Unit 504 Factors which can affect learning & achievement Accommodation: The earlier you can arrive to prepare for the session the better; you may need to set up IT equipment before the trainees arrive. Prepare the room for the session‚ for activities tables may need to be re-arranged‚ flip charts moved or they may need to use a Wi-Fi hub. Handouts may need to be positioned ready along with exercises and the resources that are going to be used. Good preparation will allow the session to run more
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David McCarthy ID No. 50148095 C&G DTLLS UNIT 504 Applying theories and principles for planning and enabling learning 1 Understanding the application of theories and principles of learning and communication to inclusive learning and teaching Task 1 Analyse and evaluate how teaching theory Impacts upon your own practice Assessment Criteria 1.1 Analyse the factors that can affect learning and achievement
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A COMPARISON OF TRADITIONAL AND PERFORMANCE-BASED . ASSESSMENT Introduction Assessment can be defined as an umbrella term which includes various tools and methods used to determine the extent to which the students are achieving the predetermined learning objectives and outcomes of a lesson. There are different types of assessment tools which
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THE DEFINITION OF EDUCATIONAL TECHNOLOGY Educational technology is a wide field. Therefore‚ one can find many definitions‚ some of which are conflicting. Educational technology can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning‚ teaching and social organization. Nevertheless‚ there are a few features on which most researchers and practitioners might agree: 1. Use of technology is principled: Technology means
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Bloom’s Taxonomy of Educational Objectives with Verbs: Cognitive Domain Level of Cognitive Domain | | | Sample Verbs* | | | KNOWLEDGE: Knowledge is defined as the remembering of previously learned material. This involves the recall of a wide range of material‚ from specific facts to complete theories. | Acquire Choose Count Define Distinguish Draw Fill-in Find | Follow directions Locate Group Match Identify Memorize Indicate Name Know Outline Label Pick List Point | Quote
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City and Guilds‚ DTLLS‚ 7305‚ Level 4 Assignment Unit 3: Enabling Learning and Assessment Karen Dennison‚ 295607 May 2011 There are many reasons why students are assessed and this first section summarises some of the key benefits to students‚ institutions and teachers as suggested by Race et al (2005). In order to gain qualifications or complete a course‚ students will be required to prove their competence‚ knowledge or exposition of a skill‚ usually through the use of assessments
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Reflection How do I feel about the course so far? What have I learnt? How do I answer these questions? One way to do this is to think about it regularly‚ thoroughly and systematically to become a reflective practitioner. Reflective practice is ‘a dialogue of thinking and doing through which I become more skilful’ (Schon 1983 p371) it is an integral part of the learning process. It allows us to assess ourselves and how we learn and it also helps us to improve our academic skills. I will use this
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References: (Bloom‚ S. 1956): Bloom‚ S (General Teaching Council for England‚ 2012): http://www.gtce.org.uk/teachers/thecode - accessed 24/03/12 at 20:08 GMT (Gravell‚ A. 2008): Gravell‚ A (Kirkpatrick‚ D. L. 1979): Kirkpatrick‚ D (Kolb. D & Kolb. A‚ 2005): Kolb. D‚ & Kolb
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Language & Literacy 1 Language & Literacy: for Young Children
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Bachelor dissertation Part 1 Hospitality Oprations management Module 1 Effectiveness of Problem Based learning Teodora Dimitrova Rel N 80898 Table of content Introduction 3 Literature review 5 * What is PBL? 8 * What makes PBL effective? 10 * Effective problems
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