how assessment arrangements may need to be adapted to meet: * Language requirements *
Cultural or religious requirements * Physical disabilities * Particular learning needs * Identify individual assessment req. * Agreeing assessment
methods with the learner * Using different methods to assess * Repeat assessment * LSO 6.1 evaluate the importance of quality assurance in the
assessment process The importance of quality assurance in terms of: * Ensuring the reliability of assessment decisions * Fairness to individual
candidates * Upholding the credibility of assessment processes and decisions * Ensuring consistency * This is to determine if the delivery and
assessment meets the requirements of the standards or assessment criteria , the whole assessment process needs to be accutat, consistate, safe and
meets all organisation requirements. 6.2 summarise quality assurance and standardisation procedures in own area of practice

Features Of Inclusive Teaching And Learning
Inclusive practice is about adapting what is being delivered to make learning accessible to everyone regardless of ability, special education need
(SEN) or any other barrier that might exist. When planning to meet the needs of everyone in the group it is essential that the teacher has as much
information about everyone as possible. (The City and Guilds textbook level 3 Award in Education and Training). Features of inclusive teaching and
learning starts with knowing which learning styles your learners prefer, to do this you can use VARK (visual, aural, read/write and kinetic) test which
was designed by Neil Fleming to help learners and teachers know what learning methods they are best suited to e.g. in the first lesson my tutor asked
for us... Show more content on Helpwriting.net ...
These are called energizers and can be subject specific such as a quiz or a fun activity or game which gets the learners moving about. Always have a
contingency plan in case anything you planned to use isn't available, or if some learners finish before others or don't wish to partake. Whichever way
you use an icebreaker or energizer, it should be designed to be a fun and light–hearted activity to: Build confidence Create a suitable learning
environment Enable learners to talk confidently in front of their peers Encourage communication, motivation, interaction, teamwork, and inclusion
Establish trust and respect Get the programme off to a good start Help learners relax Introduce learners to each other Minimize barriers Reduce
apprehension and nervousness Reduce intimidation (The Award in Education and Training, Ann Gravells pages 98
–100) Offering equality of
opportunity to all your learners means making sure that you are up to date with your knowledge on the Equality act 2010: The Equality Act 2010 The
Equality Act 2010 replaced all previous anti–discrimination legislation and consolidated it into one act (for England, Scotland, and Wales). It
provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or because
they are wrongly perceived as disabled. To ensure you comply with the Equality Act, you need to be proactive in all aspects of

Essay Level 3 Certificate in Assessing Vocational Achievement
Level 3 Certificate in Assessing Vocational Achievement Neil Sybenga 22/01/2012 Contents 1: Understanding the principles and practices of
assessment 1.1 Explain the functions of assessment in learning and development Assessment is used to make a specific educational decision and is the
process of evaluating the extent to which participants in education have developed their knowledge, understanding and skills. Assessment, both
formative and summative, plays a significant part in the learning experience as it determines progression and enables learners to demonstrate that they
have achieved their desired learning outcomes. Formative assessment, or assessment for learning as it is often called, is the assessment that... Show
This should be a continuing requirement throughout the learner journey. 2) Design training: the assessor must plan and design an assessment
programme which meets the needs of the learner and the requirements of the course. 3) Deliver learning: the assessors responsibility is to deliver
assessment which is appropriate for the learners, takes account of individual needs and which has clear aims and objectives. The assessment activities
should be appropriate and varied to appeal to learners with different learning styles. Assessment resources should be well prepared, sufficient for the
number of learners and used to support the learning activities. 4) Assessment: the assessor must ensure that learner achievement and progression is
checked throughout the learning process (formative assessment) and at the end of the course or programme (summative assessment). The assessment
methods have to be fair, reliable and valid and linked to the planned assessment tasks. The assessor has the responsibility to ensure that learners are
aware of the requirements and know how to meet the assessment criteria. This also includes giving clear, concise and accurate feedback to learners on
their progress and achievement along with developmental comment. Any progress and achievement should be recorded in accordance with awarding

The Responsibilities Of A Lifelong Learning Professional
The responsibilities of a lifelong learning professional involve 'doing a proper job', according to this in my teaching practice, I have to treat my
learners fairly with equal respect (equality and diversity), giving learners the opportunity to participate on equal terms and with an equal expectation of
success (equality), involving and engaging all learners in relevant activities, acknowledging and celebrating the diversity in a group of learners
(differentiation), planning to meet the needs and styles of individual learners (personalisation), keeping up to date with subject developments and being
well prepared. (Reflective log, 2015)
In my teaching practice I treat my learners fairy with equal respect by letting them have an access to ... Show more content on Helpwriting.net ...
Encourage a culture of life–long learning through progressing learners to further study or training and /or employment. Many of them are achieved
their goals and this reduced the unemployment and leads to economic growth, personal development and community development. (Reflective log,
2015)
One of the characters for professional value on teaching and learning is, to establish a purposeful learning environment where learners feel safe,
secure, confident and valued. According to this, I always make sure the environment safe and I give the safe and security advice. Also I deal my
learners personal problems with care within my boundaries. So now my learners feel very comfortable. Apart from that I encourage them to use their
own life experience as a foundation for their own development. (Reflective log, 2015)
In my teaching practice we have government policies such as Education and Skills Act (2008), Equality act (2010), Health and Safety Act,
Safeguarding Vulnerable Groups Act (2006), Data Protection Act, etc. For example, Education and Skills Act aimed to increase participation in
learning for adults. It puts in place a right for adults to basic and intermediate skills, giving adults a second chance to gain the skills they need to thrive
in society and throughout their working lives. Safeguarding

PTLLS Unit 2
1.1Summarise learning and teaching strategies used in own specialism All the teaching I have carried out recently is in relation to people with learning
disabilities and challenging behaviour. Some is classroom based, such as Risk and Conflict Management, Autism and behaviour interventions relating
to an individual service user. I also used to teach PRICE (Protecting Rights In a Caring Environment). This is a physical intervention course which is
practical and physical with no desks; therefore the teaching and learning strategies are different for this course. It tends to use a style more like EDIP
(Explain, Demonstrate, Imitate and Practice). Allen's (1919) four–step method, as cited in Gravells (2012, p.95) describes that it starts... Show more
I will need to include learners in agreeing their individual learning plan so ensure it meets their needs. Ensuring the learners help write the ground
rules will ensure everyone feels included. Also using an ice breaker assists learners to feel part of a group. I will need to consider the resources I
use to ensure they meet the needs of the learners. It will be important to use a wide variety of resources when I am teaching, the main reasons for
this is to accommodate different learning styles but also to help learner stimulation and interaction. Part of inclusive learning is for me to be
approachable and accessible, so the students feel comfortable to talk to me. 2.2 Explain how to select resources that meet the needs of learners
Resources need to be appropriate for the learning outcomes and suitable for the learner's needs or to be able to adapt it. A tutor also needs to
consider if a resource is at the correct level of ability. Resources also need to be current and credible and of high quality. Tutors also need to consider
their own ability to use the equipment and there may be budgetary constraints to consider. All resources need to meet the session objectives. If we
consider the resource of YouTube videos within PowerPoint, some advantages to its use are:– It has a visual impact There is a wide range and choice It
can be up to date It is easily remembered by many learners It is accessible However,

Inclusive Teaching Learning 2 Essay examples
C Inclusive teaching and learning Introduction Organisations working within the learning and skills sector face increasing challenges as the UK
becomes more diverse and multicultural. Differences are an asset and a diverse learner body and workforce enrich an organisation. However,
misunderstandings, negative attitudes, or a lack of awareness, understanding and effective communication can all lead to segregation and
underachievement. The aim of this CPD builder is to raise awareness of the inclusion challenges in organisations, and provide ways of meeting those
challenges. You might like to use the Small steps– big difference tool to help you identify the challenges most relevant to you. In this CPD builder you
will find a wide range... Show more content on Helpwriting.net ...
They can help you to identify the right CPD builder for you, work your way through the activities you select, and reflect on what you have learned. If
e–learning is an area where you particularly want to develop your practice, make contact with your E–Guide or e–CPD Professional Development
Adviser. They have a specific remit for supporting colleagues in their use of technology. It may be that your organisation shares one of these roles
with a neighbouring provider. You can also work informally with colleagues in your team. Look out for face to face or virtual networks of colleagues
with similar interests to your own. Learners can contribute to your professional development. Involve them as you plan, try out and evaluate new
approaches. They are the experts on their learning and insight into what works well can help them as well as you. Supporting your CPD Look at the
activities and tools in the Supporting your CPD area of the website. You can use the CPD activity: Small steps– big difference to review your current
practice and identify areas for development. 4 / 39 C As you reflect on your professional development needs and experiences, refer to the reflective
tool: Putting CPD into action. This can help you put together your CPD plan and consider the evidence you might look for. Documents in the CPD
library can

Evaluate the effectiveness of approaches to teaching and...
Evaluate the effectiveness of approaches to teaching and learning strategies in your subject area in meeting the needs of learners. Your response should
include an examination of how these could be improved or enhanced and how college management could be involved in making such improvements
/ enhancements? For my class it is vital to identify the most appropriate level of the course for the learner. Also, the students should know what
exceptions and the regulations they need to follow. For that the college could train staff to present the high quality initial assessment and induction to
ensure the management of the class is of high standard. I need to make sure students with different learning styles; visual, aural,... Show more content
on Helpwriting.net ...
I make sure the learners received high quality induction information about the inclusive strategies and I will discuss with college about the reasonable
adjustments that should be made for the disabled students within my class, at College or while they are on school trip; for example for their health
and safety arrangements in a work placement. If any support teachers or guest lecturers are delivering my scientific sessions I will

Understanding Roles, Responsibilities And Relationships
Understanding roles, responsibilities and relationships in education and training Globalization creates more opportunity for people to learn and share
their experience. On the other hand, teachers get more challenge to set their own roles, responsibilities and relationships in education and training as
they evolve with time and circumstance. To avoid these problems scholars set some common roles, responsibilities and relationship with educational
curriculum. This report aims to analyse the roles, responsibilities and relationship and boundaries between teacher and other professionals. Then
explain the role and use of initial and diagnostic assessment in agreeing individual learning goals. Finally, the key aspects of legislation and codes...
Show more content on Helpwriting.net ...
Last but not least, I am responsible negotiating some ground rules, ensuring Health and Safety and providing adequate resources to promote an
appropriate learning environment. 1.2 Analyse the relationships and boundaries between the teaching role and other professional roles. Teacher and
other professionals (internal and external) play their own roles to meet the desire outcome. Teachers have to liaise with these teams and realise their
boundaries. As a teacher I am responsible to communicate with maths department about the requirements, resources and some modification about the
course based on the learners' level of knowledge and needs. If I have computer or electric problem, I would not undertake to repair by myself but
consult technicians. I always forward safeguarding issue for health and safety executive. I always set maintenance schedule help. Teachers should be
friendly but professional approach. Trainers have to refrain sharing social media, personal telephone and using slang words as boundaries can be
crossed easily. Teachers should be aware their boundaries and when and where they get support for themselves as well as their learners (point of
referral). 3.1 The role and use of initial and diagnostic assessment in agreeing individual goals Initial and diagnostic assessment methods start from the
initial application and continual assessment throughout the length of course.

Discuss The Key Concepts And Principles Of Assessment
The key concepts and principles of assessments include fairness, reliability, validity and safety. These can be defined as follows: FairnessAny
assessment that is carried out must be objective and must follow the criteria laid down by the examining organisation. There must follow at regular
intervals both internal and external checks (verifications), this is to ensure the validity of any assessment decisions that are made. The assessment
must be a fair judgement of the learners skills and knowledge when measured against the set criteria. ReliabilityAssessment decisions must be made by
an assessor who is competent in the field (discipline) that the work is related to. The decision formed by this assessment will be based upon the
judgement... Show more content on Helpwriting.net ...
Define the key concepts and principles of assessment. SafetyAny assessment method that is used must be deemed suitable for the learners needs. If
any learner considered an assessment might present a physical or mental threat to themselves, or they felt any stress or anxiety associated with the
assessment, they have the option to request an alternative method of assessment. These alternatives may include Video blogs, Podcasts or 1 to 1
alternatives. All assessments are a process of making fair judgements of the skills and knowledge of a learner when set against the criteria of the
specific unit to which the assessment relates. The assessment must be appropriate to the individual, taking into consideration any specific needs they
may have, this is to allow them to demonstrate any necessary skills that are specified within the unit being taken. All this is to ensure the assessment is
valid. Once completed assessments must be signed and dated. There must at all times be consistency with all assessments so that if a learner were to
be given the assessment by any other assessor then the outcome would be identical every time. This would ensure reliability within the assessment
environment and would be evidence of all assessors working together to the same

Roles and Responsibilities of a Teacher Essay
Assessment Question 1 – Roles and Responsibilities as a Teacher
As in every profession, roles, responsibilities and boundaries are set in order to define the line indicating the acceptable limits.
Many people think the role of a teacher is just to teach students new skills; however the role goes much further than this, it can include assessor,
verifier, advisor, record keeper, course designer, working with employers and personal tutor.
Within this position there are naturally a huge number of responsibilities related to each of the roles that must be undertaken. It is therefore important
to be clear on what your roles and responsibilities include and what the boundaries of your role are whilst remaining professional at all times. ... Show
All this is in line with the LLUK Standard Domain E "The role of feedback in effective evaluation and improvement of own assessment skills."
I have the task of Identifying Needs. It is important that you identify the needs of your learners so you can design the course to reflect individual
differences. Although this is usually described as the first stage in the teaching/training cycle it is a process that may have to be deferred until you meet
your learners for the first time and usually should be a continuing requirement throughout the learning journey. However, some organisations interview
their learners before the course, or there may be an application process where learner needs can be identified.
The range of learner needs can be described by a variety of acronyms – one of which is SPICE: Social –| | might affect how a learner can interact with
others or how they view learning especially if they have had previously bad experiences of education.| Physical –| | might affect how a learner can
access learning (e.g. sensory disabilities or reduced mobility).| Intellectual–| | might affect how a learner gains new knowledge/skills. Learners may be
at different academic or skill levels and take longer or shorter times to process new knowledge/skills than others in the group.| Cultural –| | might affect
learner views, values and beliefs.| Emotional –| | might affect learner motivation or ability to concentrate.|
In all cases

Capstone Essay
Explain how understanding specific English language learners' needs guided the choice of instructional strategies to support the content and language
learning.
It is essential to understand English language learners' needs because ELL students face the combined challenge of learning all the academic content as
other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers
who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes
toward learning for the purpose to adjust, or differentiate, their instruction to meet students' needs.
Explain how the ... Show more content on Helpwriting.net ...
Discuss implications for future teaching: What changes would you make to your instruction if you were to teach this lesson again? Incorporate your
understandings of the Sheltered English Instruction principles into your analysis and reflection.
Prior taking this RETELL class I thought differentiating meant "dummying down" work. I struggled with the concept of differentiating strategies
because I thought it help students to be all they can be. Taking the class have given a clearunderstanding the meaning and the usage of differentiating
teaching, matter of fact, some the strategies I use in class are similar to some of the strategies taught in the RETELL class. I realized that Differentiated
instruction is about using teaching strategies that connect with individual student's learning strategies. The ultimate goal is to provide a learning
environment that will maximize the potential for student success. The important thing to remember is to hold on to the effective teaching strategies
that lead students to positive learning outcomes and to make adjustments when necessary. It's about being flexible and open to change. It's also about
taking risks and trying teaching and learning strategies that you would have otherwise ignored. It's about managing instructional time in a way that
meets the standards and also provides motivating, challenging, and meaningful experiences for school age

Facilitate Learning Research Paper
Facilitate Learning:
Academic nurse educators engage in a number of roles and functions, each of which reflects the core competencies of nursing faculty. Those
competencies include the following: 1) facilitate learning, 2) facilitate learner development and socialization, 3) use assessment and evaluation
strategies, 4) participate in curriculum design and evaluation of program outcomes, 5) function as a change agent and leader, 6) pursue continuous
quality improvement in the nurse educator role, 7) engage in scholarship, and 8) function within the educational environment
Facilitate Learner Development and Socialization
Competency II: Facilitate Learner Development and Socialization Nurse educators recognize their responsibility for helping ... Show more content on
Helpwriting.net ...
The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn and makes it possible
for them to learn (Musinski, 1999). The assessment of learning needs, the designing of a teaching plan, the implementation of instructional methods and
materials, and the evaluation of teaching and learning should include participation by both the educator and the learner. Thus, the emphasis should be
on the facilitation of learning from a nondirective rather than a didactic teaching approach (Knowles, Holton, & Swanson, 1998; Musinski, 1999;
Mangena & Chabeli, 2005; Donner et al., 2005).
No longer should teachers see themselves as simply transmitters of content. Indeed, the role of the educator has shifted from the traditional position of
being the giver of information to that of a process designer and coordinator. This role alteration from the traditional teacher–centered to the
learner–centered approach is a paradigm shift that requires skill in needs assessment as well as the ability to involve learners in planning, link learners
to learning resources, and encourage learner initiative (Knowles et al., 1998; Mangena & Chabeli,

Ptlls L 4 Unit 009 Essay
James Pitman
Level 4 PTLLS
Unit 009
Oct/Nov 2012
Analyse learning and teaching strategies used in own specialism
Strategy| Strengths| Weaknesses | Group discussion| A good way of exploring a topic in depthUseful to assess a learners knowledge and
understanding of the topicAll learners can be encouraged to be involvedDiverse characteristics and backgrounds of learners will ensure a well rounded
view | Some learners may not feel confident contributing – good ice–breaker required Other learners may dominate discussion – teacher facilitation
important Easy to digress from topic – ground rules and teacher facilitation important | Role play| A good way of gaining a well rounded
viewEncourages learners to be active and think ... Show more content on Helpwriting.net ...
It's also important, due to the diversity of my learners, that I incorporate different styles of learning. I often start a discussion with a short DVD that
depicting an interview situation (visual learners) then continue with a discussion (aural), and finish with a role play (kinaesthetic).
Evaluate aspects of inclusive learning * Taking an inclusive approach to learning ensures that any student albeit long term unemployed can access
[learning] to the best of their potential ability .Inclusive learning is when the teacher reduces any boundaries that may prevent a student from being
included in learning. * I work with large groups of learners, with a diverse age range, who might not have been in a learning or classroom
environment for many years. Therefore, it's essential that I conduct a thorough initial assessment along with college initial innumeracy and literacy
assessments to identify potential barriers to learning and remove them as far as possible. * To ensure all learners are included in activities, I devise
different ways of getting everyone in the room involved –differentiation. Topics of employability can be sensitive because there will be people in the
room who've had bad experienced such as redundancy or treated badly by the

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