Bibliography: Books I referred to... Boundary Issues in Counselling: Multiple Roles and Responsibilities by Barbara Herlihy (2 Jun 1997) Achieving Your PTLLS Award: A Practical Guide to Successful Teaching in the Lifelong Learning Sector by L Mary Francis and Mr Jim Gould (18 Mar 2009) Gravells‚ A. & Simpson‚ S. (2009) Equality and Diversity in the Lifelong Learning Sector. United Kingdom: Learning Matters
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Curriculum theory (4th ed.). Itasca‚ IL: F.E. Peacock. Bloom‚ B. S. (1956). Taxonomy of educational objectives: Handbook I‚ Cognitive domain. New York‚ NY: Longman. Harrow‚ A. J. (1972). A taxonomy of the psychomotor domain. New York‚ NY: Longman. Krathwohl‚ D. R.‚ Bloom‚ B. S.‚ & Masia‚ B. B. (1964). Taxonomy of educational objectives: Handbook II‚ Affective domain. New York‚ NY: Longman. Oliva‚ P. F. (2009). Developing the curriculum (7th ed.). Boston‚ MA: Allyn and Bacon. Saylor‚ J. G.‚ Alexander
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EXPLAIN THE WAYS IN WHICH YOU ESTABLISH GROUND RULES WITH YOUR LEARNERS Providing ground rules should be done before the delivery of a course begins. These rules can be delivered during the initial welcome and introduction of learners and teacher to each other‚ the Opening of the course. Some ground rules can include: Punctuality‚ No eating during class‚ No mobile phones‚ Behavioural Limits (No physical violence)‚ Handing in Homework on time‚ No Talking over others. DESCRIBE HOW GROUND RULES
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ADDIE Based Five-Step Method Towards Instructional Design Table of Contents Abstract Simple step methodologies provide an organized design procedure for the use of instructional materials that can facilitate the creation and maintenance of classes and trainings. These methodologies are applicable to current courses‚ suggesting practices for redesign to infuse your delivery with a new effectiveness and vitality. They may be utilized for incorporating new technology into the creation and delivery
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Chapter 1 Distinguish between the micro and macro views of marketing. Then explain how they are interrelated‚ if they are. The macro view of marketing is concerned with how a whole marketing system works‚ while the micro view of marketing is concerned with how individual firms do and/or should operate. In a market-directed economy‚ the actions of individual firms and consumers pretty much determine how the macro system works. But it is possible for others‚ including the government‚ to modify
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Objectives: Cognitive Domain: The students will be able: Knowledge: To recall the concept of temperate grasslands. To write about natural vegetation and temperate grassland and wildlife. (b) Understanding: * To explain the concept of temperate grassland. * To formulate the nature of temperate grassland. Application: Students will analyze the concept of natural vegetation and wildlife and will try to more about temperate grasslands. Affective Domain: The students will be
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becomes the students’ personal target against which they will evaluate themselves at the end of the lesson. When they do this we are sure that they will become more self-motivated. Lesson objectives must be in two or three domains: cognitive(knowledge)‚ psychomotor (skills)‚ and affective(values). What is most important according to this principle is that our own lesson is holistic and complete because it dwells on knowledge and values or on skills and values or on knowledge‚ skills and values. If we
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Literature Review: Designing Effective Instruction (4th Ed.) by Gary R. Morrison‚ Steven M. Ross‚ & Jerrold E. Kemp List of Exhibits Table 1.1 Overview 1.2 Instructional Design 1.3 Summary of Review 1.4 Journal Article Critique 1.5 References Overview According to Grubb & Cox (2005) there are four critical elements that influence the learning environment. These elements are students’ needs‚ instructor approach‚ course content‚ and institutional setting. These four elements are
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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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identities visible through its campaign “El cuerpo: primer territorio de paz” (The Body: The First Territory for Peace)‚ which located the heart of political struggle in “respecting the body‚ the free exercise of sexuality‚ free gender options‚ and affective expression as the first road to peace.” The leaders of Mujeres al Borde‚ Ana Lucía Ramírez (1976-) and Claudia Corredor (1968-)‚ contributed to this process by producing a short film that shared the campaign’s title. This was the collective’s first
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