5.Discussion . 5.1 Chapter Structure. This Chapter Describes

For example, during writing tasks, rather than asking Connor to write a recount, he would be asked to only write the orientation. This would be broken down step by step into ‘when’, ‘who’, ‘what’ and ‘where’. To assist Connor to persist with more difficult tasks he is provided with constant feedback and encouragement to reinforce correct practice (Seely Flint et al., 2014; Woolfolk & Margetts, 2010). During cooperative learning activities Connor is paired with a supportive partner who can tutor, scaffold and extend him. The effectiveness of these strategies will be assessed through daily observations, analysis of Connor’s work and collection of checklists to see if they have been marked off properly.

Donald Schon (1983) identified that learning in practice could be enhanced by 2 different kinds of activity – Reflection in-action and Reflection on-action.

In order to establish and instigate ground rules in the first A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.

|a group set-up to be a better learning environment for them. | | | |For practical training, learners may have the benefit of observing others in the group carry out a task and learn from mistakes or things|

However, Thaine (1996b) defended the usefulness of session planning and argued that if the tutor chose to make things up as they went along – having no real indication of the session aims or outcomes, “then nothing useful or meaningful can be achieved,” (Malamah-Thomas, 1987: 3) for either party. It is based upon this principle, therefore that the session aims and outcomes were written on the Smartboard for my learners. Although, I also understand that this process will not appeal to all learners.

Initial Assessment Undertaken prior to a lesson or course is delivered and helps direct my session planning to meet learner’s expectations.

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

Unit 6: Personal and Professional Development in Health and Social Care Unit code: D/600/8958 QCF Level 3: BTEC Nationals Credit value: 20 Guided learning hours: 120 Aim and purpose This unit aims to enable learners to understand the learning process and to give them the skills they need to

Learning Outcome-outline what a pupil will be able to do, know and understand having completed the topic. Lists the resources which will be needed in the teaching and learning of a particular topic. Introducing the topic (in some plans only) outlines an approach to introducing

The assessable tasks for this week are: 1. You need to provide a summary of your learning for this week, particularly in response to the “learning outcomes” in your own words. Your tutor will ask students to present their responses to the class at the next tutorial session.

And thirdly, the tutorial, where I can discuss and agree my learners’ goals and design their Individual Learning Plan. This helps me to set up smart targets throughout the course and also to do reviews every three weeks. These tutorials are very helpful, because they help me give feedback to my learners regarding their performance in the class.

Motivate: Learner’s are able to feel motivated to learn following praise and this assists the learner to build self esteem. Within my own organisation we review learner’s progress

Shelley Griffiths – unit 8 Facilitating learning and development in groups 1. Understand principles and practices of learning and development in groups 1.1 Explain purposes of group learning and development. Generally group learning is cost effective for employers, employees/learners and providers. Enabling continued and multi use of materials, resources and facilities. Group learning also ensures a consistent, common message and programme.

EDEXCEL EDUCATION & TRAINING CERTIFICATE PORTFOLIO COURSE DATES: 2014/2015 APPROVED CENTRE: COURSE VENUE: VARIOUS COURSE TUTOR: CANDIDATE NAME: ENROLMENT No: Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training Unit reference number: H/505/0053 Unit 2: Planning to Meet the Needs of Learners in Education and Training Unit reference number: A/505/1189 Unit 3: Delivering Education and Training Unit reference number: M/505/1022 Unit 4: Assessing Learners in Education and Training Unit reference number: F/505/1025 Unit 5: Using Resources for Education and Training Unit reference number: L/505/1027 Unit 27: Teaching in a Specialist Area Unit reference number: J/505/1096 This discussion then forms a mutually agreed individual learning goal that will enable them to achieve the required outcome. This then allows SMARTER objectives to be set.

imagine or understand. The U.S Department of Education is developing a plan, The National Education Technology Plan, to incorporate technology properly into the classroom. The goal of this plan is to improve student learning and to prepare students for the world we live in