Writing Learning Outcomes This job aid is designed to help you to write learning outcomes for your courses. After using this job aid‚ you should be able to: define learning outcomes define the categories (domains) of learning outcomes identify the levels within these categories describe the relationship between program goals and learning outcomes discuss the preferred number of learning outcomes for a course use the checklist to write better learning outcomes. ® LEARNING RESOURCES UNIT 3700
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PTLLS Portfolio Preparing to Teach in the Lifelong Learning Sector Contents Page 2 Contents 3 What’s next after PTLLS? 4/5 Pre-Course Appraisal 6/7 PTLLS Syllabus (Level 3) 8/34 PTLLS Candidate Individual Learning Record 35/36 Micro Teach Session Plan Pro-forma 37/38 Micro Teach Observation Feedback 39/40 Observed Peer Assessment Form 1 41/42 Observed Peer Assessment Form 2 43/44 Observed Peer Assessment Form 3 45/46 Micro Teach
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to know the normal values of blood sugar readings and what to do when her sugars are too high or too low. She also has to follow the strictly the diet set out for her by her dietician and to update her blood glucose journal daily. For the cognitive domain; Fayola has to be made aware that gestational diabetes is a serious condition‚ sometimes one may feel fine but there a various things happening internally to the mother and baby. “Babies born to women with gestational diabetes are at risk for respiratory
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EPISODE 1 PRINCIPLES OF LEARNING MY TOOL Principles of Learning | Teaching Behaviour of the Teacher/ Learning Behaviour of the Learner as Proof of the Application of the Principle of Learning | * Learning is an experience which occurs inside the learner and is activated by the learner. | * Teacher lets the learners do the learning activity. e.g.- Pupil writes letter A instead of Teacher writing for them. | * Learning is the discovery of the personal meaning and relevance of ideas
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Social Development Research PSY/201 The article I have chosen to review and summarize for this assignment addresses selectivity during social information processing. It investigates whether or not this selectivity evolves with age and social experience. This article was chosen because it is informative and interesting. The author chose to use the technique of experimentation to analyze whether or not increased age affects the way in which humans process social information. The article
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most appropriate to improve or sustain family functioning across three domains: cognitive‚ affective‚ and behavioral (Wright & Leahey‚ 2013‚ p.152). Cognitive domain is how the family function on implementing new solutions to their issues (Wright & Leahey‚ 2013‚ p. 158). Affective domain assist family function on dealing with issues that are hindering the efforts for problem-solving (Wright & Leahey‚ 2013‚ p.161). Behavioral domain assists family function on improving interactions and behavior with
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as an affective domain. Bloom’s Cognitive categories have to do with how the mind can process or regenerate the information provided during a teaching session. There are six sub-categories to the cognitive category. The six are remember‚ understand‚ apply‚ analyze‚ evaluate and create. A teacher should be able to determine where in this pyramid is the patient. What teaching strategies must be changed and modified to fit the patient lifestyle. The second category is the Affective domain. This is
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Running head: Teaching Project Objectives A Pre-operative Teaching Session Helene Locas Student ID #2923514 Presented to Lori M. Beresford HLST320 version C6 Athabasca University January 12‚ 2011 This paper is the first part of the Teaching Project assignment. I will present the main teaching objective accompanied by some specific goals‚ and a brief overview of the actual project. For the teaching project‚ I have decided to orchestrate a pre-operative teaching session
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Application Form |For Office Use Only: Application received: ____________ Interview: Status: | | |Cambridge Certificate in English Language Teaching to Adults 2012/2013 | | | | | |Please circle: Intensive |
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KNPE-245 CHILD OBSERVATION PAPER The aim of this paper is to describe a 60 minute child observation with regards to the affective‚ cognitive and psychomotor domain. BACKGROUND OF THE CHILD The child chosen for this observation paper is a Mexican boy named Julian (age 7 to 8). He was in the park with his whole family: parents (in their late 20’s)‚ older brother Renato (10) and younger sister Sylvia (3). I thought he was the perfect candidate because I could observe the interaction between
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