Unit 3 Principles and practice of assessment Kerryann Kelly 1b Research on peer and self assessment was completed to help increase understanding and to obtain further background information on this topic. The method I used to research this topic was through primary and secondary research. Primary research was through my own learning experience. Discussions with my tutor and observation of tutor led power point presentations; gathering of handouts and through the exchange of information with
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(2001) Teaching and Training in Post-Compulsory Education. Curzon‚ L.B. (1990) Teaching in Further Education Fourth Edition Cassell Education Limited Gagné‚ R. (198five). The Conditions of Learning (4th ed.). New York. Holt‚ Rinehart & Winston Honey‚ P and Mumford‚ A (1982) Manuel of Learning Styles. Reece I and Walker S (2006) Teaching Training and Learning Sixth Edition Gateshead: Business Education Publishers Limited.
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PTLLS Assignments Reflection 2 Strategies for effective teaching Within my role of teaching on the level one incident command course‚ I use a variety of teaching strategies to hopefully cover as many learners’ needs as possible. Even though the course is assessable‚ the emphasis is very much on gaining an understanding of the command principles‚ rather than just knowing the right answers. There are a number of reasons for the need of variety: * We have no knowledge of the student’s prior
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CHARTERED MANAGEMENT INSTITUTE Level 5: Management and Leadership UNIT 5001 PERSONAL DEVELOPMENT AS A MANAGER AND LEADER CONTENTS PAGE Introduction 3 Methodology – learning styles 3 Indentifying Resources 6 Myself as a resource 6 Synergy as a resource 7 Time Management-Managing workloads 8 Where do I learn the most? 10 What type of support is available to me? 11 What type of resources available to me? 11 What type of training available to me? 11 Learning styles and methodology 13 Preferred learning
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Teaching. In: The Practitioner as Teacher‚ edited by S. Hinchcliffe. 3rd ed. Edinburgh: Chrchill Livingstone. Gopee‚ N. 2008. Mentoring and Supervision in Healthcare. Los Angeles; London: Sage Publications. Honey‚ P. and Mumford. 2000. The Learning Styles Helper’s Guide. Maidenhead: Peter Honey. Kolb‚ D. 1984. Experiential Learning as the source of Learning and Development. London: Prentice/Hall. NMC. 2004b. Standards of Proficiency for Pre-registration Nursing Education. London: NMC NMC Pulsford
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Cited: in Honey‚ P. and Mumford‚ A. (1986). The Manual of Learning Styles. Maidenhead: Homey.
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Gravells‚ A.(2011)‚ Kindle Edition‚ Preparing to Teach in the Lifelong Learning Sector‚ Learning Matters. Gravells‚ A.(2010) Preparing to Teach in the Lifelong Learning Sector [Paperback]‚ Learning Matters Ltd. Honey‚ P. And Mumford‚ A. (2000) The learning Styles Helpers Guide‚ Maidenhead: Peter Honey Publications Ltd. Wallace‚ Susan‚ (2007) Teaching‚ Tutoring & Training in the Lifelong Learning Sector. Third Edition‚Learning Matters.
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Post Module Assignment Ph.D (MOTI) Eskom Project Management Program (2008) MODULE 1: SELF‚ OTHER AND SOCIAL CONTEXTS Compiled by Kavitha Prag 11 March 2008 TABLE OF CONTENTS 1 Introduction 1 2 SELF‚ LEARNING STYLES AND REFRAMING 1 2.1 Kolb Learning Styles 2 3 Context of Learning in The Cost Engineering Department 7 4 Learning Styles within the Cost Engineering Department 8 5 The Development Plan 10 5.1 The Expert 10 5.2 The Novice 10 6 conclusion 11 7 References 11
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Skills Audit: 7 My personal skills self-assessment audit: 7 Personal SWOT analysis: 10 My personal SWOT analysis table: 10 Personal development plan Or PDP 12 Part A Task 2 13 Kolb learning cycle theory: 13 Honey and Mumford learning styles: 14 My own learning styles: 15 References: 16 |Personal Portfolio | |CV
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report it was quite difficult as there were nothing to compare it to. We only had theories as a base to help us write the critique. Whilst doing research for the report‚ I came across a learning styles model by Honey and Mumford. The model is given as below. Peter Honey and Alan Mumford (1992) connected each stage in this learning cycle with a preferred learning style: Stage 1 Having an experience - Activist Stage 2 Reflecting on the experience -Reflector Stage 3 Concluding from the experience
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