Kinesthetic Learners

Kinesthetic Learners
Once a visual learner sees and understands what is being expected of them to understand, they
sometimes will have to write or draw it. If they are writing or taking
notes, they will either write it in a different color or they will take detailed notes and go back and
highlight the important factors. To help a visual learner organize information they sometimes use a
Mind Map. A mind map guide is centered on the topic and includes branches for each related idea.
Visual learners learn by seeing. When writing and drawing what they are visualizing, this helps them
retain and better process the information being taught. An auditory learner is when a person learns
by speaking and hearing. An auditory learner learns best through lectures. Unlike ... Show more
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Another alternative way of treatment for a learning disability without medicating your child is
discipline. There are a lot of controversies with people spanking their children, but sometimes all a
child need is a very strict schedule to follow on a daily basis or just tough love. The teacher should
also be aligned with the schedule to ensure that the child stays on track. This can teach the child how
to focus and how to deal with difficult situation that life may bring. I would want my child to
maintain their sense of normalcy naturally versus giving them medication to keep them at a zoned
(zombie stage) level. The bottom line is there are other ways to help your child focus in school and
outside of school without giving them
... Get more on HelpWriting.net ...

The Advantages And Disadvantages Of Role Play Activity
The Role–Play Activity
The Role–Play Activity could be the best way to stimulate conversation. By this activity, 1st year
EFL learners can learn new vocabulary, words statements and know how to use them in its correct
context by asking to perform dialogues, negotiate with your partner on an item such as computer or
large piece of furniture, and discuss things such as warranty that are found in (ESLGold, 2010). This
activity will help them to know the right place of each discourse and give them an opportunity to
practice it well, improve the FL and create a relaxed area while sharing ideas. As Livingstone said,
The role–play is a classroom activity, which gives the student the opportunity to practice the
language, the aspects of role behaviour ... Show more content on Helpwriting.net ...
In simulations, 1st year EFL learners could bring items to the class to create a realistic environment.
For instance, if a learner is acting as a singer, she brings a microphone to sing and so on. Role–plays
and simulations have many advantages. First, since they are entertaining, they motivate the learners.
Second, as Harmer (2001, p. 275) suggests, they increase the self–confidence of hesitant learners,
because in role–play and simulation activities, they will have a different role and do not have to
speak for themselves.
Storytelling
First year EFL Learners could create their own stories to tell their classmates or summarize a tale or
story they heard from somebody else. Story telling could help learners developing creative thinking
and to know how to develop ideas from introduction, body, and then conclusion without forgetting
to include the characters and the setting. Learners also can tell riddles or jokes. For instance, at the
beginning of each class, the teacher should call few learners to tell short riddles or jokes as an
opening. In this way, he will not only address their speaking ability but getting the attention of the
class.
Story

Examples Of Metalinguistic Feedback
and/or phrases such as "I don't understand" which indicate to the learner that there is a problem with
his or her utterance, and that it needs to be reformulated. For example: S: "His preferit food" T:
"Pardon? I don't understand the word preferit" D) Metalinguistic feedback With metalinguistic
feedback, the teacher does not provide the correct form but "comments, information, or questions
related to the well–formedness of the student's utterance" as Lyster and Ranta (1997: 47) states.
Metalinguistic feedback is a corrective feedback form of implicit correction which implies ways of
negotiation of form without explicitly providing the correct form. It generally provides either some
grammatical metalanguage that refers to the nature of the error or a word definition in the case of
lexical errors. It can also be body language which involves non–verbal cues such as facial
expressions or hand movements to indicate errors about word order or tense. (Lyster and Ranta,
1997). For example: ... Show more content on Helpwriting.net ...
E) Elicitation Elicitation is a corrective feedback form of implicit correction which implies ways of
negotiation of form. In order to directly elicit the correct form from the learner, teachers can elicit
completion of his own utterance by "pausing to allow students to fill the blank" (Lyster and Ranta
1997:48). Teachers can also elicit the learners' self–repair by using a question in order to elicit the
correct form (e.g. How do we say X in English?) or use intonation in order to indicate that learners
should reformulate their utterance. For example: S: "He likes very much chocolate" T: "He likes

Bronfenbrenner : Theoretical Frameworks
.10 Theoretical framework
The ecological frameworks theory created by Bronfenbrenner (1979) guided the study. This theory
concentrates on the way that learners develop at the focal point of interconnected relationships and
environments that all impact their development. In this study, the environment is the school and it
goes about as a framework involving components which work in agreement amid the process of
orientation and mobility training.
Bronfenbrenner (1979) accords moderately equal significance to both the environment and the
developing individual; for him development is adequately the developing cooperation between the
variables. In connection to this, it is viewed that for adequate learning and training in orientation and
mobility, various variables need to cooperate for its success. These incorporate time, joint effort,
administration, perceptions and policies. The fundamental unit of investigation for Bronfenbrenner
is the two person framework, a fact which itself shows a sense of duty regarding not seeing the
subject of development in social segregation.
Chronosystem; Bronfenbrenner counts the measure of time. Time is significant as it involves the
designing of environmental activities. This is interpreted as meaning that for orientation and
mobility training to occur there ought to be arrangement of time. This planning will give the span
for training.
Microsystem; these alludes to the exercises and connections that happen in the individual's prompt
setting. Learners are impacted by the general population in their Microsystems. In this sense the
perception of the learner towards orientation and mobility is of prime significance as this will make
the child be inspired or not to be trained to acquire the skills of independent travel. Exosystem;
Team work is imperative in the advancement as well as execution of orientation and mobility
instruction. Mesosystem; these implies to the affiliations or interrelations among such Microsystems
as homes, school and peer group. Bronfenbrenner contends that development is inclined to be
improved by solid, steady connections among Microsystems. This is the place where the teacher–
pupil ratio falls. Macrosystem; this is an expansive belief framework

Social Work Reflection
I met with the two participants individually for face–to–face interviews that lasted approximately 60
minutes each. Through a series of both open–ended and Likert scale questions, the semi–structured
interviews focused on the participants' chosen intentional learning activity. The interview included
19 statements that asked the participants to respond with a number valued 0 to 10; 0 meaning total
disagreement and 10 was total agreement. The interviews were audio recorded on my laptop
computer and I obtained consent from the participants.
Findings
Theme
Among adult learners engaged in purposeful learning activities, prior successful experiences led to a
strong sense of self–efficacy in their learning that enabled them to overcome situational barriers to
learning that arose.
Supporting Data
Alyse shared what prompted her to become involved in the MSW program: "I really wanted to do
something with kids, so probably in a school. I didn't necessarily know I wanted to be a school
social worker until I was in the program, but pretty much any job like that you need to get a
master's." Alyse previously worked with children in a school setting as an ABA Therapist. When
asked to rate her previous experience related to the learning, Alyse gave herself a 3 on the scale.
Alyse commented, "I wouldn't say I had a lot of experience in social work specifically, but I did
work in a school for a long time where I worked with kids...I feel like I had more experience than
other people."

Adult Learner : An Alternative For Adult Learners
In contrast with traditional pedagogy where the teacher transmits knowledge to receptive but passive
children, andragogy offers an alternative for adult learners. Malcolm Knowles (1970), andragogy 's
most famous proponent, argued that adults are self–directed, problem–solving learners whose life
experience constituted a significant learning resource. Instead of the traditional hierarchical
relationship between the student and teacher, the adult learner acts as a full participant in his or her
education. Thus, influencing the curriculum and learning goals. When andragogy was effectively
introduced by Malcolm Knowles (1970) to the American educational system, it was welcomed as an
appropriate counterpoint and proved immediately successful. Previously, the focus on the child 's
learning was so dominant that few psychologists had considered that adults might be able to learn
(Merriam, 2003). The possibility that they might learn well but differently from children rested upon
the then surprising notion that adults too continued to develop psychologically, intellectually, and
emotionally. This differentiation between adult learners and younger learners is the key component
to andragogy, as it focuses in the idea that adults require attention as a whole person with specific
developmental needs in a different manner in which children do. Therefore, in contrast to the
concept of the passive child who is receptive to the teacher 's transmission of knowledge, the adult
learner

The Theory Of The Mathematics Teacher
"While the rule–taught youth is at sea when beyond his rules, the youth instructed in principles
solves a new case as readily as an old one". (Spencer, 1878, p.57)
"What you see and what you hear depends a great deal on where you are standing. It also depends
on what sort of person you are". (Lewis, 1994, p.108)
The mathematics teacher builds examples into their arsenal of resources to help demonstrate the
mathematical principles they are trying to teach (Dreyfus, 1994). However, not all examples are
equally constructed and provide the same learning experience to the learner. Spencer (1978) believes
that learners who know principles are more prepared than rule–focussed learners to tackle problems.
This is the same within mathematics, ... Show more content on Helpwriting.net ...
The methodology will describe how the study will be conducted and why. Observations will be
recorded on the process of constructing examples and how they are employed in the classroom.
Percentage examples will be constructed and these will be used in the teaching of percentages to a
Year 7 class. Further observations will be made on how the learners approach and conduct the
examples. Analysis of the response to these examples will be made where recommendations will be
offered to improve my application as a mathematics teacher. It is intended that this investigation and
use of Variation Theory will improve my understanding of the construction of examples and thus
improve the learners' experience.
BACKGROUND
The study was conducted in a Leicestershire high school that accepts learners from year 7 to 9. Year
7s enter directly from several feeder primary schools and generally leave to join a single upper
school where they sit GCSEs. Although it does not take the learners through formal exams,the
school's primary focus is on the preparation to attain qualifications. This means its Scheme of Work
(SOW) is fixed to meeting the National Curriculum (NC).
The class studied is a year 7 mixed ability mathematics class. This consisted of 32 learners with a
boy to girl ratio of 2:1. There are several behavioural issues regards some learners disrupting the
class and,

Benefits And Disadvantages Of E-Learning Systems
3. Question 2
E–learning systems
3.1. By saying training is just the "latest trend" the CEO means it's something everyone in the
corporate world is doing which is popular and after something else new comes in it will die and
everyone will follow it. The CEO sees e–training as a waste of money because it is something that is
going to die soon and it does not make sense to him to spend a lot of money on training if it won't
bring in positive results to the organisation.
3.2. The company Sunrise Inc. emphasises on sales for them to become successful and so the
company's employees need to be individuals who are sales oriented. Environments change and so
does the industry and so it is important that the company keep up with the latest sales techniques ...
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An intuitive user interface – Navigation through the system should be guileless and clear.
Online coaching support – Quick responses from e–learning systems is essential.
A high level of interactivity – Online tests and quizzes must be available to offer immediate
response to learners.
Benefits and disadvantages of E–learning (Grobler et al, 2012):
Benefits: o Extraordinary amount of interaction between the learner and materials o Understanding
can be evaluated before the learner moves on o Responses can be personalised to the learner's
choices o Topics can be retrieved in an order which suits the learner o Probability for familiarising
the learning style to the user's necessities o Moderately easy to update text and graphics o Prepared
means of testing o Consistent form of training o Attractive to many learners o Learner can use
material at their own speed o Computer supported learning programmes are bendable on the subject
of the usage time o The opportunity of using a variety of material
Disadvantages o Needs precise equipment to run the programmes o Admission to a computer is
desirable for each

Assessment Process
The following table may be used to aid your completion of this unit. Alternatively, you may want to
record your knowledge and understanding in an assignment type format. If you choose the
assignment format, please make reference to the criteria numbers in the margins adjacent to relevant
paragraphs.
Record your responses in the spaces that follow each set of bullet points. The table will expand as
you type.
Although some questions may appear similar, there are subtle differences that need to be considered
if you are sign–posting one answer to another.
Criteria Number
Assessment Criteria
1.1
Explain the functions of assessment:
Why is assessment carried out?
What is the purpose of assessment?
What does assessment measure?
What ... Show more content on Helpwriting.net ...
Consider:
Motivation
Range of experience and understanding
How to involve expert witnesses
4.2
Summarise the types of information that should be made available to learners and others involved in
the assessment process e.g.:
Documentation
Policies
Procedures
Skills analysis outcomes
Others
4.3
Explain how peer and self–assessment can be used effectively to promote learner involvement and
personal responsibility in the assessment of learning?
Consider:
Development of analytical skills

Understanding of specifications
Self reflection of own performance
4.4
Explain how assessment arrangements can be adapted to meet the needs of individual learners e.g.
Time consideration, work/shift patterns etc.
Confidentiality issues
Consideration of learning styles
Variation of assessment methods
5.1
Explain how to judge whether evidence is:
Sufficient – Are the requirements met and how do you know?
Authentic – Is it the learner's own work and how do you know?
Current – Have the working practices around that activity changed since the evidence was
produced?
5.2
Explain how to ensure that assessment decisions are:
Made against specified criteria – Refer to your standards
Valid – Accurately measured using a method that suits the situation
Reliable – Ensuring the same results regardless of who is assessing
Fair – That equality

Effects Of Recasts And Prompts On L2 Learners
Ammar and Spada (2006) investigated the effects of recasts and prompts on L2 learners' written and
oral ability across different proficiency levels. The study fits in with the previous research, as in
previously the focus of research was just based on CF being a solution for low levels of grammatical
efficiency, which have been explained as the proof against the accuracy of understandable input and
exceptionally meaning–based direction. The researchers have thus proposed FFI in CF, which is
based both on reactive and proactive form of feedback and which has been proposed by the
researchers as the most important way of attracting the learners towards language form in case of
communicative classroom environment. The main motivation, just as in previous article, is to
explore the form–focused instruction as alternative way of instruction so as to make CF more
proactive as well as reactive. The main hypothesis of this research is that learners who have been
more exposed to the communicative activities including components of the CF would probably get
more benefits as compared to those who are exposed only to the communicative activities alone. For
this purpose, there were 64 students, who were divided into three different groups in ESL classes in
Montreal and there were two experimental conditions that were applied to them. One group had
received the CF in the form of prompts as well as recasts. Similarly, other was the control group.
The target structure was third–person

Managing and Responding to Behaviours in a Learning...
MANAGING BEHAVIOURS IN THE LEARNING ENVIRONMENT
TETA : 1029
TASK 1
Case Study
IMPROVING STUDENT LEARNING BEHAVIOUR
Case Brief
The case I would like to address in this assignment is based on one of my 2009/2010 NC classes in
the afternoon. Despite the initial group discussion on expected behaviour, this group was
demonstrating a whole host of disruptive behaviours. This group also included a special needs
student, who was being supported by a Learning Support Assistant, whom I assumed had been
briefed on the needs. The observed disruptive behaviour included the following:
Arriving late
Listening to iPoD
Persistent talking
Throwing objects
Derogatory remarks
Withdrawn attitude of a few
The ... Show more content on Helpwriting.net ...
Lack of resources that could shift the teaching methods to a more kinaesthetic end.
Proposed Ways to Improve Behaviour (1000 words)

One can argue that the potential to cause disruptive behaviour from the perspective of a student or a
group of students does not automatically result in disruptive or troublesome behaviour. Such
behaviour can be kept dormant, controlled, neutralised or changed over a period of time.
Keeping troublesome/disruptive behaviour dormant is not the ideal solution and although it has its
short–term benefits, it may adversely affect the rapport between teacher and learners – not a good
start. Abatement, enhancing or changing disruptive behaviour requires certain skills and so it is
hoped that by addressing the pre–requisite, specifying an appropriate methodology, identification,
and selection of appropriate techniques a logical flow to this section is established.
Pre–Requisite
Before selecting and describing a few techniques

Diversity Of Learners
Diversity of Learners
Shannon Doutt Dolgos
EDU 100 – Issues in Education
Dr. John Richard Kay
March 28, 2016
Abstract
For purposes of this paper, I will be discussing the diverse population of Star, NC, 27356. Based on
data from 2000 to 2013 from www.city–data.com, the population of Star, NC is approximately 730
people. Of these 730 people, 57.5% are white, 21.1% are Hispanic, and 21.1% are black. Of this
population, it is estimated that 82.5% of the population aged 25 or above have a high school
education or higher. The median household income is recorded as $19,780. It should be noted that
17.3% of the population lives below the poverty level.
Diversity of Learners
Three diverse groups that offer challenges to the classrooms in Star, NC, which is located in ... Show
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However, in today's classroom that is exactly what is expected. In a culturally responsive classroom,
effective teaching and learning occur in a culturally supported, learner–centered context, whereby
the strengths students bring to school are identified, nurtured, and utilized to promote student
achievement (Richards, Brown, Forde, 2007).
References
Bennett, M. M. (2008). Understanding the Students We Teach: Poverty in the Classroom. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(6), 251–256.
ESL. (n.d.). Retrieved March 28, 2016, from http://www.antimoon.com/terms/esl.htm
English–Language Learner Definition. (2013). Retrieved March 28, 2016, from
http://edglossary.org/english–language–learner/
Hall, G.E., Quinn, L.F., & Gollnick, D.M. (2014). Introduction to teaching: Making a difference in
student learning. Los Angeles: Sage Publishing.
English–Language Learner Definition. (2013). Retrieved March 28, 2016, from
http://edglossary.org/english–language–learner/
Star, North Carolina. (n.d.). Retrieved March 28, 2016, from

Analysis Of Sara Content Analysis Approach
6. How were the data then analyzed? What procedures were used? (pgs. 88–89)
The data were analyzed with the SARA content analysis approach. This approach involves constant
comparison, multisource and multipass strategies, and triangulation of data sets for more robust
findings (86). Audiotape recordings, researcher observations and intentional debriefings after each
focus group were used to document the focus group sessions. The researchers constructed themes
and dimensions in an attempt to identify the messages communicated in the focus group sessions.
The idea of multipass strategies is to continue data analysis until no new findings or insights
emerge. The focus of the study using SARA was on the meaning of the experiences in the words of
the participants and not how some researchers use SARA by counting how frequently certain words
are used. Validity was based on the collective results of all focus groups and the saturation of
common themes and responses.
The researchers analyzed the data in eight different passes as noted below:
1. Each researcher independently analyzed all of the transcripts, reading carefully and writing down
important information.
2. The researchers collectively discussed the information provided in #1 above and agreed on
commonalities and differences among the individual analysis.
3. Themes (labels) emerged and the researchers developed definitions to describe these themes.
4. The data were coded into themes by each individual

As A Kinesthetic Learner
Faith Onyilimba
Learning Style and Strategy As a kinesthetic learner, learning is based on physical activities instead
of sitting and listening to lectures. Hands on method of learning are more efficient for a kinesthetic
learner; they prefer to use their body and sense of touch in tackling a problem instead of reading
through the instructions (Vark, 2014). Kinesthetic learners are also known as doers. They rather start
doing an activity instead of thinking about initiating an action. They are usually very sensitive to
their physical environment; they pay good attention to their physical environment and communicate
with their body. Kinesthetic learners use hand gestures and body language as a form of
communication. A kinesthetic learner ... Show more content on Helpwriting.net ...
Another similarity between the strategies used by an active learner and kinesthetic learner is that
they both engage others as they learn (twelve active learning strategies, 2014). It is important for an
active learner and a kinesthetic learner to talk about what they have learned during lectures with
peers. The difference between these strategies is that a kinesthetic

Visual Learners
To begin, I grouped the students by their learning preference, and found the students that were
grouped together interesting. To begin the discussion, I clarified what each of the learning
preference meant so that students would have a clear understanding. For the most part, students
agreed with their learner classification; however, they admitted when taking the quiz they were
mostly thinking about English Language Arts or Math. Unfortunately, Language Arts and Math is
where most of our instructional time is spent. Our Social Studies curriculum is taught across the
curriculum with Language Arts. In the end, we discussed that generally speaking the responses they
answered held true to all subject matter.
Explain/describe to the auditory ... Show more content on Helpwriting.net ...
Activities I could use to tap into their visual preferences include incorporating images, graphics, and
demonstrations into lessons. In addition, we could annotate reading materials with simple
illustrations and provide illustrated set of instructions. For assessments, students could use a visual
method for demonstrating their understanding. Students said that these activities would help them do
better in class to meet their learning styles and needs because they would be able to view or create
materials that support the learning content. They also mentioned using the smartboard and websites
to help meet their visual learning needs. I loved having the students making suggestions to their
personal learning preference.
Explain/describe to the kinesthetic learners a few activities or assessments that you could use to tap
into their kinesthetic preferences. Include your description below. Then ask the kinesthetic learners
to explain how the activities and assessments you described would help them to do better in class to
meet their learning styles and needs? Record their responses. If none of your learners indicated
auditory as their preference just type in N/A in the space

A Learner Analysis
Learner Analysis In order for true learning to occur, the instructional unit must be designed to meet
the needs of the learners represented within the group. During a learner analysis, a curricular
designer examines the learners as a group. Since comprehensive curricular units designed to teach
the foundational skills of keyboarding are not readily available, a full learner analysis will give the
curricular designer a blueprint for creating such an instructional unit. This learner analysis will
identify key areas that are instrumental to be included within the instructional unit; thus, increasing
the likelihood of student success by meeting the individual needs of each student, as well as the
group in entirety. Demographic ... Show more content on Helpwriting.net ...
Of this student body, 79% of the students are Caucasian, 17% Hispanic, and 4% Other. The Hispanic
student population of this district is significantly higher than the state average of 5.9% (Kasarda,
2006). Those included in the "Other" category include the ethnicities such as Black, American
Indian, Asian/Pacific Islander, or Multiracial. Relevant Group Characteristics The students in this
focus group consist of fifteen 6th grade students from Elkin Elementary School. In order to ensure
that the focus group in a comparable representation of the overall student population of Elkin City
Schools, the focus group will consist of 11 Caucasian students, 3 Hispanic students and 1 student to
represent the Other ethnicities. Of the 15 overall students, economically disadvantaged students will
be represented by a minimum of four students. It is understood that students from economically
disadvantaged homes are at risk for failure. This is likely due to a lack of educational materials in
the home. Therefore, this subgroup is of special concern in designing an appropriate curricular unit
of instruction. One final subgroup to consider is the Academically/Intellectually Gifted subgroup.
This subgroup consists of many high level students. In recent years there has been a decline in the
growth of AIG students. This indicates that accommodations

Diverse Learners
Teaching Strategies for Diverse Learners The article, Teaching Strategies for Diverse Learners in
FCS Classrooms, describes the changes in the ethnical make–up of today's classroom and the
challenges teachers face as they aim to teach children from different cultures. In addition, the article
points out the different needs of multicultural learners in the classroom. Finally, the article also
describes research based strategies and techniques teachers can use that prove to be effective for the
diverse learner. Recently the rise in different cultures represented in a typical classroom has
increased. I have seen these changes over the years as my own children have made their way
through their education in the public school. It was eye opening

Engaging The Adult Learner For Adult Learners
Engaging the Adult Learner
Jeffery Collins
COLL100 B100 Fall 14
American Military University
Dr. Gibson Engaging the Adult Learner
Engaging adults during the learning process is an action that encompasses the use of skills to
conquer their concentration and interest. The engagement is performed to ensure the adult learners
will immediately identify with the information and the objective of the teaching. Once the
identification and objectivity is formed learning is able to proceed. Therefore, the engagement
process for adult learners must be unique and display sensitivity in an effort to achieve learning.
Moreover, it is necessary for adults to know their efforts put towards lifelong learning will have
meaningful value later.
Engaging
The overreaching goal of engagement during the instructional process is to achieve learning (J.J
Keller & Associates, n.d.). Learning is the process by which a new skillset or information is
acquired through review, practical exercise, and experience to name a few producing understanding
or skillfulness (Merriam–Webster, n.d.). In an effort to facilitate learning during engagement of the
adult learner, considerations should be applied and adjusted if needed to the presentation of the
material which contributes to optimal learning. Optimal learning for the adult provides for
engagement and allows retention of knowledge to transpire which is impacted by the training
approach of the instructor (Kelly, 2006). The instructor's teaching

Education, Training and Social Care Policies and Procedures
Social Care has got Policies and Procedures staff has to follow, same as in Education and Training.
Some of the Policies are :–
Data Protection Act (1998) made provision for the regulation of the processing of information
relating to individuals, including the obtaining, holding, use or disclosure of such information. It
was amended in 2003 to include electronic data.
Protection of Children Act (POCA) (1999) was designed to protect children. It gives responsibility
to Local Authorities to make enquiries when anyone contacts them with concerns about child abuse.
Safeguarding Vulnerable Groups Act (2006) introduced a vetting and barring scheme to make
decision about who should be barred from working with children and vulnerable adults. Teachers
may need to have a Criminal Records Bureau (CRB)
Equality Act (2010) replaced all previous anti–discrimination legislation and consolidated in into
one act (England, Scotland and Wales). It provides rights for the people not to be discriminated
against or harassed because they have an association with a disabled person or because they were
wrongly perceived as disabled.
Health and Safety at Work 1974 imposes all staff within an organisation commensurate with other
role and responsibility. Risk assessments should be carried out where necessary. In event of
accident, particularly one resulting in death or serious injury, an investigation by Health and Safety
Executive may result in the prosecution.
Legislation in the UK

Visual Learners
I am going to tell you how organization is a big way that visual learners do well in school. This skill
can be helpful to anyone that commits to it. I researched how organization helps visual learners. My
result is that visual learners use organization very well. In my conclusion organization not only
helps visual learners, it can help every single person in this world. I think that the world would be a
whole lot different if people were not organized. The world would be really messy and people would
not know what to do. If everyone was organized everything would be cleaner and more safe.
A good skill is organization because you need to be organized to stay on top of your studies. You do
not only need a planner, you need to know ... Show more content on Helpwriting.net ...
If I did not have good organization I would be behind on everything because I would not know
where stuff is. This is one of the most important skills that there is because if you don't have
organization you probably won't do well in school, especially for people that want to do well in
school and let's be honest that's almost everyone.
I can use this skill in everyday life. I can use this skill by not losing anything by keeping it in my
folder. Organization can really help when it comes to school because it helps you stay on top of your
studies because you won't lose things if you are organized. If you are not organized your grades
might start to go down because you might start to lose things, such as, assignments, notes, and stuff
like that.
This skill works best for any class you have. It can help you stay on top of your grade and your
studies. Being organized helps everything that has to do with anything. If you are not organized
people can tell. A class that organization will help with especially is a class that you take a lot of
notes and get a lot of assignments. There is no specific class that this helps because it helps every
class you

Literature Review : Learner Autonomy
Literature Review.
The focus of this literature review will be on the history of the set theme within the research project,
the points that have been put across through various researchers will also be included to gain a
clarity of understanding in topics related to learner autonomy and the belief's teachers have on
learner autonomy and the way in which they implement this in their classrooms. The literature
review will consider the sub–headings above (I.1 – I.7).
L.1– What is Learner Autonomy.
As determined in I.2 there are several definitions of learner autonomy in second language learning
and education. This category (L.1) will portray the different terms engaged in previous research. For
example, Holec (1981, p.3) provided a definition ... Show more content on Helpwriting.net ...
Therefore, if a student is learning through reactive autonomy they will learn what is necessary
without being forced. This analysis of the two strands of learner autonomy has been a fresh way in
which researchers have been able to define learner autonomy and this can be extremely helpful in
Middle Eastern schools as this research is extremely new and cultural backgrounds which are
different to the western culture (Smith,2008). Within the Middle East learner autonomy has been
explored for many years as the introduction of learner autonomy needs to consider the cultural
backgrounds of each student. Due to the Middle East having many expats this can be extremely
difficult as Pennycook (1997, p.53) concluded that it is important for all teachers to not only look at
the cultural side of learner autonomy but, also the political side to allow all students to 'deal
differently with the world and allow them to become authors of their own world'.
Having a comprehension on the attributes of the understudies who are adapting independently is
critical. Although, it is important for teachers to also have an understanding on how they can
implement learner autonomy within the classrooms and within the Middle East this seems to be
through the consideration of cultural and political views in the Middle East.
L.3 – Curriculum and Classroom based approach.
Per Cotterall (2000) the implantation of learner

PARADISE FLUBBED: Pynchon & the New World Essay
PARADISE FLUBBED: Pynchon & the New World
When, in Gravity's Rainbow, "A screaming comes across the sky," it is the sound of a V–2 rocket
arcing up and over the English Channel.But the rocket's vapor trail (which Pirate Prentice sees from
kneedeep in the primordial mulch of his bananararium) points further on: over the Atlantic, on
toward America, the New World, Tyrone Slothrop's "yearned–for, perhaps illusory home."
The rocket's path ends a fraction of an inch above the reader's head, the rocket suspended, poised ...
A tableau representing the possibile if not quite realized Apocalypse.In his first novel, V., Pynchon
explored the death–worshipping mania, the will–to–the–inorganic hubris, the sheer Gotterdamerüng
gaga–ness of a ... Show more content on Helpwriting.net ...
However, Gravity's Rainbow (1973), turns away from America of the 1970's to Europe of the
1940's, as if Pynchon himself were stuck on lot 48 and hadn't yet figured out What Came Next for
the New World.
Rather than rockets, Vineland opens with carrier pigeons (coming from the east, from Europe?), and
blue jays (screaming, nest–stealing birds)––and messages: gone too late to be read, perhaps ever to
be understood.
"Too late, too late" runs like the background hum of an amplifier throughout the opening of this
novel.For instance, Desmond, the familly dog, rises later than usual to chase blue jays away from his
food; and his master, Zoyd Wheeler––part–time carpenter and unreclaimed hippie––is late for his
appointment with a plate glass window, through which he must jump each year to keep his
government disability checks coming.Zoyd is a resident of Vineland, a refuge tucked in the northern
California woodlands, where once the only industry was logging, the only inhabitants were early
20th Century remnants of American frontiersmen, and the only cause for concern was running out of
timber."Vineland the Good" Zoyd calls it.
Vineland.And then perhaps we think Vinland––the first name given to this continent by the
Vikings.The primeval evergreen forests of the

Personal Narrative: A Change Of Mindset
A Change Of Mindset
"Our culture, our traditions, our language are the foundations upon which we build our identity (–
unknown.)" No one should be labeled as a "slow learner" or "culturally disadvantaged." Moreover, I
believe diversity and expectations from others change someone's point of view of people and the
world. No one should be labeled as anything, but should be treated like a human being. People are
judged and labeled everyday, culture is one out of many things that are attended to be judged and
labeled. For example, in Springboard 2014 the story "An Indian Father's Plea" a father is writing a
letter to his son's teacher and letting her know that his son isn't she has labeled him as a "slow
learner." Wolf's father states "He is not ... Show more content on Helpwriting.net ...
I was opting for fluidity, self invention blue jeans and t–shirts and renouncing of cast observant
"pure culture" marriage in the muherse family." while on the other hand Bharati's sister mira feels
discriminated against. " I feel manipulated and discarded." Not only that did she state that but also
"If america wants to make new rules curtailing benefits of legal immigrants, they should apply only
to immigrants who arrive after those rules are already in place." another example in springboard
2014 the story where worlds collide" the tourist feel the need to expectations from others as pico
explains in his story "They came out blinking, into the bleached, forgetful, sunshine, in dodgers caps
and rodeo drive t–shirts. To further explain both stories are expressing the feeling to americanize
themselves to look and be american. In the story Two ways to belong in america the two sisters are
both experiencing the need to uphold an expectation of others, in other words the need to to
americanize herself while the other sister feels discriminated against, she has not americanized
herself or self–transformed herself to look and be american. Not to forget, in the story where worlds
collide the tourist also feel the need to uphold the expectations from others, and to americanize
themselves. In the view of these people and people and people who feel discriminated against but
also feel the expectation to americanize themselves, also feel that people that are "different" from
them shouldn't discriminate, label or judge. Therefore the tendency to go straight forward to these
things thus having the effect if no change at

Visual Learners
Everyone processes and learns information differently. Do you know what type of learner you are?
There is no one size fits all category when it comes to learning. Everyone has a unique learning style
and technique. There are three styles of learning that guides the way you learn and recall
information. To be proficient in the classroom or work environment, one must understand the
different styles of learning.
A visual (spatial) learner, learns by associating information with images. A visual learner remembers
and understand information presented by sight. These specific learners must first see what they are
expected to retain. Visual learners have certain characteristics that make their learning style unique.
They generally use color to organize information, study by looking over things, uses diagrams and
charts to understand concepts and ideas, and are good at spelling. Although visualization comes easy
for a visual learner, it is imperative for them to spend time making sure that information stands out
boldly, if not, the information seems to get cluttered or lost in their minds.
Auditory learners seem to retain information through hearing what is being presented. They
typically learn best by hearing and speaking and have trouble following written directions, writing,
and being quiet for long periods of ... Show more content on Helpwriting.net ...
These particular learners learn best by moving their bodies, stimulating large and small muscles as
they process new information. Most people consider kinesthetic learners "hand on learners". The
characteristics associated with this type of learner consist of having great hand–eye coordination,
quick reactions, being good at sports, having high levels of energy, and performs well in art and
drama. Since kinesthetic learners find it difficult to sit still for an extended period of time and often
struggle with reading and spelling, sometimes they are misdiagnosed with having attention deficit
hyperactivity

Speech On Being Self Aware
students. I provided office hours addressing any questions or concerns they may have or just general
chit chat and this was a language school and every opportunity was an opportunity to speak English.
Being Present 1. When I arrived to class I expected myself and my students to be fully present. If
they were experiencing joy, sadness, a burden, I would have them share with the class before
continuing on. This allowed my students to be focused on the now and not on what happened or will
happen. An exercise that helped them accomplish this was to write something down that may be
hindering them from being present and deposit it, without their name, into a classroom box.
Temprarily, I was able to clear their mind and get them focused on what is happening now. – See
more at:
http://www.educationworld.com/a_curr/profdev/profdev170_c.shtml#sthash.E0UtKEEc.dpuf Being
Self–Aware . Being self aware while teaching meant that I was aware of what I was saying, what I
was thinking and how I was responding to the leaners' and the instructional material. I was self–
ware of the decisions I made in and out of class. This is also what I encouraged in my students.
Encouraging students to be self–aware, they consciously paid more attention. The learner
proactively viewed themselves from the position of their higher self, through their feelings thoughts,
decisions, and actions. I expected no less of them than what I expected of myself. Unskilled. Two
areas that I am not familiar with, but

Active Learner
Upon taken the study skills quiz my first score first was active. I was a reflective learner, which
prefer to think about it quietly at first versus being an active learner. I am not an active learner. An
active learner tends to retain and understand information best by doing something active with it. If a
student was an active learner in my classroom I would use the phrase, "Let's try it out, move around,
and visually do it to see how it works." It tells the student that I am willing to be active instead of
sitting down all the time. By being active it keeps the student moving and focused on the activity.
(Scruggs, 2017) With an active learner, I would also try to do group work more often so that each
member can talk and be personable with each other. (Soloman, n.d.) By doing activities in group
work will also help an active learner retain information. If a math lesson ... Show more content on
Helpwriting.net ...
Sensing learners like learning facts which I sometimes enjoy, because information is easier to
remember when connected to the real world. Versus intuitive learners often prefer discovering
possibilities and relationships, which I do not enjoy as much. If I had a student that was an intuitive
learner I would try to link information to hard facts and help a student pay attention to the details
and have patience while learning. An intuitive learner also can be kind of scatter brained, so when
presenting the intuitive student with a question, I would give them an empty piece of paper to
brainstorm on. (Felder, n.d.) By letting them brain storm it gives them a moment to organize their
thoughts and helps me as a teacher understand where their learning style is going towards. Intuitive
learners also like to use the trial and error approach, which I would allow my student to do. If they
had a thought or an idea and wanted to pursue it I would allow them to and either have myself or
another student follow along with them to ensure that they are correctly doing their

Powerful Learner
I am a powerful learner. I am an open–minded learner. I know everyone is different and they like or
do different things. I don't like when people make other people do something they don't like or try to
make someone be just like them. I believe we are all equal and have the same rights. I don't believe
that If someone is famous and they manage to be pulled over that they can sustain getting away with
it, but if I get pulled over I don't get away with it. I made goals for myself this year. Most people
make goals for themselves but never achieve it or do it. Me being one of those people that do that.
One of the goals I made is that I want to be more well–balanced. I don't try as hard as I should in
gym class or I never exercise. My other goal is to collect a 4 or more in my classes. I want to try
harder this year than I have ever tried in any of the other grades. My last goal is to be more of a
risk–taker. Every time someone tells me to try something new I hesitate and don't try. I think too
much about what could happen. I am caring. I love to see people happy or excited about something.
I hate seeing ... Show more content on Helpwriting.net ...
I'm mostly on the internet , which is unacceptable, I know, but everyone likes the internet. I love to
go on adventures and explore new things or places with my friends. One thing that I like to do is
take pictures of anything artsy that I see. Something I love to do is go on YouTube. I hope to be a
Youtuber just like Connor Franta. Connor is a great person. He has done so much upstanding things
since the day he started YouTube. He started on August 21st, 2010. He made a memoir called A
Work in Progress. Connor has talked to the whole world about his sexuality and how hard it was for
him. I have always wanted to travel the world and he has the opportunity to do that for fun. He has
raised money to make wells for small villages for a project called The Thirst Project. Connor has
won awards and done so many kindhearted

Explain Own Role and Responsibilities in Identifying and...
Explain own role and responsibilities in identifying and meeting the needs of the learners As a
teacher and trainer I have found that one of the simplest ways to make learning accessible to both
myself and to those I am teaching is by relating to real–life situations and circumstances that I have
faced. If one takes the approach of trying to memorise lists of facts of how to deal with First Aid
situations the information becomes more difficult to absorb and less likely to be retained. Context
can help provide a more intuitive framework for people's skills, whether it is as simple as telling a
story that can be recalled if and when relevant or even if it delves deeply enough to understand why
certain techniques are used in First Aid ... Show more content on Helpwriting.net ...
All literature for the course can be checked beforehand (if necessary) to confirm the level of literacy.
Basic numeracy skills are essential to any professional career, though having a calculator on hand
can assist if a trainer does come into numerical difficulty. People skills are really the most important
and pressing skills to have as a teacher and I would suggest that a degree of psychological
understanding is implied within the definition of being a teacher/trainer. There is however, a big
difference between a nervous student and one with a medical condition that needs more specialised
help and in extreme cases referral to a medical professional would be required. Mentoring and being
a role model is equally implicit and should extend to all values of being a human being and not just
those related to First Aid. I believe that, in this regard, there can not be any real boundary to how a
teacher/trainer can act. List and describe the points of referral to meet the needs of the learners
There should be no need to signpost learners to someone with greater knowledge of First Aid, nor
should there be another trainer with more appropriate teaching style, as different teaching styles can
be used by anyone. If someone is struggling with a language barrier that seems insurmountable, a
trainer can recommend a different teacher who may be better able to communicate with a learner
(perhaps in a different language, by signing for a deaf student etc.) Religious restrictions may

Kiesthetic Learners
Albert Einstein once said, "I never teach my pupils, I only provide he conditions in which they can
learn." Everyone is designed to work differently. In some cases, this means that while some people
work best in tidy environments, others are more productive in comfortable, lived–in areas. Likewise,
we were all designed to think differently. Those who are left brained are typically more analytical
while those who are right brained are generally more intuitive. Visual, Auditory, Reading/Writing,
and Kinesthetic Learners all vary in how they store and understand information. The problem with
the traditional education system is that there are only methods of teaching that apply to a few of
these learning types. While less conventional methods of teaching are being used in a few schools
throughout the nation, not many are popular, nor are they considered effective by many of the
general public. Like some classes in which teachers use hands–on activities for their kinesthetic
learners, a few options have been opening up for other ... Show more content on Helpwriting.net ...
They are worried that without spending seven hours a day, five days a week, with the same people,
students will suffer socially and no longer be capable of communication. Without time to
communicate with other students, such as in classes, lunch, extra curricular activities, and dances,
some parents believe that their children would not be able to interact properly with their classmates.
The truth is, classes that are run "properly," that is, classes with teachers that enforce the rules, are
generally fifty–five minutes of book or paper work, with occasionally a few minutes taken out for
lectures. Students that attempt to socialize during this work time are often scolded for disrupting
class or, in some extreme cases, given detention. In addition to this, most people that oppose online
learning do so because they believe it is, essentially,

Learner Autonomy
What is Learner Autonomy and How Can It Be Fostered?
Dimitrios Thanasoulas
The Internet TESL Journal
2. What is Autonomy?
For a definition of autonomy, we might quote Holec (1981: 3, cited in Benson & Voller, 1997: 1)
who describes it as 'the ability to take charge of one's learning'. On a general note, the term
autonomy has come to be used in at least five ways (see Benson & Voller, 1997: 2): for situations in
which learners study entirely on their own; for a set of skills which can be learned and applied in
self–directed learning; for an inborn capacity which is suppressed by institutional education; for the
exercise of learners' responsibility for their own learning; for the right of ... Show more content on
Helpwriting.net ...
This stands to reason, for most of the characteristics imputed to the "autonomous learner"
encapsulate a wide range of attributes not commonly associated with learners. For instance, Benn
(1976, cited in Candy, 1991: 102) likens the autonomous learner to one '[w]hose life has a
consistency that derives from a coherent set of beliefs, values, and principles––[and who engages in
a] still–continuing process of criticism and re–evaluation', while Rousseau ([1762] 1911, cited in
Candy, 1991: 102) regards the autonomous learner as someone who 'is obedient to a law that he
prescribes to himself'. Within the context of education, though, there seem to be seven main
attributes characterising autonomous learners (see Omaggio, 1978, cited in Wenden, 1998: 41–42):
1. Autonomous learners have insights into their learning styles and strategies; 2. take an active
approach to the learning task at hand; 3. are willing to take risks, i.e., to communicate in the target
language at all costs; 4. are good guessers; 5. attend to form as well as to content, that is, place
importance on accuracy as well as appropriacy; 6. develop the target language into a separate
reference system and are willing to revise and reject hypotheses and rules that do not apply; and 7.
have a tolerant and outgoing approach to the target language.
Here, some comments with respect to the preceding list are called for. The points briefly touched
upon above are

My Learner: My Learner Scenarios
My learner scenario is about Dan. Dan was a procrastinator and he did not prioritize his class work.
Not only did he procrastinate, but he also doubted himself after receiving feedback from a previous
assignment. In my opinion the first thing Dan can do to be successful is he will need self regulation
which will help him with self discipline. His original plan was to start his assignment at the
beginning of the week when it was posted however he kept putting it off. When he finally decided to
work on the assignment he couldn't find his notebook and still got sidetracked. With self regulation
he can plan and manage his time better, evaluate his actions, and use feedback as a learning tool.
Secondly Dan should intensify his precision learning

Educating The Learner
Educating a Learner
Bastable asserts that "educating others is one of the most essential interventions that a nurse
performs" (2014, p.114). Although in an interventional situation, the patient is the learner, it is just
as important that the nurses caring for those patients have current, evidence based knowledge. In
either case, two roles exist; educator and learner. Bastable (2014) adds that there are several aspects
of the learner that must be assessed in order to competently achieve the educational goal.
The Learner In an effort to improve team performance and patient outcomes, management and nurse
educators must provide opportunities for the nurse to learn the most up to date information on safe,
quality care for their patients (American ... Show more content on Helpwriting.net ...
First, the educator must determine what knowledge is needed by the learner. Second, the level of
readiness to learn must be assessed. Finally, the style of learning that is best suited for the learner
must be identified (Bastable, 2014). There are certain factors that could prohibit readiness to learn as
well as motivation for this age group. Their occupation as nurses, and the commitment to education
inherent to nursing, however, mitigates some of those

Adult Learners And Provided Strategies For Learners
This article discussed many aspects of adult learners and provided strategies for instructors to
improve learning in adult learners. They stated repeatedly that learning experiences are a major
factor in adult education. It can help intrinsically motivate adult learners to retain more information
in order to improve their knowledge. In the article they also discussed how it is important to allow
adult learners to take ownership of their learning while allowing the instructor to facilitate activities
that are more hands on. Adult learners tend to learn better when they are actively involved in the
learning process and are able to make meaningful connections between the new material and their
old experiences.
In the article they also ... Show more content on Helpwriting.net ...
http://www.fastfamilysupport.org/fasttraining/Other/teachingadults–whattrainersneedtoknow.pdf
This article was very similar to the one that is in the above reflection. They talked about how adult
learners come with a vast amount of experience that they need to make connections with what is
being taught. They also talked about the different learning styles; visual, auditory, and kinesthetic
and that it is important to use a variety of teaching strategies to meet the needs of every student.
They talked about how adults are more willing to learn if they want to be there and if they want to
improve their skills. This article discussed how adult have less time to actively engage in their
learning because of other commitments and expressed the importance to make learning hands on
and meaningful so that the adult learners time is not being wasted. They then provided tips for the
people who facilitates adult learners. The two most important tips that I gained from this article is to
provide adult learners with ample amount of time to practice what they learn and to make sure that
the adult learners know the importance of what they are learning and how it can tie into their
experiences.
http://od.msue.msu.edu/uploads/files/PD/Facilitating_Adult_Learning.pdf
This article was more about providing strategies for the facilitator to enhance adult learning but

Fast Learner
Would You Rather be a Fast Learner or be Naturally Gifted at Something? There once was a college
football kid who was great at everything in football, but he never was perfect enough at one task so
he couldn't make the NFL(National Football League). Even if you are good at everything you do at
that task, but never perfect at one thing you are not considered exceptional. If you love doing
something that you are exceptional at and want to make goals out of that skill then are probably
naturally gifted at it. If you good at everything else than that one specific task that you love and you
can't make it prosper you are probably a fast learner. It is not always enjoyable to be naturally gifted
at something, but it could help with a future career. ... Show more content on Helpwriting.net ...
When in my opinion I think being naturally gifted at something will last till the the die. Being
naturally gifted at something could influence your future job or career. A naturally gifted pearson
could become the richest person in the world, because they are so phenomable at that job. It takes a
lot of work to be the best at something, and if you are already the best at something since you started
is incredible. Being a fast learner is a great quality for people and can be used in more fun ways than
being naturally gifeted at something. Though, even if you can get good at everything it might not be
what jog managers are looking for in an employee. You would have to be great at what the manager
is looking for in an employee. That would mean you are probly a great worker or you are naturally
gifted at that job. That is a way that being naturally gifted at something will help your future job or
career. Being a naturally gifted person can also influence your way of life. It can change the way
you live, work, and where this happens. You might be naturally talented at painting, and the best
business is in Italy and you work there. You can become a very famous musician if you are the best
at what you play. You only became the best because you were naturally good at

Explain the Way in Which You Would Establish Ground Rules...
Having explored the three methods of setting ground rules during session 2 of PTTLS course, it is
evident that for the ground rules to be effective, determining the appropriate method of ground rules
setting is crucial to informing how the learners will be likely to respond to the 'ground rules' and
how this will later affect the session or sessions to be delivered.
The three methods of setting ground rules offer advantages and disadvantages depending on the
context of the lesson and the dynamics of the group. For example the teacher led process provides
the teacher with a clear set of uniformed rules and offers the teacher an opportunity to consider
issues which may otherwise have been overlooked such as the learning environment and ... Show
more content on Helpwriting.net ...
The learners would have no choice but to adhere to the rules as they would be bound by their own
principles. This method does fail to acknowledge the teachers experience in understanding the
dynamics of groups and how the teacher could provide a valuable contribution to ground rules
which consider the needs of individual learners. This method may also inhibit the teacher from
delivering an effective lesson as consideration may not have been applied as to whether the rules are
suitable for the teaching environment. For instance taking into account the actual content of the
lesson to be delivered and forgetting to include the health and safety of the learners.
In establishing an effective set of ground rules for my learners, I would consider a method that
offers the teacher the opportunity to create a learning environment that is safe, efficient and
stimulating for the learner (Armitage, A, et al, Teaching & Training in Post Compulsory Education,
OU, 2007).
This would be implemented through getting the learners to negotiate their own ground rules with
assistance from myself. I would take charge of facilitating the discussion to ensure all learners had
an opportunity to contribute, and to ensure the inclusion of crucial rules which allow me to
effectively

Focus Learner
The lesson objectives, learning tasks, materials, and planned supports are designed to move the
focus learner toward achievement of the IEP goal and the learning goal, simultaneously. Both the
IEP goal and the learning goal align with a grade level standard. Aligning the learning goal with a
not only a grade level standard, but also a required grade level project, a senior research paper,
makes the learning tasks relevant to the focus learner's current grade level instruction. This not only
helps us to maintain a focus on grade level content in the resource room but also supports
generalization of the learning content in a different environment, as well. Pre–assessment data
provided evidence that the focus learner already has prior knowledge ... Show more content on
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Technologies that I will incorporate are a computer with internet access and the focus learner's cell
phone. The focus learner is accustomed to these technologies in her every–day life and is motivated
to complete assignments using them. Additionally, using these devices enables the focus learner to
have many different resources available to her anywhere she may choose to work on maintenance
and generalization activities for the learning segment. As mentioned earlier, modifying the
environment to minimize distractions will allow the focus learner to access instructional content
more readily. Using Post–Teacher Question Wait–time helps the focus learner to think about her
own learning in relation to the content being presented. In addition to that, employing increasingly
complex instructional tasks provides the focus learner with an opportunity to maintain content
learned in the completion of simpler tasks which in turn supports completion of more difficult ones.
Scaffolding materials (i.e., paragraph organizer) will be provided to assist the focus learner in
expanding prior knowledge about writing paragraphs to develop more complex sentences and
connections between sentences and ideas within a paragraph using transition

Speaking Unplugged
Speaking Unplugged: 30 Activities for One–to–One Classes By reducing the amount of material
that is imported into the classroom, the teacher frees the learning space for the kind of interactive,
talk
mediated learning opportunities that are so crucial for language development. Scott Thornbury:
Teaching Unplugged Introduction Like many teachers – I suspect – I used to turn up to my one–
to–one classes with a pile of worksheets under my arm. The worst thing that can happen in a one–
to–one class is running out of materials, I thought. And then one day, a private student told me he
didn't enjoy my classes because he felt I was just giving him a series of worksheets to complete.
What he really wanted to do was develop his ... Show more content on Helpwriting.net ...
23. Automatic Exclamation 24. Phrasal Verb Swap 25. Where do you see yourself in 5 years' time?
26. If I Ruled the World 27. Resolving Disputes 28. To Do List 29. Company Policy 30. You're the
Teacher 1. Know the Teacher Language Focus: Question forms, short answers Adult learners can
feel 'infantilised' when they speak a foreign language. They may have a confident and respected
public identity in their first language but feel like children communicating with adults when
speaking their second language, especially with their teacher, who they may respond to as a figure
of authority and an imparter of knowledge. This power relationship is, in my opinion, rather
unhealthy and unhelpful in one
to
one classes. As teachers, we are no more intelligent, cultured, open
‐
minded or wise than our learners. We are equals in all respects, except our ability to use the English
language. Therefore, I always recommend a 'getting to know your teacher' activity in the first lesson.
As well as giving you a good idea of your student's strengths and weaknesses, we can also use this
activity to break the ice. Start by asking your learner to write down a list of questions they would
like to ask you. Give them a few ideas, themes like work, family, hobbies, and let them spend a few
minutes thinking and forming questions. Let them write the questions first rather than ask them to
think them up on the spot. In real
life situations, we

Computer Based Instruction As An Adult Learner
Computer–based instruction, or CBI, is widely used to deliver content to learners of all ages.
Although this form of instructional delivery has become nearly ubiquitous, levels of effectiveness of
CBI vary, particularly when considering computer–based instruction for adults. In 2005, researchers
Janis Lowe and Elwood Holton, III developed a theory regarding the elements necessary for an
effective CBI experience with adult learners and then drew five conclusions based on their
investigation. Lowe and Holton (2005) acknowledged a need for both external support and
instructional support if an adult learner's CBI experience will be deemed positive. Of their five
conclusions, this one was of particular interest to me based on the different computer–based
instruction experiences I have had. My first experience with a course conducted completely using
computer–based instruction as an adult learner occurred during the fall semester of 2007. I was
nearing the completion of my first Master's degree and enrolled in ED500A, which was an
educational research class. Although I had extensive experience utilizing technology and the
Internet, and had dabbled in CBI, this course was conducted entirely online and proved to be
challenging for me. The challenges were not due to the content, but were based on the limited
connectivity with other course participants and the instructor. I quickly adapted to the format of the
course expectations and developed a schedule in order to meet

Program Goals And Learning Outcomes
This paper will discuss the program goals and learning outcomes aligned to the goals that meet the
instructional–level needs of adult learners; subsequently, it will provide insight into contextual
application designed to increase retention. It will display the instructional content and identify
resources utilized in the face–to–face delivery method with the justifiable reason for the method;
henceforth, there will be the inclusion of relevant examples contained in the paper. A presentation of
the learning transfer plans will be presented illustrating the alignment with the retention goals and
learning outcomes coupled with relevant examples.
Program Goals and Learning Outcomes Program goals and learning outcomes can be considered as
the ... Show more content on Helpwriting.net ...
To offer the adult learners the opportunity to participant in the planning of their trade program that
will be geared specifically towards what they desire to accomplish and knowledge of the available
resources that can assist when their needs and circumstances that may arise during the course of
their program.
To incorporate the needs of the adult learners that participated in exit interviews with new strategies
that will assist in governing the trade programs, allowing an intersection to occur prior to other adult
learners enrolling in the various trade programs.
Learning Outcomes for Adult Learners Participating in Trade Programs
The adult learner will:
Locate information about resources, should a need occur for daycare assistance, transportation
assistance or financial assistance from activities requiring them to interact with Student Support
Services.
Connect with faculty, staff and other adult learners by attending social events, career fairs, and
workshops.
Participate in group activities, discussion boards, and reflective journaling as a source to share past
learning experiences.
Express their thoughts and concerns about the improvement of their specific trade program by
completing surveys, questionnaires and interviews.
Complete an exit interview to assist in developing new strategies for the

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