Unit 3: Enabling and De3Livering Learning Dtlls

It helps you, the tutor, with fulfilling the lesson requirements if you can ascertain in advance any special learning requirements or needs your learners have during the time they are in your class. This may, for example, be access for a wheelchair, being aware if someone is dyslexic, if someone has particular religious beliefs which must be catered for or whether someone needs to take medicine at a certain time. Then, when aware of any special needs, ensuring that these needs are met in a caring and professional manner.

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

1.Explain the concepts of intoxication and blood alcohol concentration. Describe the common physical, emotional, and behavioral effects of alcohol consumption at low and high blood

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

Assessment, both formative and summative, plays a significant part in the learning experience as it determines progression and enables learners to demonstrate that they have achieved their desired learning outcomes.

Introduces the topic/content; provides an overview of lesson; connects to prior lessons; engages students in lesson.

“Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you”.

1.1 Assessment is about judging if, how and what level of learning has taken place. An assessor's function is to decide if a learner has developed skills, knowledge, understanding and competence in a particular field as well as if the learner is showing the attitude required for the application of the learning within that field. Assessing is not the same as evaluating. Rather than the focus being on the programme or course the learner is on (evaluation), the focus is instead on the learner and their development.

Initially in this assignment, I intend to describe and evaluate two different assessment methods, which I use to assess the progress of my learners.

Assessment is carried out to ensure that learning has taken place. This is used to measures the learner’s knowledge and skills in their chosen area of learning. Assessment can be used to encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to the standards of the awarding body.

The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.

It is important to decide at an early stage on the most appropriate teaching method for each candidate, to enable every candidate to achieve their learning goal in the easiest way possible. Some candidates will not respond well to classroom style teaching and may require one to one assistance for them to develop, others may develop their understanding better through demonstration or through explanations given by the tutor.

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

Also, a drinking license would be issued to people who pass the final exam at the end of the 40-hour course (Lenek 1958). A new effort is also being made by the group called Amethyst Initiative, which was introduced by Choose Responsibility. One hundred and thirty five chancellors and college presidents have signed the Initiative to support a new way to prepare the youth for drinking. It’s no surprise that college students drink, college chancellors are not oblivious and want to prepare their students. The American Journal on Public Health stated,  “College students are more likely to engage in heavy drinking than their peers who do not attend college. Two in five students nationally engaged in binge drinking on at least one occasion in the past two weeks”(Nelson 987). It’s a big problem in the United States.

Instruction materials (videos, PowerPoints, animations, etc.) will provide the student with instruction on the content