1. The document provides guidance for structuring and writing an end-of-course assignment (ECA) by outlining key sections and content to include.
2. It recommends including an introduction, multiple content sections focusing on the student's development and learning, and a conclusion.
3. Specific guidance is given for each section, including recommended word counts and how to reference and reflect on course materials and previous assignments. The document aims to help the student successfully complete and pass the ECA.
Chris Roush presents "Deciding What to Teach" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
These are the WJEC English language writing exam layouts for an article, a report, a letter, a speech and a leaflet (does not include review). Each slide include examples and detail for each part of the layout. I made this because I struggled to find slides that actually showed how the type of writing should look on the paper, so I figured that others would find this helpful too.
Chris Roush presents "Deciding What to Teach" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
These are the WJEC English language writing exam layouts for an article, a report, a letter, a speech and a leaflet (does not include review). Each slide include examples and detail for each part of the layout. I made this because I struggled to find slides that actually showed how the type of writing should look on the paper, so I figured that others would find this helpful too.
The act of note taking promotes active engagement in the learning process and can help you to concentrate while studying. The habit of note taking can be applied to demonstrate active learning while reading, while attending lecturers and seminars, while reading articles or while listening to audio records or watching video learning materials. Your note taking acts as a translation of what you are learning into written words, which helps you to understand what you are studying better. Learn more...
In this lesson, you will find advice on what you can do to develop your writing through focusing on the needs of your readers and thinking about how your writing; both as a whole piece and in its individual sections will communicate your original contribution to knowledge.
✍Report OverviewIn this assignment, you will Document an.docxanhlodge
✍
Report Overview
In this assignment, you will
Document and reflect on your university education and on learning experiences outside of the university;
Articulate how your upper-level coursework is an integrated and individualized curriculum built around your interests; and
Highlight the experiences, skills, and projects that show what you can do.
A successful report submission will be the product of many hours of work over several weeks.
A report earning maximum available points will be a carefully curated and edited explanation of your work that provides tangible evidence of—and insights into—your competencies and capabilities over time. In each section of this report, you are (1) telling a story about your own abilities, and (2) providing specific examples and evidence that illustrate and support your claims.
✍
Required Report Sections
Here the sections are listed as they must appear in your final graded submission. You’ll arrange the sections in this order when
submitting
the final report BUT you won’t follow this order when
writing
drafts of each section.
Note that each section description contains a Pro Tip that tells you how to proceed with the work – what to attempt first, second, and third, etc.
❖ I. Statement of Purpose ❖
Step 1.
Read these four very different
examples of successful Statement of Purpose sections
.
Step 2.
Consider the differences in tone, style, level of detail etc. Your own statement of purpose may resemble one of these. Indeed, writing a first draft based on an example or combination of examples is a good idea. BUT don’t let these examples limit your thinking or personal expression. You may want to begin with a quote from a famous person, use a quote from your mom, or skip the quote. You may want to discuss your personal motivations or get right down to the facts. You may want to list your classes or discuss how your work-life led you to this path.
Step 3.
Write a rough draft – let’s call that Statement of Purpose 1.0. Write Statement of Purpose 1.0 as quickly as you can and then put it away until after you have completed most of the report. Forget about Statement of Purpose 1.0 until most of your report is at least in draft form.
Step 4.
Once you have a draft of all sections of your report, you are in a good position to revise Statement of Purpose 1. You are ready for Step 4. Take Statement of Purpose 1.0 out its dusty vault and hold it up to the sun. Ah. Now read your report draft and compare it to the claims you made in Statement of Purpose 1.0. Ask yourself these questions:
Does Statement of Purpose 1.0. accurately introduce my report?
Are there important ideas or representative experiences in the report that should be highlighted in the Statement of Purpose but aren’t? Remember this isn’t a treasure hunt where its your reader’s job to figure out what matters. It’s your job to show the reader what matters.
If Statement of Purpose 1.0. isn’t the best map it can be for th.
Effective communication skills, both verbal and written, are essen.docxtoltonkendal
Effective communication skills, both verbal and written, are essential for human services professionals. By effectively communicating with clients and other professionals, you better meet client needs and influence change. In this course and throughout the program, you have the opportunity to hone these communication skills through Discussions and Assignments.For this Assignment, view the webinar “Developing a Paper: From Discussion Post to Course Paper” in this week’s Learning Resources. Consider how you might use this week’s Discussion posting to create a cohesive paper and effectively communicate your ideas.
To complete this Assignment:
Write a 2- to 3- page paper.
With the “Developing a Paper: From Discussion Post to Course Paper” webinar in mind, use this week’s Discussion posting to develop and write a 2- to 3-page paper on service strategies.
Reminder:
Proper formatting and APA citations are required. Refer to the Writing Template for Course Papers for additional guidance.
Audio: [not on the recording]
Melissa: Hello, everyone. And welcome. I'm Melissa Sharpe, and I'm a writing instructor here at the Walden Writing Center. Before we begin and I hand the session over to Michael, I want to go over a few housekeeping items. First, we are recording this webinar. Although, it helps when you push the button. Okay.
Hi, everybody. We are now recording the webinar. And, so, you are welcome to access it at a later date through the webinar archive. In fact, note that we record all of our webinars so you are welcome to look through that archive for other recordings that may interest you. Also, whether you are attending this webinar live or watching the recording, you will find that we have some interactive elements like links and chats, as well as files which you can find in the file pod. If you look on the bottom of the screen, you'll see the PowerPoint slides Michael will be sharing today and you are welcome to download those. You can interact with all of the links and chats throughout tonight’s webinar. We also welcome questions and comments throughout the session, and you can use the Q & A box for these. Both Kacy and myself will be watching this Q & A box. And we are happy and excited to answer questions throughout the session as Michael is talking. You are also welcome to send any technical issues you have to us here as well. Although note, there is a help option in the top right corner of your screen. This is Adobe's technical support, so that is the best place to go if you need technical help. All right. And with that, I will hand it over to Michael.
Visual:
Slide changes to the title of the webinar, “
Developing Your Writing:
Creating a Paper From a Discussion Post” and the speakers name and information:
Michael Dusek
,
Writing Instructor, Walden Writing Center
Audio:
Michael: Great! Thank you, Melissa, for that lovely introduction. My name is Michael Dusek. I'm a writing instructor here at Walden University. You can see my.
The act of note taking promotes active engagement in the learning process and can help you to concentrate while studying. The habit of note taking can be applied to demonstrate active learning while reading, while attending lecturers and seminars, while reading articles or while listening to audio records or watching video learning materials. Your note taking acts as a translation of what you are learning into written words, which helps you to understand what you are studying better. Learn more...
In this lesson, you will find advice on what you can do to develop your writing through focusing on the needs of your readers and thinking about how your writing; both as a whole piece and in its individual sections will communicate your original contribution to knowledge.
✍Report OverviewIn this assignment, you will Document an.docxanhlodge
✍
Report Overview
In this assignment, you will
Document and reflect on your university education and on learning experiences outside of the university;
Articulate how your upper-level coursework is an integrated and individualized curriculum built around your interests; and
Highlight the experiences, skills, and projects that show what you can do.
A successful report submission will be the product of many hours of work over several weeks.
A report earning maximum available points will be a carefully curated and edited explanation of your work that provides tangible evidence of—and insights into—your competencies and capabilities over time. In each section of this report, you are (1) telling a story about your own abilities, and (2) providing specific examples and evidence that illustrate and support your claims.
✍
Required Report Sections
Here the sections are listed as they must appear in your final graded submission. You’ll arrange the sections in this order when
submitting
the final report BUT you won’t follow this order when
writing
drafts of each section.
Note that each section description contains a Pro Tip that tells you how to proceed with the work – what to attempt first, second, and third, etc.
❖ I. Statement of Purpose ❖
Step 1.
Read these four very different
examples of successful Statement of Purpose sections
.
Step 2.
Consider the differences in tone, style, level of detail etc. Your own statement of purpose may resemble one of these. Indeed, writing a first draft based on an example or combination of examples is a good idea. BUT don’t let these examples limit your thinking or personal expression. You may want to begin with a quote from a famous person, use a quote from your mom, or skip the quote. You may want to discuss your personal motivations or get right down to the facts. You may want to list your classes or discuss how your work-life led you to this path.
Step 3.
Write a rough draft – let’s call that Statement of Purpose 1.0. Write Statement of Purpose 1.0 as quickly as you can and then put it away until after you have completed most of the report. Forget about Statement of Purpose 1.0 until most of your report is at least in draft form.
Step 4.
Once you have a draft of all sections of your report, you are in a good position to revise Statement of Purpose 1. You are ready for Step 4. Take Statement of Purpose 1.0 out its dusty vault and hold it up to the sun. Ah. Now read your report draft and compare it to the claims you made in Statement of Purpose 1.0. Ask yourself these questions:
Does Statement of Purpose 1.0. accurately introduce my report?
Are there important ideas or representative experiences in the report that should be highlighted in the Statement of Purpose but aren’t? Remember this isn’t a treasure hunt where its your reader’s job to figure out what matters. It’s your job to show the reader what matters.
If Statement of Purpose 1.0. isn’t the best map it can be for th.
Effective communication skills, both verbal and written, are essen.docxtoltonkendal
Effective communication skills, both verbal and written, are essential for human services professionals. By effectively communicating with clients and other professionals, you better meet client needs and influence change. In this course and throughout the program, you have the opportunity to hone these communication skills through Discussions and Assignments.For this Assignment, view the webinar “Developing a Paper: From Discussion Post to Course Paper” in this week’s Learning Resources. Consider how you might use this week’s Discussion posting to create a cohesive paper and effectively communicate your ideas.
To complete this Assignment:
Write a 2- to 3- page paper.
With the “Developing a Paper: From Discussion Post to Course Paper” webinar in mind, use this week’s Discussion posting to develop and write a 2- to 3-page paper on service strategies.
Reminder:
Proper formatting and APA citations are required. Refer to the Writing Template for Course Papers for additional guidance.
Audio: [not on the recording]
Melissa: Hello, everyone. And welcome. I'm Melissa Sharpe, and I'm a writing instructor here at the Walden Writing Center. Before we begin and I hand the session over to Michael, I want to go over a few housekeeping items. First, we are recording this webinar. Although, it helps when you push the button. Okay.
Hi, everybody. We are now recording the webinar. And, so, you are welcome to access it at a later date through the webinar archive. In fact, note that we record all of our webinars so you are welcome to look through that archive for other recordings that may interest you. Also, whether you are attending this webinar live or watching the recording, you will find that we have some interactive elements like links and chats, as well as files which you can find in the file pod. If you look on the bottom of the screen, you'll see the PowerPoint slides Michael will be sharing today and you are welcome to download those. You can interact with all of the links and chats throughout tonight’s webinar. We also welcome questions and comments throughout the session, and you can use the Q & A box for these. Both Kacy and myself will be watching this Q & A box. And we are happy and excited to answer questions throughout the session as Michael is talking. You are also welcome to send any technical issues you have to us here as well. Although note, there is a help option in the top right corner of your screen. This is Adobe's technical support, so that is the best place to go if you need technical help. All right. And with that, I will hand it over to Michael.
Visual:
Slide changes to the title of the webinar, “
Developing Your Writing:
Creating a Paper From a Discussion Post” and the speakers name and information:
Michael Dusek
,
Writing Instructor, Walden Writing Center
Audio:
Michael: Great! Thank you, Melissa, for that lovely introduction. My name is Michael Dusek. I'm a writing instructor here at Walden University. You can see my.
EDSP 410Unit Plan Differentiated Lesson Plan Assignment InstrEvonCanales257
EDSP 410
Unit Plan: Differentiated Lesson Plan Assignment Instructions
Overview
This is a continuation of the first part of your unit, the Unit Plan: Classroom, Goals, and Reading Assignment, developed in Module 4: Week 4. For this assignment, you are to fully develop your five lessons on the provided template, adding all materials you will be using to teach the entire five-day unit. Refer to the Unit Plan: Differentiated Lesson Plan Grading Rubric for more details on the expecations of this assignment. This is a Benchmark Assignment for your Developmental Portfolio.
The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this assignment.
Instructions
Elementary (K–5)
Middle School (6–8)
High School (9–12)
Math
Math
Math
Science
Science
Science
Social Studies
Social Studies
Social Studies
Geography
Geography
Geography
History
History
History
Reading
Reading
Literature
Phonics/Grammar
Grammar
Grammar
Writing
Writing
Writing
After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area. You can access the website with the Virginia Standards of Learning link provided with this assignment. You will also need to locate the Common Core standard for your particular grade level and subject area. See the Common Core Standards link provided with this assignment.
Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners.
Complete your lesson plan using the provided Unit Plan: Differentiated Lesson Plan Template document.
· Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor.
· Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science).
· Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, noun ...
College-Level Writing RUBRIC
C
ri
te
ri
a
Performance
Indicators
Target/
High Proficiency
15
Proficiency
12
Acceptable
9
Needs Improvement
6
Unacceptable
3
C
o
v
e
ra
g
e
&
O
rg
a
n
iz
a
ti
o
n
Content‐Specific
Assignment Criteriai
∙Writing meets all
assignment content
∙Writing meets most
assignment content
∙Writing meets minimum
assignment content
∙Writing meets
some/few assignment
∙Writing does not
meet assignment
as per Instructor
Guidelines
requirements. requirements. requirements. content requirements. content
requirements.
∙Writing is clear and ∙Writing is generally clear and ∙Writing is adequate in ∙Writing may be unclear ∙Writing is
appropriate for the appropriate for the purpose of terms of clarity and and/or inappropriate unclear and
Purpose purpose of the the assignment—with some appropriateness for the for the purpose of the inappropriate for
& assignment. exceptions. purpose of the assignment. the purpose of
Support ∙All evidence and ∙Evidence and examples are assignment. ∙Evidence and examples the assignment.
examples are generally effective, specific ∙Evidence and examples may require further ∙Evidence and
effective, specific and and relevant—with some meet basic requirements development to be examples are not
relevant. exceptions. for being effective, adequately effective, effective, specific
specific and relevant. specific and relevant. and/or relevant.
∙Ideas are coherently ∙Organization of ideas is ∙Organization of ideas ∙Organization of ideas ∙Ideas are
and logically generally coherent and logical. meets the minimum does not meet the incoherent and
Structure & organized with well‐ ∙In addition, most paragraphs requirement for being minimum requirement illogically
Development developed paragraphs are well‐developed and use coherent and logical. for coherent and logical. organized.
and effective effective transitions. ∙Some paragraphs may ∙Paragraphs lack ∙Paragraphs are
transitions. be well‐developed and development and/or fail undeveloped
use effective transitions to employ transitions and need
while others do not. effectively. transitions.
∙All sources are
critically reviewediii,
∙Most sources are critically
reviewed and documented
∙Sources meet the
minimum requirements
∙Sources do not meet
the minimum
∙Insufficient
sources and/or
Documentation of documented and following standard practices of for being critically requirements for being insufficient
Sources formatted following the field (APA, MLA, Turabian, reviewed and critically reviewed and quality, critical
standard practices of CMS, etc.). documented following documented following review and
the field (APA, MLA, standard practices of the standard practices of documentation.
Turabian, CMS, etc.). field (APA, MLA, the field (APA, MLA, Standard
Turabian, CMS, etc.). Turabian, CMS, etc.). practices of the
field are not ...
College Writing 1 Summary and Response Essay Fall Semester 2018.docxmary772
College Writing 1 Summary and Response Essay Fall Semester 2018
Due Date TBD (Goal date: First Draft Thursday, October 12)
Purpose: Summarize a reading and respond to content
Preparation:
1. Read pages 1-3 and summarize, “Is Google Making Us Stupid?” By Nicholas Carr on Blackboard
2. Prepare a “Reading the Text” graphic organizer
3. Practice group summary
4. Find a quote from the article to support your response. Cite it in APA format.
Writing Task:
Write a 3- page typed, double spaced summary and response essay. The student writer will...
1. Clearly state a thesis that shows whether they agree or disagree with Carr’s argument.
2. Produce an introduction, body (3-4), and conclusion
3. Produce a summary of the article
4. Practice integrating select quotations
5. Practice using a specific organizational pattern (block style or point by point style).
Your summary response will be graded on the following:
· Your ability to summarize the main ideas of a reading
· Your ability to formulate a thesis that shows your response
· Your ability to integrate a quote to support your thesis/response
· Your ability to use APA format to type your essay
· Your ability to find and incorporate a quote in your essay to support your thesis
· Your ability to cite the quote in APA format
· Your ability to articulate your ideas grammatically
Overview
A summary/response is a natural consequence of the reading and annotating process. In this type of essay, writers capture the controlling idea and the supporting details of a text and respond by agreeing or disagreeing and then explaining why.
The first step after active reading is writing a summary. Writing summaries is a common practice in college. They pull together the general conclusions and approaches of experts who have done research in a particular subject. Summaries should be written in your own words although you could include short quoted excerpts if you decide the author’s or speaker’s words summarize a point most precisely. Try to use pertinent quotations from the source, working them in gracefully where appropriate. Probably the best way to write a summary is ask yourself the following questions:
--What issues are described, explained or resolved in this work? --What is the controlling idea?
--What are the supporting details?
--What results or conclusions are made?
--What opinion does the author want readers to keep in mind about this topic? --What information does the author use to convince readers?
After you have written your summary, double-check to be sure that all facts you included are correct.
Summary Writing Guidelines
To move from an outline to a draft of a summary, follow these guidelines:
1. a) State the author’s name and the title of the text you’re summarizing in the first 1-2 sentences of the summary.
2. b) Express the author’s main idea in your own words in the first 1-2 sentences of the summary (no more than three words in a row from the text you’re summarizing.).
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDis.docxmaoanderton
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDistancePayoffDistancePayoffBlue Cheetahs661206Team Gucci82483660The Winners8129384396Big Reds12126938451056s12010576576
Sheet2
Sheet3
Ring Toss
Rules
1.
Each team will choose a team member (the player), who will have 4 official tosses per round.
2.
The same player must toss the rings for all rounds.
3.
Once the player selects a distance and tosses the first ring, all other rings must be tossed from that same distance for that round. Adjustments may be made between rounds.
4.
The player achieves team points according to the payoff schedule (see below).
5.
The player must toss the rings with his/her toes behind the distance line.
6.
The playing field cannot be changed.
7.
Time limits may be imposed by the instructor and must be strictly adhered to or loss of points may result.
Process
A.
Preparation and practice (5 minutes): Teams will come up with a team name to be used throughout this activity. During this time, each team may have 8 practice tosses. Rings may be tossed from any distance during practice.
B.
Round 1: Teams will take their turn in an order determined by number draw.
C.
Caucus (5 minutes): Each team may hold a brief team meeting to reorganize strategy (although the same player must toss the rings each round).
D.
Round 2: Teams will take their turn in the same order as in round 1.
Payoff Schedule
Distance
Payoff
1
1
2
1
3
1
4
2
5
4
6
6
7
8
8
12
9
16
10
24
11
32
12
42
Journal Entries: Format and Grading Criteria
Points: /100 points
Following specific in-class exercises (see Syllabus for Learning Journal Activities) you will choose one of the LJ activities and write a 3-6 page journal entry. This assignment is your way of reflecting and commenting on the experience. The format is designed to mirror the learning process, making you conscious of each element as you work to actively learn from the class or group exercises. The following questions should be used as a guide for structuring your journal entries; however the content of each entry is up to you. That is, which elements of an exercise you choose to address depend upon what you feel was most important, interesting, and/or surprising about the experience.
I. CONCRETE EXPERIENCE Exercise Description: What happened during the experience?
Does this section contain a clear, objective description of the exercise? (e.g., as if describing to others)
Does it contain a subjective description of feelings and perceptions that occurred during the experience?
Does it provide too much irrelevant detail? This section should not be longer than 1-2 paragraphs
II. REFLECTIVE OBSERVATION Themes: Upon further review, what seemed to be happening?
Does this section look at the experience from the different points of view of the major actors involved?
Did you attempt to figure out why the people involved, and you in particular, behaved as they did?
Did you make use of verbal and non-v.
7012EHR
Organisational Change
AssEssent GuidE
Assessment 3: Reflective Learning Journal
Weight: 35%
Task Description:
You are required to maintain a record of what you have learned from readings, lectures and class discussions and incorporate them in a written report of 1800 words (plus or minus 10%), excluding cover page, contents, references and appendices.
The report is to comprise three main components:
1. Reflective observation — what you consider you have learned from the course:
• What did you notice or learn that you want to remember?
• How did what you have learned relate to your previous personal/professional experience?
2. Abstract generalisation — your conclusions from the learning outcomes:
What conclusions, principles, or guidelines can you draw from what you have learned from the course?
• About what you have learned from the topics covered?
• About your prior assumptions regarding the topics covered?
• About yourself?
3. Application — how you are going to apply what you have learned from the course:
• To future academic assignments (this course and/or others)?
• As a change agent/leader in the workplace?
Marking Criteria:
• Understanding and critical analyses of course concepts, theories and frameworks
• Evidence of critical reflection and evaluation of what you have learned
• Demonstrated ability to synthesise and apply course information to your future studies and or/work
• Report presentation (clarity, internal flow, referencing)
Reflective Learning Journal
Step 1: Record your reflections
· Use the Reflective Log Template (table attached below, full version can be found under the ‘Assessment tab’ at [email protected] to record your learning activities throughout the semester.
· The three columns in the learning log correspond with the three sections in the report.
· Reflections can be recorded during or closely after the sessions.
· The focus of the reflection could be the weekly lecture topic, or you may like to focus on a particular reading for the week.
· Remember you will need to incorporate at least 6 of the weekly readings into the final report.
Reflective Learning Log Template
Activity
(the focus of your reflection)
Weekly lecture topic or reading
What … Reflective observation
… is the situation?
… am I trying to achieve?
… actions did I take?
… was the response of others?
… were the consequences –
for myself/for others?
So what … Abstract generalisations or conclusions drawn from the reflection
… does this teach me?
… was I thinking and feeling?
… other knowledge can I bring to the situation?
… is my new understanding of the situation?
Now what … Application
… do I need to do to improve things?
… broader issues need to be considered if
this action is to be successful?
… might I do differently in the future?
… might be the consequences of this action?
Ie: Week 1 (24th July) –Introduction to the new economy
Article (Weick & Quinn, 1999)
Step 2: Write the report
Once you hav.
1. |Towards your ECA
Some general points:
Notes on Plagiarism:
ECA are regularly checked to make sure the work is original. The OU uses two different forms
of scanning. One compares your work with that of published materials and the second compares
it with work submitted by other students. So take the greatest of care to preserve your own
independence.
You are going to have to make your own decision on balance between sections here and my word
counts and illustrations are very approximate. Clearly if you only left 100 words to discuss your
plans at the end this would be insufficient: look back to the balance between sections in
previous TMA. Some of this will link to the person and so there should be some variation, it is
unlikely that someone else’s decision about an approach will work for you whether that is mine of
a colleagues so there are no hidden hints.
It would be a major error to allow your work to become confused so that it is not clear what
aspect of the question you are answering…almost any structure is better than no structure. You
will need to make use of sections, paragraphs and possibly subtitles to make this clear.
Referencing widely and deeply is essential in order to pass. Look at the assessment criteria.
Referencing widely means as an absolute minimum referencing from each Unit of the course and
form some of the associated Reader Chapters and DVD and the associated publications (EYFS,
ECM etc). Referencing deeply means using these to weave into your discussion, linking the
theory to practice and using this to question…leading to meaningful reflection.
2. Title=extending professional learning So the overall focus is on your learning
during the course: make sure this is
clear. Unit 6 explains much more
Word length =3000 words No more and not too many less
This assignment must be submitted by 24 Make sure you aim to finish early to
May 2010. allow for mishaps, Extensions not
impossible but I cannot give any you
must phone the region: they are often
refused
The end-of-course assignment gives you an Review-go back over
opportunity to review all you have learnt All you have learnt= all the course
as a result of following this course. resources. You show learning by linking
course materials to reflection on your
practice and your changing practice
We ask that you do this in a reflective So reflective means to think over your
way, by examining how your practice and own practice and write about it. Try
understanding have developed, and also to highlight how you have changed the
more formally by reviewing your way you work and the way that you
achievements to date against the course’s
think about your work. Then link this
learning outcomes.
to the learning outcomes (see chart
for the ones you identify.
Unlike the TMAs, the ECA is not divided You have to decide your structure- I
into sections; it is for you to decide how have indicated how this might be done
you structure your text. but it is your plan and your ECA there
is no one ‘right’ way. Now see notes
below
A conclusion Remember you might divide the ECA
into sections but for higher marks you
should make the whole thing hang
together. I would therefore finish
with a conclusion that rounds up the
main points about what you have said
linking that back to the original title in
particular.
References and detail Set aside time for checking your
references and you spelling and
grammar. I do this as a separate
activity. Check the guidance on this.
3. Introduction (100-150 words perhaps: more if no introduction to sections less if there is)
1. Make an ethical statement you might reference this to course materials.
2. Say how you have organised the assignment in general terms. (e.g. The
Assignment is approached in xxx sections. In the first section the
XXXXXXXX is examined. The second section looks at the
XXXXXXXXXXXXXXX and I conclude with a final section that) You
have to choose how you divide up the ECA but as a guide either 2 or 3:
look at pervious TMA.
3. You might want to describe your role and setting here. There is room to
expand on this towards the end so be brief. If you do not explain this
here then you need to very soon. Make a link to course resources and
EYFS.
4. You might want to include a definition of terms you use a lot, or you might
not need to. For example ‘In the first section I examine my role as a
practioner both inside and outside the setting itself since as a home
liaison officer much of my work takes place in the homes of the children’
Section 1 (1500/2000 words?)
You need to think how you structure this section. You might use each Unit of
the course (apart from Unit 6 which you cover below anyway). Some units are
more substantial than others but that would link well to your TMA. Or you
might structure is by the areas outlined in the list of key areas below. Once you
have decided this you need to tell the reader what to look for in an short
introduction to the section as outlined above. Using this structure think how
many paragraphs you allocate to each section.
Give an account of the way in which your role as a practitioner has developed over the past year.
An account is telling a story but supporting it with argument and evidence. As
can be seen below there is an expectation that you will ‘quote’ specific areas of
change and use course resources to support you account. The focus is change
that can be linked to the course resources. Be ready to quote form a wide
4. range of different study topics, the Reader and the DVDs: the thinking you
have recorded in your journal will help here.
In particular, show how your understanding of the way children learn and develop and the way
early years settings support that learning and development may have changed. Refer back to key
elements of your four TMAs to support your arguments.
The focus is your understanding of the way children learn and
develop: what in the course materials has changes how you think about what is
happening. Read back through your TMA, you are not expected to have them as
appendices, you are meant to be making comments on them in a reflective and
general way but need to give enough information so that someone who has not
read those TMA knows what you are talking about see the guidance on
referencing to your TMA. You might include short ‘quotes’ from them, (your
TMA are already available in the ETMA system) do not expect whoever is
marking to go and read the whole of your TMA output to understand what you
are saying.
You need to focus on these areas in particular…remember if your practice has
not changed yet then you should identify how your thinking has changed
Show how your practice and understanding have developed in the following areas in particular:
communication with children and their families;
Notice this is about communication: check Book 2 and particularly Study Topic 9 and associated
reader chapters/DVD and TMA.
child development;
How have you changed the way you think about the way children develop. See Study Topic 4 to
start with.
safeguarding children and promoting their welfare;
You might want to say something about basic safe guarding, but you probably were doing
something already so you could start by saying…’In many ways our safeguarding practice was
already well developed however there have been changes in the way I think about this which will
be my focus…’ Study Topics 5 and 6, associated Reader chapters, DVD, TMA.
transitions; multi-agency working;
OK so this is Study Topics 7 and 8 associated Reader chapters, DVD, TMA
5. sharing information.
I am not sure and we should think about this as we discuss this but I think I would put thi ins
the context of working with other professionals, parents to safeguard children and promote
their welfare and learning. It could be used to sum up all the above. See Study Topic 1 some
sections discuss this as does Study Topic 18 but the issue comes up all over the place.
Support your view with evidence from observations of and interactions with the
children you support.
Section 2
Outline ways in which you would like to see your setting develop in the coming year,
using the course materials and other resources to support your arguments.
(600 words?)
Think about the implications of this first. Re read Study Topic 18 Sections 2
and 3 in particular. You may consider some practical changes or you may wish to
consider changes to the way you plan and monitor children’s learning. Try to be
realistic here, if your are third in charge of the toddler room you may not be in
a position to rebuild the setting. However the phrase is ‘would like’ so there is
an element of wish here. The making of this section is the way in which you
support your argument by linking to the course materials. If you are, for
example, a sole practioner you might be quite clear about changes you are going
to make.
Finally, outline the way you plan for your own role and career to develop in the medium
to long term and the steps you will take to support these plans.
(600 words?)
This is about developing a Professional Development Plan: I think it might be OK
to use a chart (as in Study Topic 18) here supported with text. See section 4 of
Study Topic 18. The focus is medium and long term; these are a bit loose. You
might start with a definition of what you mean here. e.g.
‘For the purposes of this section I define medium term as1 to 2 years and the
long term as greater than this (or 2 to 5 years).’ However feel free to define
your limits here. You have to think about where you want to be and how you
intend to get there and tie that into a time scale that is realistic.
6. Try to use the chart to make a reflection about your development needs, your
strengths and weaknesses: do reread section 4 to help with this. The higher
marks for this section are most likely to depend on the reflections and the way
that you use this to tie together some of the points you have made in the
previous sections of the ECA.
7. Notes from Study Topic 18:
One of the objectives of this course, maybe the prime objective, is to help you
change and develop the way that you think about what you do. Reflection is
about having conversations with yourself and others about what you do trying to
develop a better understanding of what is happening. In order to do this you
need to challenge or question what you (and to some extent others) do as a
practioner…what I would call developing a reflective critical perspective. You
then need to make a judgement about your own work, but in order to do this you
need to have some viewpoints other than your own. You might call upon the
views of other practioners, other professionals, parents/carers, theorists and
written materials. This is quite vital because you often cannot see the ‘wood for
the trees’: there are also several different ways of viewing the same event and
to understand what is happening you need to account for these. Note there is a
difference between thinking your thoughts, sharing your thoughts (articulating)
and writing your thoughts: listening and articulating are vital to the process and
each has their place.
Schon saw 2 sorts of reflection…reflection in action and reflection on action.
Reflection in action works best when you have a well developed pool of
professional experience and knowledge: this is part of what is developed in your
professional studies (knowledge in action). Reflection on action happens after
the event, draws on your knowledge but may also draw on perspectives other
than your own.
Where do you get you different perspectives from? How do you listen to
these? How often do you do this? How do you manage time to allow this to
happen.
Reflective practice takes events (observations for example) and interprets
them, analysing, discussing and explaining. The reflective practioner in this
sense becomes a leader moving others on in their understanding. In a reflective
setting all practioners and the children would be part of this process, building
8. dialogue. I would argue that reflection on action is what feeds and validates
reflection in action. This leads to section 2.
Section 2.
Centres on the work of Etienne Wenger- communities of practice where the
community develops and builds shared understanding about what events mean.
It takes time to fully understand this perspective but I believe it depends upon
the view that meaning and ‘knowledge’ are socially constructed. Think carefully
about the way different communities of practice might be formed. There is a
fairly vital bit about this at the end of page 137 start of 138. It introduces the
idea that you might have a limited position that makes it hard to build a
community of practice. The way forward is to identify where elements of this
‘community’ already exist and how you might build on this. It may as yet be a
partial community, yourself and a fellow practioner, you and a visiting
professional, you and your partner. How can you build on this?
What makes you a ‘leader’. Make sure you read list on page 142, which boxes
can you ‘tick’?
9. Section 3 Leadership and development
What sorts of professional learning are you involved with, how can you continue
to develop these?
How professionals operate varies but our aim here is to be a workforce that
constantly transforms, develops new directions. Think about the links to
possibility thinking. There is no permanent ‘right way’ to practice. Our practice
reflects our community and the society that it is in. Read and read again the
first and second paragraphs of page 146. Note it is not the collecting of
evidence that is significant it is the sense you make of the evidence.
How settings operate depends upon the way that the context and culture is
organised: ‘democratic and collegial means that each person contribution is
valued, each person is listened to. We could argue that this sort of structure
implies an openness that allows change to take place. When thinking of
leadership you might want to consider the difference between managing and
facilitating…telling others what they should be doing and creating situations
where all those involved construct what they are doing. Consider the impact
that these different staff environments might have on the children: what role
model does your leadership give the children.
10. Section 4 Your development
We shall be doing Activity 7 as part of our last tutorial. If you are not able to
come do have a close look at this. When discussing your development you need
to account for the fact that you are training and developing in a sector that is
fast moving and changing.
When you are thinking about your professional planning in part you may have
clear and rather simple future goals: I want to complete my degree and attain
EYP status. However it pays to dig beneath the surface and reflect on your
strengths and weakness. If I use myself as an example I might write something
like…
’In the medium term I would like to develop my ability to examine reflection in
Early Years setting. Whilst I am generally regarded as a strong reflective
practioner I find that I need to think more clearly about the reasons for this in
order to be able to lead my students (that is you in this case of course) into a
deeper understanding of what it means to be ‘reflective’. In order to do this I
will…and will review my progress after …’
SO in the above I have identified something I need to do, questioned my
practice identifying strengths and weaknesses thus producing a set of reasons
for developing this area and would then go on to say how and when I will achieve
my development.
11. Referencing your TMA
‘When you directly quote from of one of your TMAs in your ECA you
should present it in the following way....
In the text of your ECA, insert the page number where the
discussion/evidence is considered in your TMA.... e.g. Sarah Hutchones
quoting from her TMA 04 would write in text:
Hutchones (2010, TMA04, p.4)...........
and in her list of References at the end of the ECA:
Hutchones, Sarah(2010) E100, TMA 04.’
This is posted by the course chair and has the same weight as the Assessment
Guide. In your mind you need to think about your TMA as being published. It is
on the ECA system (even though you have had a copy back) and can be accessed.
SO you do not need to include it as an appendix but instead refer to the TMA.
How you do this is fairly clear I think.
You could also make a general reference….In TMA 04 I found that I did not
really have a real grasp of the way babies might think mathematically
Hutchones (2010, TMA04)
Any questions and further comment or worries please get in touch
Les
Les Hereward
07905243886
01372800822
leshere@ntlworld.com