H.S. PTTLS Course Day 2 Assignment 4 2/3.3 Review ways to give constructive feedback to motivate learners “Probably the most effective barrier to communication is the learner’s lack of motivation”. P59‚ CURZON‚ L.B. (1980) 2nd Ed ‘Teaching in Further Education’. Cassell. Preparing to Teach in the Lifelong Learning Sector: Ann Gravells: “Providing feedback – informing the learners how they are progressing”. (P.27) “Constructive feedback doesn’t just mean positive feedback… Negative
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Bibliography: Curzon‚ L. B. (1985) Teaching in Further Education an Outline of Principles and Practice‚ (3rd Edition): Cassell Educational (publishers) Ltd Krathwohl‚ D Atherton J S (2005) Learning and Teaching: Bloom ’s taxonomy [On-line] UK: Available: http://www
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Taba in Curzon (2004‚ p185) Armitage‚ et al (1999) looks at exploring the curriculum and asks why our courses look the way they look‚ how they may have developed and how we can understand our courses better in order to help improve the quality of our student’s learning. It also covers definitions of ‘curriculum’ “The curriculum is a formal course of study as at a college‚ university or training provider” This is a definition with which I agree‚ or it is “... the public form of attempting to put
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and to consider the question of a constructive policy in relation to the question it presented’. Besides the Commission was to determine the ideals and standard of University education and its relation with secondary education Reason: It was Lord Curzon who first tried to introduce some administrative reform of the university education by instituting a University Education Commission in 1902. Academic reform‚ however‚ remained totally unattended. Curzon’s policy of higher education received widespread
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Association 1885 - Began as a powerless "talking shop" but turned into the Indian National Congress‚ where Indians could voice their complaints against the British. Educated politicians used this parliament to rally support for the movement. Lord Curzon (Viceroy 1898-1905) gave no concessions to the natives. He allowed them no representation and saw them as inferior. Division of Bengal 1906 - was unpopular because it divided the regional cultures. In India‚ many people had greater affinity to
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Tilak‚ Bepin Chandra Pal and Lala Lajpat Rai criticized the Moderates for their politics of prayers and emphasized the importance of self-reliance and constructive work. They asked people to rely on their own strength and fight for Swaraj. Viceroy Curzon partitioned Bengal in 1905 for administrative convenience. But whose convenience? Surely the convenience of the British related to the interest of British officials and businessmen. Perhaps the main motive behind partitioning Bengal was to curtail
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was very happy living in Rhode Island before she and her sister were sold to be a slave for Mr and Mrs Lockton and went to New York. Isabel wants to try to free herself and her sister from the Lockton couple and tries to get help from her friend curzon. This novel teaches us about slavery‚ including how slaves got treated like animals ‚can not have their own identity and they’re not allowed to have an education. This is Isabel’s “story” how slaves were treated and what she went through. Slaves
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Introduction It’s a presentation about the important historical places of ancient Dhaka. There are so many places which are really worthy of drawing our attention. But it is a mammoth task to sort out the important one among the many more. Here we tried to highlight most of the important historical places according to their glorious past and profound impact on the later life of the people living in this arena. Such as‚ the description of Lalbagh Fort reminds us our glorious past when people of Bengal
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References: Armitage‚ A‚ et. al.‚ (2003). Teaching and Training in Post-Compulsory Education‚ Norfolk‚ Open University Press Curzon‚ L B‚ (2000)‚ Teaching in Further Education‚ Fifth Edition‚ London‚ Continuum Marland‚ Michael (1993)‚ The Craft Of The Classroom‚ London‚ Penguin Arkana Petty‚ Geoffrey‚ (1998)‚ Teaching Today‚ Second Edition‚ Cheltenham‚ Stanley Thornes
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Bibliography: Wallace‚ S. (2002) Managing Behaviour and Motivating Students in Further Education: Meeting the FENTON Standards‚ Exeter: Learning Matters Limited Curzon‚ L‚B. (2004) Teaching in Further Education: An Outline of Principles and Practice‚ 6th edition‚ Cornwall: MPG Books Ltd Defence Centre of Training Support. (2011) Defence Instructor Handbook‚ Halton: RPC Serco DSN
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