article Braving paths towards learner autonomy: make the most of your EFL lessons! Lenora Sauchella Queiroz Haranaka A Autonomy is understood by many as the ability to take charge of one’s own learning (HOLEC‚ 1981). According to this definition‚ the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decisionmaking: when‚ what‚ and how to learn as well as how‚ when‚ and by whom to be assessed. Developing this ability
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TRAINING PROCESS AND TRAINING NEED ANALYSIS Introduction Training can be described as “the acquisition of skills‚ concepts or attitudes that result in improved performance within the job environment”. Training analysis looks at each aspect of an operational domain so that the initial skills‚ concepts and attitudes of the human elements of a system can be effectively identified and appropriate training can be specified. Training analysis as a process often covers: * Review of current
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081-831-1001 - Evaluate a Casualty (Tactical Combat Casualty Care) Evaluate the casualty following the correct sequence. Identify all life-threatening conditions and other serious wounds Conditions: You have a casualty who has signs/symptoms of an injury. Your unit may be under fire. Standards: Evaluate the casualty following the correct sequence. Identify all life-threatening conditions and other serious wounds. Performance Steps: Note: Tactical combat casualty care (TCCC) can be divided
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Theory Assignment 4. Discuss how you would establish ground rules with your learners‚ which underpin behaviour and respect for others. Setting ground rules provides the framework to promote respect and set the tone for how learning will take place. Gravells states ‘They should always be discussed and negotiated with learners rather than imposed’ (Gravells A 2011). Here I will analyse how I establish ground rules with a group of ‘in company’ learners attending a programme of resource management
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Analysis of How I Met My Husband by Alice Munro Deneen Bell Instructor Heather Altfeld Fisher 125- Introduction of Literature November 28‚ 2011 The Analysis of How I Met My Husband Introduction In this analysis I plan to show that the first person point of view was used to write this short story. I also want to show that there is more than one theme as well. I would like to show how Edie kept secrets and how she was blinded by love. I plan to show that this story contained secrecy almost
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Adult Learner Narrative “I knew that it was time to get my life together when I saw my oldest daughter talking to her sister about how important it was to go to college. My youngest said‚ “Well mom didn’t go to college and she took care of us so why do I have to?” It was then when I decided that I refuse to be that type of example for my daughter and I knew what I needed to do….go back to school.” J. Richardson While the conversation her daughters had was a driving point for Richardson to go back
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UNDERSTANDING TECHNOLOGY LEARNERS Today’s learners appear smarter‚ yet they can’t read as their parents do and they are addicted to the Internet. Even in classes‚ their concentration is questionable as they are uneasy to simply sit and listen. They become alive again through video presentations‚ group activities and computer classes. Teachers/Educators generally use the traditional education program which is applicable to the learners in the past. They fail to realize that the new learners are information
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The day I met William Shakespeare It’s 2pm local time in London and I just arrived. A 19 year old all alone in London‚ haha I’m gonna get lost. I might check in to the hotel and then check this big town out‚ tomorrow I’ll visit Madame Tussauds and Stratford-upon-Avon‚ where Shakespeare grew up. Madame Tussauds is pretty close to my hotel‚ so I take that first. I walked over there and by the time I was listening to British music. I got lost two times on my way to Madame Tussauds‚ so I bought a
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CELTA ASSIGNMENT 1 – FOCUS ON THE LEARNER Part One Background The first part of the assignment focuses on the general overview of Entry 1 group who are majority females of South-Asian origin; also a Chinese‚ African & Arab learners are also enrolled in class. Learners of this group are housewives with little or no previous education background. They would have learnt Urdu or Gujarati in their country. The ages range between 24 and 45. The majority of learner’s first language speaks
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ZEFERINO ARROYO HIGH SCHOOL SAN AGUSTIN‚ IRIGA CITY BEECHWOOD FRUIT (GMELINA ARBOREA) AS A TERMITE TERMINATOR PROPONENTS: BAAL‚ JONALYN S. BAGAPORO‚ NIKKA V. MAGNO‚ GLAIZA S. ADULT SPONSOR: MR. VIRGILIO S. PUSO RESEARCH PLAN A. RESEARCH QUESTION In households‚ there are termites that cause problems such as destroying our things but the available solution is very costly so we come with this research
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