After any learning activity it is important to evaluate how the activity went. This is because it gives both the children and staff members a chance to reflect on the learning which has taken place and establish whether or not the learning objective was achieved. To evaluate effectively you should refer to the original learning objective to see what you set out to achieve and then reflect on the outcome and whether or not this outcome was satisfactory and that the targets you set have been met
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Teaching and Learning Activities Background I currently teach an IT Essentials 2 course at Tritec Computer Training‚ the course is designed to teach individuals all aspects of network operating systems including web services‚ Linux and Windows. The IT Essentials 2 course runs for 96 hours distributed over 16 weeks (1 day per week). The IT Essentials 2 course is a very complex course and I use several teaching and learning activities so that students get the maximum benefit from the weekly
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TABLE OF CONTENT Chapter 1 (Problem and its Settings) a. Background of the Study. b. Statement of the Problem. c. Assumption. d. Scope and Limitation. e. Significance of the Study. Chapter 2 (Analysis of the existing & Propose Systems) a. Procedure of the existing system. b. Analysis of the existing system. c. Problems encountered in the existing system. d. Procedures in the existing system. e. Analysis of the Proposed System. f. Benefits of the Proposed System. Chapter 3 (Review of Related Literature
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What is the difference between Derivative action and Statutory derivative action? Top of Form Firstly‚ Derviative action is the exception of Foss v Harbottle. It is also called the Common Law dericvative action. To fulfill this action‚ there are 2 components. The first one is the "fraud of monority" which is the abuse of controlling power. It means that the directors or the majority secure a benefit at the expense of the company. The abuse of power results in the personal gain. The second component
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Activities for Schools Seven Stories: “Seven Stories is Britain’s National gallery and archive that celebrates the wonderful world of children’s book.” Address: Seven Stories‚ Ouseburn Valley‚ Newcastle upon Tyne‚ NE1 2PQ. Opening Times: Mon-Sat: 10am-5pm‚ Sun: 10am-4pm Contact: 0845 271 0777 ext 715‚ info@sevenstories.org.uk. Website: http://www.sevenstories.org.uk/ Ouseburn Farm: “Located in a stunning position underneath three soaring bridges‚ Ouseburn Farm is a green oasis in the
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3-2-1 Assessment Sheet 1. What are three key things you learned about the Dark Ages in this lesson? Please be sure to include at least two complete sentences for each one. A. The Dark Ages period of time featured a lot of change and development overall. B. However‚ I learned that there are many different tribes willing to invade and want to conquer England. C. Celts ruled the land until 55 B.C. when roman invaded and as a result conquered the territory with Julius Caesar
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Rebecca Anderson Level 3 Diploma TDA 3.7 Support assessment for learning 1. Compare and contrast the roles of the teacher and for the learning support practitioner in assessment of learners’ achievements. 2. Summarise the difference between formative and summative assessment. 3. Explain the characteristics of assessment for learning. 4. Explain the importance and benefits of assessment for learning. 5. Explain how assessment for learning can contribute to planning
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Early Years Learning Framework and the National Quality Standard. ‘Diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing... When early childhood educators respect the diversity of families and communities‚ and the aspirations they hold for children‚ they are able to foster children’s motivation to learn and reinforce their sense of themselves as competent learners.’ (EYLF‚ 2009). By promoting the knowledge and extend children’s learning of cultural
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Sharjah: A Curriculum Analysis Student ID: 14139138 Date of submission: 26th November‚ 2014 Word count: 2730 Table of Content Introduction ……………………………………………………………………………………3 Course Analysis………………………………………………………………………………..3 Curriculum Documentation……………………………………………………………3 Curriculum Proper……………………………………………………………………..6 Learning Theories and Teaching Strategies………………………………………………….. 8 Hidden Curriculum……………………………………………………………………………10 Situational Analysis…………………………………………………………………………...10 Organizational
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Chapter 2 Chapter 2 Curriculum Development and Design 11 Curriculum Development and Design Sue Baptiste‚ Patricia Solomon 2 Contents The Pedagogical Framework: Problem-based Learning . . 12 Approaching the Task of Curriculum Renewal . . . . . . . 13 Where to Begin? . . . . . . . . . . . . . . . . . . . . . . . 14 Designing Our New Programs . . . . . . . . . . . . . . . . 16 Redevelopment Within a Problem-based Learning Culture . . . . . . . . . . . . . . . . . . .
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