Lesson 1 formal and informal learning
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This document discusses formal and informal learning. Formal learning is defined as structured learning through institutions like schools, while informal learning occurs through everyday life experiences. Examples are provided of formal learning, such as attending lessons and completing assignments, versus informal learning like job shadowing, family discussions, and self-directed documentaries. The reader is tasked with identifying and explaining their own examples of formal and informal learning through experiences with health and social care topics.
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Inquiry-based learning is a technique where teachers involve students in the learning process by focusing on open-ended questions, problem-solving activities, and critical thinking. It differs from traditional learning by giving students ownership over their learning through formulating their own questions to discover answers they are interested in, with teachers acting as facilitators. The inquiry process generally involves defining questions, locating resources, selecting and organizing information, creating works to demonstrate understanding, and evaluating the learning experience.
Internship Orientation November 11, 2009
This document summarizes an orientation for Medaille College interns. It discusses:
- The objectives of connecting students to resources, reviewing the internship process, and introducing experiential learning theory
- Key messages about taking ownership of one's learning and being responsible and accountable
- Definitions of internships as structured, supervised opportunities to apply classroom learning in real-world contexts
- Benefits of internships like applying knowledge to problems and exploring career choices
- Resources available to students, including guidelines and requirements
- The roles and responsibilities of students throughout the internship stages
- Kolb's experiential learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation as a framework
Motivation
The document discusses various theories and techniques for motivating language learners. It describes intrinsic motivation as coming from within the learner, such as a desire to learn, versus extrinsic motivation which comes from external rewards or punishments. Several theories are examined, including behaviorism, social learning theory, humanism, attribution theory, and constructivism. Specific motivation techniques are suggested such as giving learners control over their learning, incorporating fantasy and imagination, providing recognition and feedback, and ensuring tasks are appropriately challenging. The document emphasizes building rapport with students and a relaxed learning environment to maximize learner motivation.
FIELD STUDY 2 MODULE 1 EPISODE 1.docx
Field study courses provide students practical learning experiences in actual school settings to observe, experience, and reflect on the teaching-learning process, with the intended outcomes being the competencies students will develop to become effective teachers as outlined in frameworks like the Competency Framework for Southeast Asian Teachers of the 21st Century. Students will participate in field experiences using Kolb's experiential learning model of exposure, participation, identification, internalization, and dissemination, observing classrooms, analyzing the experience, and reflecting on their learning.
Classroom action research ppt
This document outlines the process of action research for teachers. Action research involves teachers identifying questions about their classroom experiences, planning interventions to address the questions, observing the results of interventions, analyzing the data collected, and reflecting on the findings to improve teaching practices. It describes defining a research question, planning the research methodology, collecting and analyzing data, and reflecting on results to determine next steps in an iterative cycle for continuous learning and improvement. The goal of action research is to help teachers better understand and enhance student learning.
[BIS] Intro to PYP For Parents Sept 2012
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed for students aged 3 to 12. It aims to foster students' development as inquirers and prepares them to actively participate in lifelong learning. The PYP incorporates five essential elements into its written curriculum: concepts, skills, attitudes, action, and knowledge. It uses a framework of six transdisciplinary themes to organize units of inquiry and develop international-mindedness in students. Students are assessed using a variety of strategies to evaluate their understanding and application of skills and knowledge. More information about the PYP can be found on the IBO website and through the school.
Co Teaching Un 100
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
Study skills, Writing DE Materials
This document discusses different approaches to learning and teaching at the university level. It covers lectures, seminars, group activities, tutorials, online learning, and independent research. The purpose is to help students transition to more independent learning at university, where they are expected to critically think about ideas and discuss them with peers and tutors, rather than just memorizing information. The document includes self-assessment questions to help students identify their approach to learning and how to develop skills as an independent learner.
Hg g4 q2 module 5 rtp
This document provides guidance for a homeroom module on achieving success in school. It includes 6 activities to help students develop personally, academically, and with career goals. The activities guide students to identify positive school experiences, recognize their community role, and apply lessons to contribute positively. Parents are asked to ensure students complete tasks and understand lessons to accomplish guidance successfully.
Hg g8-q1-module-1
This document provides guidance for students on improving their study habits. It contains six sections:
1. An introduction explaining the importance of developing effective study habits for grade 8.
2. Interactive activities for students to evaluate their current study habits, learn effective habits from family members, and create a weekly study plan.
3. Tips on making studying a habit, including understanding learning styles, setting SMART goals, and establishing a study zone.
4. A review of effective study habits from previous sections.
5. Directions for students to set academic goals, identify effective and ineffective study habits, and modify their habits and weekly plan for grade 8.
6. The overall aim is to help
Anexo 14. Where to begin when writing a lesson plan. Madeleine Hunters..pdf
This document summarizes Madeline Hunter's research on effective teaching methods and lesson planning. It discusses the eight elements she identified that maximize student learning: 1) anticipatory set, 2) objective and purpose, 3) input, 4) modeling, 5) checking for understanding, 6) guided practice, 7) independent practice, and 8) closure. While these elements provide a useful framework, they were not intended as a rigid formula and not all elements are needed in every lesson. The elements allow teachers to make informed decisions based on their students' needs and the content being taught.
Crash course in instruction
The document discusses instructional strategies for diverse learners. It recommends that instruction be explicit, research-based, engaging, informed, and prepared to address challenges. Some key strategies include explicit instruction using modeling, guided and independent practice. Strategy instruction teaches students specific approaches for tasks like reading, writing, and test-taking using mnemonics. Formative assessment through techniques like response cards and choral responding helps keep students engaged and informs instruction. Planning for different learners and what may not go as expected is also important. The overall goal is to clearly teach students what to do, make learning fun and check for understanding.
Maintaining Class When You Are Unable To Make It To Campus
This document discusses strategies for maintaining engagement with students when unable to be physically present on campus due to circumstances such as weather, illness, or conferences. It outlines options for conducting class remotely using Blackboard tools like assignments, discussion boards, Collaborate for virtual lectures, and embedding media. Setting up activities the day before and relying on the chat for student questions and responses can help increase engagement. Assessing student learning can be done through formative feedback on participation and applying lessons to future work, or summatively through exams and essays.
Task based learning
Task-based learning (TBL) is an approach where students learn by completing meaningful tasks using target knowledge. It originates from language education where tasks allow natural and meaningful learning of structures. A task is an activity with a goal that requires using target knowledge like IT. There are six types of tasks including listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves four stages: pre-task where teachers choose materials; task preparation where teachers introduce topics and students prepare; task realization where students complete tasks; and post-task knowledge focus and reflection.
ODHEC life beyond the lecture
This document discusses various active learning strategies that can be used in place of traditional lectures. It begins by outlining the evidence that active learning is more effective than passive learning for promoting higher-order thinking. Some key active learning techniques described include think-pair-share, guided notes, role plays, debates, and just-in-time teaching. Challenges of implementing these strategies such as student discomfort, unclear expectations, and time constraints are also addressed. The document provides examples and guidance for instructors on incorporating these interactive teaching methods.
Studyskillsandtechniques
The document discusses developing effective study skills and techniques. It outlines that study skills are necessary for learning and most people have some skills but may need improvement. It then lists general study techniques recommended by Nugent and Vitale, including establishing a routine, setting goals, controlling distractions, taking notes in class, being aware of learning styles, using time efficiently, seeking appropriate resources, and balancing study with rewards.
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Dilemmas
The document discusses ethical dilemmas that may arise for healthcare professionals. It provides examples of dilemmas involving treatment of terminally ill patients, prescribing contraception to minors, accommodating religious/cultural needs, and allocating limited healthcare funding. The document also examines the pros and cons of the ethical dilemma around euthanasia. It notes that dilemmas may occur regarding cultural/religious values, finances, safeguarding patients, and promoting patient dignity.
P4, P5, M3, D2.
This document outlines the requirements for a unit review involving creating a 3-day food diary from MyFitnessPal, comparing diet metrics to recommendations, and preparing a one-week food diary meeting daily intake goals. It also requires evaluating how a new diet plan could improve nutritional health in the short term, such as improved energy and mood, and long term, such as reduced risk of diseases. Short term is defined as up to one year, and long term is defined as at least one year or more.
Lesson 3 promoting independence and safeguarding
The document discusses promoting independence, rights, values, and safeguarding for individuals in health and care settings. It defines key principles like empowerment, promotion of independence, and safeguarding. It provides examples of how to promote independence through adapted equipment for people with limited mobility or medical conditions. Respecting individual values and beliefs, like allowing religious practices and clothing, is also discussed. Safeguarding involves protecting individuals from harm and providing a safe environment. The benefits to the service user include increased independence, control, inclusion, and well-being. Some potential dilemmas are also noted, such as how to balance individual needs with costs or safeguarding concerns.
Lesson 2 empowerment
The document discusses empowerment of individuals in a care setting. It defines empowerment as people feeling in control of their own lives. Empowering individuals means ensuring they have enough information to make their own choices that could affect their quality of life. When empowering someone, you should praise them, inform them of their choices, allow them to make their own decisions with support, and offer alternatives. Empowerment is important as it promotes independence, equal treatment, and control over one's own life. The document contrasts empowerment with "benevolent oppression," which is making decisions for individuals rather than allowing them control over their own lives. Examples are given of empowerment strategies and how they benefit service users.
Lesson 1 definitions of ehtics
This document outlines an assignment on ethical principles for a healthcare course. It includes learning objectives to identify, underline, and provide examples of five ethical principles: benevolent oppression, non-maleficence, act of omission, autonomy, and morality. Students are instructed to define each principle in a Word document, providing a definition and healthcare example for each based on research. The document provides initial definitions and a brief case study example of an ethical dilemma involving an elderly patient to help introduce the topics.
Distinction 2
This document provides guidance for an assignment evaluating a student's personal and professional development over a two-year health and care program. Students are instructed to identify their personality traits when starting the program and how these relate to their career choice. They should then evaluate how their personality and experiences with the college, course units, and placements have influenced their development. For each category, students are asked to discuss what was positive or negative, suggestions for improvement, and how the experiences helped their development. The overall aim is for students to professionally evaluate their growth during the program.
Merit 2
This document outlines the objectives and tasks for a personal and professional development course. The objectives are to:
1) Identify skills and knowledge gained from the course and placement.
2) Compare and contrast knowledge gained from the course and placement.
3) Consider skills and knowledge still needed to be acquired in the future.
The document instructs students to complete two tasks: 1) list their existing, course-learned, and placement-learned skills and knowledge, and 2) reflect on skills/knowledge gained from working towards goals and what still needs to be acquired.
Distinction
The document contains a case study about a boy named James who is experiencing various health issues. James is 7 years old and lives with his father in a busy town center. He has demonstrated low attention at school and is often distracted. James' father works full time and struggles financially, so James often eats inexpensive ready meals and takeout that are low in nutrients. James has a high BMI of 32 and other health problems like bad teeth, constipation, and poor liver function. The document provides learning objectives and instructs students to identify factors affecting James' health, make recommendations to improve his diet and lifestyle, and justify their recommendations with research.
Merit
This document discusses the positives and negatives of various health factors on an individual's health, including:
1. Dietary habits - positives include regular snacking on healthy foods and eating 3 meals per day; negatives include snacking on unhealthy foods, irregular eating patterns, and snacking late at night.
2. Economic factors - positives include having enough money for healthy food; negatives include only being able to afford unhealthy cheap foods and not having access to transportation to buy fresh foods.
3. Social/cultural factors - positives include traditional home cooking; negatives include fasting/feasting patterns and high fat diets.
The document provides examples of factors, encourages identifying positives and negatives, and has individuals analyze
P6
Primary, secondary, and tertiary organizations provide health services at different levels:
- Primary care includes services like GP practices that are often the first point of contact.
- Secondary care includes planned and emergency hospital services and community care.
- Tertiary care refers to highly specialized medical services like neurosurgery and organ transplants.
Education
This document discusses how education influences diet choices. It explains that money is spent educating people about healthy living and food hygiene through schools, dieticians, doctors, and food marketing/labeling. However, some families have not been educated about healthy eating or noticed the importance of these messages due to watching unhealthy food ads instead. As a result, parents may make unhealthy family meals without knowing what is healthy, thinking takeaway food is healthy. The document aims to identify how education affects diet choices through various tasks and media examples.
Economic Factors
This document discusses economic factors that influence individual diets. It addresses several learning objectives related to predicting diet choices based on economic status and identifying how economic factors affect choices. Specific economic factors discussed include the cost of food, with unhealthy food often being cheaper than healthy options. Data is presented showing that obtaining the same number of calories from healthy versus unhealthy foods can vary significantly in price. An example is also given of a woman on a limited budget and how much she has left each month to spend on food for herself and her son.
Dietary choices
This document discusses dietary habits and their influence on diet choices. It defines dietary habits as the decisions people make about what food to eat. Dietary habits are determined by meal patterns, snacking habits, personal tastes, and food availability. Meal patterns, such as eating habits related to work schedules, can influence obesity risk. Snacking habits may also affect diet and health, as snack foods are often unhealthy. Personal food preferences and what is available locally further impact individual diets. The document provides examples of different jobs and lifestyles that can shape dietary choices for better or worse. It also contains tasks and learning objectives related to analyzing how dietary habits and health factors influence diet.
Diet Habits
This document discusses how dietary habits are influenced by various factors and outlines learning objectives related to predicting diet choices based on health factors. It defines dietary habits as the food choices an individual makes. Dietary habits are determined by meal patterns, snacking habits, personal tastes, and food availability. Meal patterns like skipping breakfast or eating late at night can influence obesity risk. Jobs that require long hours or night shifts can also impact dietary habits. The document provides examples of analyzing dietary habits and suggesting improvements. The learning objectives are to identify health factors that influence diet choices and understand their effects.
Maslow
1) The objectives of the document are to apply knowledge from Honey and Mumford's learning styles theory and research Abraham Maslow and his Hierarchy of Needs theory.
2) Maslow's hierarchy proposes that people are motivated to fulfill basic needs before moving on to other needs. It arranges human needs in a five-tier model consisting of physiological, safety, love, esteem, and self-actualization needs that must be satisfied sequentially.
3) The document instructs readers to consider how they have helped others meet their needs according to Maslow's stages and provides a brief overview of each stage.
Maslow
This document discusses personal and professional development. It recaps learning styles theory and introduces Maslow's hierarchy of needs theory. The objectives are to apply knowledge of learning styles and research Maslow's hierarchy of needs. Maslow believed humans seek to fulfill their potential through meeting basic needs progression. His hierarchy explains that foundational needs must be satisfied before advancing to the next level, moving from basic needs to self-actualization. Learners are asked to consider how they have helped service users meet their needs according to this stage-based model.
Multi agency article
This document summarizes findings from a project examining multi-agency information sharing models in the UK, particularly Multi-Agency Safeguarding Hubs (MASHs). It describes common features of MASHs such as information sharing, joint decision-making, and coordination between agencies like local authorities, police, health and probation. The document outlines perceived benefits but also key barriers to effective multi-agency cooperation. It concludes that while progress has been made, more widespread effective multi-agency working is still needed to improve safeguarding of children and vulnerable adults.
5. care professionals
This document outlines a unit on health and care professionals, including learning objectives, definitions of key terms, and activities. It begins by defining professionals as qualified individuals who provide a service. Examples given include physiotherapists and doctors. Students are asked to list professionals they can think of that work in health and care settings. Roles are defined as positions in an organization and responsibilities are defined as the functions of those positions. Examples of roles and responsibilities are given for doctors. The document provides links to news articles and videos for students to analyze issues professionals deal with and how they follow codes of conduct. Research tasks involve topics like cases of child abuse, suicide rates, and depression.
Multi agency
This document discusses multi-agency working and identifies several key points:
It defines multi-agency working as different professionals like nurses, doctors, social workers working together to achieve a shared goal for a patient or client. A case study example is provided of different medical professionals collaborating on an elderly patient's care after a stroke.
Potential positives of multi-agency working include better quality, more holistic services for individuals; better family support; and faster access to specialized services. However, challenges can include communication problems if professionals do not update each other, disagreements over cultural differences or values, and lack of continuity if staff are replaced. Training on roles and responsibilities as well as effective communication are identified as ways to improve multi
Health Professional
This document discusses the roles and responsibilities of various health professionals. It begins by listing learning objectives, which are to recap health professionals' roles and responsibilities, underline their job roles, analyze issues they deal with, and learn how to take blood pressure and diagnose a partner. It then lists several common health professionals like nurses, doctors, dieticians, and physiotherapists. The document goes on to discuss issues like obesity that health professionals help address. Students are asked to analyze a news article about obesity and discuss how different professionals could help. Videos further explain responsibilities of professionals in dealing with heart attacks and how to take blood pressure. The goal is to help students understand and identify the roles of key health professionals.
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Italy
Hypotension and role of physiotherapy in it
This particular slides consist of- what is hypotension,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is the summary of hypotension:
Hypotension, or low blood pressure, is when the pressure of blood circulating in the body is lower than normal or expected. It's only a problem if it negatively impacts the body and causes symptoms. Normal blood pressure is usually between 90/60 mmHg and 120/80 mmHg, but pressures below 90/60 are generally considered hypotensive.
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Mental Health and Physical Wellbeing.pdf
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Lesson 1 formal and informal learning
- 1. Unit 6- Personal and Professional Development in Health and Social Care
- 2. Warm up – Doodle Heads!
- 3. What is learning? “The acquisition of knowledge or skills through experience, practice, or study, or by being taught." (WorldNet, 2012) Start learning from birth Learning is continues. You learn every day Every day you wake up smarter than the day before.
- 4. • Aims: Define the following terms: Formal learning Informal learning Differentiate between formal and informal learning Identify personal experiences of formal and informal learning
- 5. Formal: “Learning in a structured and planned way, such as at college or school.” [Walsh, 2012] Informal: “Learning from everyday events or situations that occur in everyday life or which arise in the workplace.” [Walsh, 2012]
- 6. Task: Use your mobile phone to research your own definition of formal and informal learning. Don’t forget to note down the source/reference!
- 7. COMPARE…
- 8. Formal Informal Learn by attending lessons at college Learning through peer observation Learn by attending sessions on the Advantage programme Learn through shadowing and observing staff at work Learn through induction training for work placement or paid employment Learn by engaging with discussions and debates in the workplace Learn by watching videos and documentaries as part of your study programme Learn by asking questions when the need occurs Learn by reading newspapers and articles as homework Learning from family and friends through mirroring, observation and questioning
- 9. CONTRAST…
- 10. Formal Informal Learnt in official settings Learnt in places/spaces where you want! Planned learning (Lessons) Learnt through personal experience and reflection Often enforced onto the learner Often through voluntary participation Teachers are in control (make the decisions) Teachers facilitate (Students do the research)
- 11. Case studies: Read the case studies provided and identify whether they are examples of formal or informal learning
- 12. Assignment task: Your first task for P1 is to identify and explain examples of your own experiences of formal and informal learning. Using the guidance on your task sheet, create an evaluation of your own experiences (3 examples of each).
- 13. Task (20 minutes) In your booklet use research to make a poster/ mind map (Cut and stick) research on learning. 1- Definition of learning, informal and formal learning 2-Examples of Formal and informal learning. 3- Give 3 examples of how you have learnt things relating to health and care in a formal and informal way.
- 14. Formal Completing assignments (learnt all information needed through structured lessons and made to complete assignment? GCSE passing?- ( Taught from planned lessons at school, revision given from teachers. Attending lessons? (Learnt … through planned structured lesson) Informal Placement – what you learnt from that? Extra revision at home? Asking teachers / placement staff/ people from home advice and on their experiences? Job – learnt through doing or observing.
Editor's Notes
- The next slide compares formal and informal learning
- The next slide notes differences (contrasts) between formal and informal learning.