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    1111111 Module 4 Jacqui Brooks Professionalism and Reflective practise. In order to answer the question for this assignment I am going to discuss the ways I use reflective practise. I will compare and contrast three models of reflective practise Donald Schon‚ Brookfield and Kolb. I constantly use “in action” reflective practices which are then followed by “on action” reflective processes as suggested by Donald Schon. I teach Health and Social Care and Vocational Studies to learners‚ aged

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    Bibliography: Gravells A (2008) Preparing to teach in the life long learning sector‚ Exeter‚ Learning matters. Wilson L (2009) Practical Teaching: A guide to PTLLS & DTLLS‚ Andover‚ Cengage Learning EMEA. Petty G (2004) Teaching Today – 3rd edition ISBN 978074879549 Dreikurs‚ R http://wik.ed.uiuc.edu/index.php/Dreikurs‚_Rudolf#Signed_.22life_experiences.2C.22_testimonies_and_stories (Accessed October 2010) http://www

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    Pitty 2 Review What Your Actual or Perceived Role‚ Responsibilities and Boundaries Are As a Teacher In Terms Of the Teaching Cycle The teaching cycle is a systematic way to approach teaching. It starts with establishing both the needs of the learner and the organisation‚ following through to final evaluations and assessment‚ of both the learner and the session/course. It is broken down into five stages * Identifying needs * Planning learning * Enabling learning * Assessing

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    Unit 504 Factors which can affect learning & achievement Accommodation: The earlier you can arrive to prepare for the session the better; you may need to set up IT equipment before the trainees arrive. Prepare the room for the session‚ for activities tables may need to be re-arranged‚ flip charts moved or they may need to use a Wi-Fi hub. Handouts may need to be positioned ready along with exercises and the resources that are going to be used. Good preparation will allow the session to run more

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    Train the Trainer Level 3

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    | Train the Trainer Course | Level 3 | | Practice File and Reflective Log | | Samuel Olaolu Olaleye Hilt Support Limited Earlham Grove E7 9AR Mobile Telephone: 07723052623 | 8/23/2011 | | TABLE OF CONTENT | | Page | 1 | Content | 1 | 2 | Practice File | 2 | 3 | Reflective Log | 9 | 4 | Continuous Professional Development | 13 | 5 | Appendix

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    Unit 3 Dtlls

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    C&G 7305 DTLLS Unit 3: Enabling Learning & Assessment Word Count: 3‚117 Introduction As a college based Management Apprenticeship assessor and trainer working within Corporate Development Training nationwide‚ I use a range of assessment methods. Initially in this assignment‚ I intend to describe and evaluate two different assessment methods‚ which I use to assess the progress of my learners. Through the identification of these assessment methods‚ I will analyse their

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    Learning Sector‚ Exeter‚ Learning Matters LTD – forth edition Kolb‚ D (1984) Experiential learning; experience as a source of learning and development Race‚ P (2005) Making Learning Happen‚ Sage. London Wilson‚ L (2008 Practical Teaching; A guide to PTLLS and CTLLS Bibliography Gravells‚ A (2011) Preparing to Teach in the Lifelong Learning Sector‚ Exeter‚ Learning Matters Ltd Petty‚ G (2004) Teaching today‚ 3rd Edition‚ Nelson Thornes Ltd Race‚ P (2005) Making Learning Happen‚ Sage‚ London Wallace‚

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    Initial Assessment Essay

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    How can an Initial Assessment that I have devised myself help me to tailor my teaching to satisfy individual learner needs? Action Research Project submitted to the Southgate College (Validated by the University of Middlesex) In partial fulfilment of the requirements for the qualification of Diploma in Teaching in the Lifelong Learning Sector by Vishnu Kumar Maharatna Parihar Period of study: 2008 – 2011 Introduction I chose to research how an Initial Assessment Form

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    ples Theories and Principles for planning and Enabling Learning – Flexible Mode TETA 1028 Contents Task 1 3 References 10 Task 2 11 References 13 Task 3 14 References 15 Appendix A 16 Appendix B 17 Task 1 Teachers need to be aware that there is a wide range of different theories‚ which are connected to both how students learn‚ and more importantly the way in which they teach effectively‚ often in their comfort zone. Whilst there is a wide range of different learning

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    Discrimination and Equality

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    Equality CERTIFICATE IN TEACHING IN THE LIFELONG LEARNING SECTOR (CTTLS) LEVEL 4 AWARD ESSAY ASSIGNMENT FOR STEVEN DENTON TITLE: Research and analyse the importance of promoting equality and diversity in the learning environment (2500-3500 words). WORD COUNT = 3491 INDEX TOPIC PAGE Introduction 3 Methods of equality and diversity 3 Legislation in the further education sector 6 Forms of inequality and discrimination 8 Promotion

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