Understanding inclusive learning and teaching in lifelong learning Within my specialism of learning and teaching I teach a session on the Introduction to the Private Security Industry. At the beginning of the session I would put people in pairs to discuss what they think security is and what qualities are needed to be a front line security operative with emphasis on what they think they can bring to the role. Each learner will then feedback on each other’s behalf on what qualities they believe is necessary
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scope and nature of the lifelong learning sector we must first of all address the fundamentals of its composition. Lifelong learning may be generally defined as education that is engaged in throughout your life. It can be characterized as the constant‚ voluntary‚ and self-motivated quest of edification both formal and informal‚ for reasons that can be comprised of a personal or professional complexion. By its very nature it is a journey that travels along channels of learning that are highly flexible
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instruction as it is commonly known‚ places the student in a submissive role requiring obedience to the teacher ’s instructions. It is based on the assumption that learners need to know only what the teacher teaches them. The result is a teaching and learning situation that actively promotes dependency on the instructor (Knowles‚ 1984). Up until very recently‚ the pedagogical model has been applied equally to the teaching of children and adults‚ and in a sense‚ is a contradiction in terms. The reason
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It is not commonly known that the brain is 90% developed by age five. Most people believe that at age five children are just starting to learn. In fact‚ the brain absorbs more from birth to age five rather than from age five on. Parents and family can do many things to aid in the development of a baby’s brain‚ ultimately assisting in their learning. The sequence and rate at which the brain develops predicts the optimal times for a baby to learn. Sequence and rate is measured by milestones that a
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ideal‚ gratifying life that could be possible. By attaching electrodes to your brain‚ scientists could stimulate anything. Basically‚ it will always feel like you are partaking in the most joyous act‚ such as writing a novel‚ spending time with a celebrity‚ skydiving‚ or anything that one wishes. Getting plugged into a machine that allows for the stimulation of life experiences is a concept that was introduced by philosopher Robert Nozick. He claimed that living the most ideal life is not the only
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Discuss Data Quality Management (DQM) in your post and include the following: What are the 10 characteristics of data quality? Select three of the 10 characteristics and provide an in-depth analysis. As a HIM professional data quality is very crucial within the health care industry. The HIM professional must provide accuracy when collecting patient data. Data Quality Management (DQM) is defined as the business processes that ensure the integrity of an organization’s data during collection‚ application
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consumption can be reduced by non- invasive stimulation of a particular brain area. According to researchers of the University of Waterloo in Canada‚ a specific part of the brain could help reduce snacking. Dorsolateral Prefrontal Cortex (DLPFC)‚ a brain area that plays an important role in the conscious regulation of food cravings and consumption of high calorie food items. Analyses of 11 studies were done to study the effects of DLPFC stimulation on food cravings and
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Roles‚ Responsibilities and Relationships in Lifelong Learning. 1.1: Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities Government legislation and statutory laws are put in place regulate‚ restrict‚ authorise‚ proscribe‚ provide‚ grant‚ sanction or declare. This takes the form of a law or bill which outlines the legal requirements of an organisation. All organisational policies must be in line with government legislation
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PTLLS UNIT 008 ROLES‚ RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING 1. Understand own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities. Important to define the terms prior to listing the entities which may impact on my work: Legislative requirement: A duty to act according to the law as defined in an Act of Parliament and usually enforceable through
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of teachers in the Lifelong Learning Sector. These are vast and far reaching which often makes it difficult to define a role or responsibility. Francis and Gould (2011‚ p. 5) describes roles and responsibilities as ‘expected behaviour associated with a position’‚ whilst Gravells (2006‚ p. 9) states that ‘there are many roles‚ responsibilities and functions’ which may include ‘following professional values and ethics.’ Gravells (2012‚ p. 10) suggests that teaching and learning should be based on a
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