Learning Team C Skills Assessment Paper Patrice Davis‚ Cindy Jost‚ Silvia Miller‚ Mike Wray GEN480 January 31‚ 2011 Renee´ Jackson‚ Ed.D. Summary of Learning Team C Skills In the University of Phoenix curricula GEN480 Capstone course‚ Learning Team C represents a somewhat diverse group of skills. Based on a matrix of categories including field of expertise‚ strengths‚ business skills‚ computer skills‚ and language‚ the four members of Learning Team C shared their self-assessment in each
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Facilitating Learning and Assessment in Registered Nurse Practice Introduction In this portfolio I intend to expose the requirement of PP0127 of the process of facilitating learning and develop the skills of assessment as a registered nurse in the clinical practice. Mentoring is a development skill that offers a chance to deliver skill and knowledge by educating new students without any expectations and fears as mention by Huang & Lynch‚ (1995). I have been in the nursing industry for the past
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olds. All the courses are created by City & Guilds. Assessment is a vital part of teaching that helps to enable learning all the time‚ which is why it is integrated into all lessons that I deliver. It allows me to promote motivation‚ focus and the ability to comprehend student’s needs‚ as well as providing feedback to students helping them to progress and develop at a faster pace. The purpose of assessing is to find out if learning is taking place. “It is important for you to know where you
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new things‚ to explore‚ to socialize‚ and for so much more. A teacher should have limited direct teaching‚ this means that the teacher will have a mixture of direct teaching and indirect. The teacher can tell children what to do or what to say but will leave the children to do what they want. An effective teacher also uses embedded learning opportunities in her classroom so the children can successfully learn new material. Embedded learning opportunities are an effective approach for providing additional
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have issues in learning the actual content of courses‚ rather my problems occur in not effectively allotting time to learn it which in turn causes the stress and the two together result in poor exam performance. In order to avoid these issues which result in extreme stress come exam time I need to set aside time to effectively plan and schedule time and techniques for completing assignments and studying‚ then follow through with the derived plan. In my opinion‚ the LASSI assessment is not too different
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| | Planning and Enabling Learning | |BD | Produce 1 Written Rationale of between 500-750 words for all areas of research in 1a to 1d‚ a methodology for their area research and approach taken. This rationale focuses on the four areas of ‘Negotiating with Learners’‚ ‘Inclusive Learning’‚ ‘Integrating
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some people that played a part in the group activities and there were some that did not‚ this was what contributed to the breakdown in communication in my group. The first day we got into groups‚ we had to do a learning styles questionnaire. In this questionnaire there were four types of learning styles‚ which where activists‚ reflectors‚ theorists and pragmatists (Honey‚ 1973). In my group of seven we were made up of reflectors‚ theorists and pragmatists. On the second day we did a group activity about
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GDFVET/2010 INTERNATIONAL LABOUR ORGANIZATION Sectoral Activities Programme Teachers and trainers for the future – Technical and vocational education and training in a changing world Report for discussion at the Global Dialogue Forum on Vocational Education and Training (29–30 September 2010) Geneva‚ 2010 INTERNATIONAL LABOUR OFFICE GENEVA Copyright © International Labour Organization 2010 Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal
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date: May‚ 30th The group chosen is “B”. It has to do with Experimental learning (Constructivism). As the name suggests‚ experiential learning involves learning from experience.It builds a “bridge” from the known to the new by taking the learner’s perceptions and experiences as the point of departure for the learning process.The theory was proposed by psychologist David Kolb. According to Kolb‚ this type of learning can be defined as "the process whereby knowledge is created through the transformation
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submitted during the course and at the end of the course for assessment purposes. Revised May 2007 ROLES AND RESPONSIBILITIES OF CANDIDATES‚ CENTRES AND CAMBRIDGE ESOL Candidates • • • • • • • to attend and participate in the course to comply with any rules/code of conduct set out by the centre to complete six hours’ supervised teaching practice at two different levels to complete six hours’ classroom observation of experienced teachers‚ two hours of which may be of videoed lessons to submit
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