verbal praise for success and positive efforts. b) The law of recency – the most recent learning is most likely to be remembered and where a task has been completed and rewarded soon after will have most impact on a learner. A good example is in DTLLS‚ assignments and journals are read and feedback given very soon after it has been submitted. It helps learners to know that they have been successful and achieved. c) The law of exercise – The
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(1991) Teaching Skills in Further Education. MacMillan Press Ltd. Gray‚ D.‚ C. Griffin and T. Nasta (2005) Training to Teach in Further and Adult Education‚ 2nd ed. Cheltenham: Stanley Thornes Wilson. L (2009)‚ Practical Teaching. A guide to PTLLS & DTLLS‚ Delmar Cengage Learning Reece I and Walker S (2003) 5th Ed Teaching‚ Training and Learning. A Practical Guide. Business Education Publishers Ltd. Smith john BTEC National Diploma Assignment unit 7 www.edexcel.org.uk/home (last accessed January 20129)
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A picture‚ they say‚ is worth a thousand words. This is especially true in the treatment of mental health patients. For patients unable to adequately express their feelings verbally‚ the best approach is to allow them to speak through their art. This is especially true of children who often have problems talking about their painful experiences. Art therapy is a form of psychotherapy. Through the use of artistic expressions and other diagnostic procedures‚ doctors will be able to more accurately
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UNIT 402. Delivering Lifelong Learning. LEVEL 4 THEORY ASSESSMENT. A. NEGOTIATING WITH LEARNERS Initial Assessment; involves the learner‚ the teacher and the curriculum. The initial assessment is where the teacher gets to know learners deeper than just their name and age. Factors to consider within the initial assessment: • Personal circumstances • Numeracy‚ language and literacy skills • Previous learning and achievements • Vocational skills • Learning styles • Personal and social
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4. Write a critical evaluation of what it means to be a teacher/ trainer in your context within the Lifelong Learning Sector LO‚1. Demonstrate a systematic and critical understanding of the concept of professionalism; the range of roles and responsibilities‚ both across the sector and in relation to own subject teaching and the impact of each. LO .2. Demonstrate a critical awareness and understanding of theories and principles of reflective practice and models of continuing professional practice
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ASSIGNMENT - UNIT 7 Wider professional practice 1 Write a critical reflection on the extent to which learning can contribute to the personal development‚ economic growth and community regeneration of your learners. 2 Write an analysis of how relevant government policies and initiatives impact on own role and teaching and learning within the Lifelong Learning Sector. 3 Provide extracts from their ongoing reflective journal to analyse and evaluate: Their understanding of the principles
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Adult Learner: a Neglected Species. 4th Ed. Houston: Gulf Publishing Company‚ Book Division Petty‚ Geoff. (2009) Teaching Today a practical guide. 4th Ed. Cheltenham: Nelson Thornes Ltd. Wilson‚ Linda. (2009) Practical Teaching a guide to PTLLS & DTLLS. Andover: Cengage Learning EMEA. Association of Teachers and Lecturers. Managing Behaviour. [Online] Available at: http://www.atl.org.uk/help-and-advice/classroom-behaviour/managing-behaviour.asp [Accessed 21/06/2010] Beginner Basics. Gagne ’s Nine
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UNIT 2/11 MANAGING AND RESPONDING TO BEHAVIOURS IN A LEARNING ENVIROMENT This unit looks at the varied behaviours and reasons for the dynamics within a group and how to manage them in order to confidently deliver and engage the student within the lesson. The hairdressing department within City college‚ delivers to a vast range of learners‚ all with varying ages 14-50+ different ethnic backgrounds beliefs‚ social backgrounds‚ values‚ work ethics‚ family responsibilities‚ the list is endless
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Matters Gravells‚ A and Simpson‚ S. (2009) Equality and Diversity in the Lifelong Learning sector‚ Exeter: Learning Matters Petty‚ G.(2004) Teaching Today‚ (3rd ed.) Cheltenham: Nelson Thornes Ltd Wilson‚ L. (2009) Practical Teaching a Guide to PTLLS & DTLLS‚ Hampshire: Delmar Cengage Learning Petty‚ G (2009) Teaching Today (4th ed.) Cheltenham: Nelson Thornes Ltd
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edition‚ Cheltenham‚ Stanley Thornes (Publishers) Ltd. P. 109 Wallace S. (2007) Teaching‚ Tutoring and Training in the Lifelong Learning Sector 3rd edition‚ Exeter: Learning Matters Ltd. Pp. 67-68 Wilson‚ L. (2009) Practical teaching‚ A guide to PTLLS & DTLLS‚ 1st edition‚ Andover‚ Delmar Cengage Learning. P. 15 -----------------------
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