Learning Psychology. NQF Level 2 STUDENT S BOOK. e!vula Training
|
|
- Harvey Kennedy
- 5 years ago
- Views:
Transcription
1 Learning Psychology NQF Level 2 e!vula Training STUDENT S BOOK
2 Learning Psychology Student s Book TVET FIRST NQF Level 2 e!vula Training
3 TVET FIRST Learning Psychology NQF Level 2 Student s Book e!vula Training 2008 Illustrations and design Macmillan South Africa (Pty) Ltd 2008 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying, recording, or otherwise, without the prior written permission of the copyright holder or in accordance with the provisions of the Copyright Act, 1978 (as amended). Any person who does any unauthorised act in relation to this publication may be liable for criminal prosecution and civil claims for damages. First published Published by Macmillan South Africa (Pty) Ltd Private Bag X19 Northlands, 2116 Gauteng South Africa Typeset in 11 on 13pt Palatino by Boss Repro & Design Studio Cover design by Artwork by Jean Black ISBN e-isbn WIP 2314M000 It is illegal to photocopy any page of this book without written permission from the publishers. While every effort has been made to trace the copyright holders and obtain copyright permission from them, in some cases this has proved impossible due to logistic and time constraints. Any copyright holder who becomes aware of infringement on our side is invited to contact the publisher. Note: Any reference to Further Education and Training (FET) in this book should be taken to mean Technical and Vocational Education and Training (TVET). To order any of these books, contact Macmillan Customer Services at: Tel: (011) Fax: (011) customerservices@macmillan.co.za
4 Contents Topic 1: Learning Psychology and approaches to learning... 1 Module 1: The concept and rationale of Learning Psychology Defining the concept of Learning Psychology... 3 Definition of learning... 3 Definition of Learning Psychology Rationale for including Learning Psychology as part of this course The conditions for effective learning... 7 Summative Assessment: Topic Topic 2: Brain structures, functions and cognitive processing Module 1: The brain structure, its function and brain activity The structure of the brain The hindbrain The midbrain The forebrain Neurons Left brain versus right brain The risk factors that influence brain activity The role of timing and its effect on human learning Windows of opportunity Module 2: The cognitive processes of the brain and their application Cognitive processes Lower levels of cognition Higher levels of cognition Important points about Bloom s taxonomy The application of cognitive processes Module: 3 The meaning and significance of perception in learning The meaning of perception The effect of perception on learning Why perceptual problems exist Possible solutions to perceptual problems Summative Assessment: Topic Topic 3: Personality and temperament traits Module 1: Personality and different learning styles What are personality traits? Recognising and describing personality and temperament traits Effects on learning Module 2: Individual differences in personality and their effects on learning Individual differences in personality traits The four humours The Jung-Myers-Briggs typology The influence of personality traits on learning... 45
5 Module 3: The five factors of the basic structure of personality Defining the five factors of personality Openness Conscientiousness Extraversion Agreeableness Neuroticism Recognise and describe personality traits Implications of the five trait factors on learning Choosing a career path based on personality profiles Career paths suitable to the different personality traits Summative Assessment: Topic Topic 4: Self-awareness and its effect on learning Module 1: The concept and nature of the self The meaning of self-concept The relationship between self-concept and self-confidence Enhancing self-confidence in the learner Factors and resources that affect self-concept Module 2: Self-esteem and its influence on learning The meaning of self-esteem How self-esteem affects learning Enhancing the learner s self-esteem Module 3: Developing self-awareness in the learner The meaning of self-awareness Methods to enhance self-awareness Reflection on methods to develop self-awareness Module 4: Strategies for self-motivation The meaning of self-motivation Strategies for self-motivation a. Develop interest b. Create challenges c. Empower learners d. Encourage self-evaluation e. Provide organised strategies f. Work with the imagination Summative Assessment: Topic Topic 5: The process of learning Module 1: Perspectives on conditioning in the learning process Conditioning and types of conditioning Classical conditioning Operant Conditioning How conditioning affects learning... 94
6 Module 2: Learning through consequences of behaviour Operant conditioning and reinforcement Reinforcement and punishment Primary and secondary reinforcers Shaping Learning through reinforcement strategies Module 3: Modelling and informal learning Modelling as a means of learning Informal learning The practical implications of modelling and informal learning Module 4: The role of e-learning The meaning of e-learning Requirements and skills needed for e-learning Requirements for e-learning Skills needed for e-learning Advantages and disadvantages of e-learning Advantages of e-learning Disadvantages of e-learning Summative assessment: Topic Appendix: Portfolio of Evidence Guideline
7 Topic 1 Learning Psychology and approaches to learning 1
8 Topic 1 Learning Psychology and approaches to learning Overview During most of their lives, people are engaged in some learning activity or other learning to ride a bicycle or speak a foreign language, to swim, cook or play a new game, to handle a cordless drill, manage a shop or perform a new task at work. For each person a selection of such experiences, especially the universal one of school, is what makes up his idea of what learning involves and what it means to learn or remember or think. Learning occurs throughout the whole range of human activity. But what exactly is learning and how does learning take place? Do people use the same methods, for example, to learn to speak a foreign language as they do to learn to swim? Psychologists and other researchers have attempted to answer these and other questions about learning and the results of this research can be found in many theories of learning. There are many popular theories that attempt to explain what learning is, how it takes place; what memory is and the role it plays; and especially, the functions of the brain during the learning process. When a person learns to ride a bicycle, for example, what should the conditions be in order to learn effectively? What conditions are needed in the classroom situation? Both external conditions (the environment) and internal conditions (the learner s abilities) must be considered in order to make that learning experience successful. The role of the educator will also influence the effectiveness of the learning process. Learning can therefore be seen as a complex, multi-faceted process that needs to be studied carefully. The different aspects necessary for effective learning will be dealt with in this subject. This includes the learner and the environment. The following subject outcomes will be covered in this topic, and students should be able to: Define the concept of Learning Psychology. Understand the rationale for studying Learning Psychology and give their opinion of the necessity of its inclusion in the qualification. Explain the conditions needed for effective learning. Figure 1.1: One kind of learning is when you learn to drive. Learning occurs through the whole range of human activity. 2 Topic 1
9 Module 1 The concept and rationale of Learning Psychology 1.1 Defining the concept of Learning Psychology It is important to incorporate the subject Learning Psychology in the study of Early Childhood Development since it gives the student the necessary insight into what learning is as well as the theories which underpin learning. Learning Psychology can be seen as a theoretical science that looks at the understanding of learning, the learner and the learning environment. Learning is a vital human function that relies on the acquisition of different types of knowledge. It leads a person to develop new capacities, skills, values, perspectives and preferences. Psychology is the study of various theories about human beings: their mental processes, social behaviour and development and this includes learning. Definition of learning Learning can be defined as any relatively permanent change in behaviour or knowledge resulting from experiences. Another definition by Nieman and Pienaar (2006: 72) is: Learning is regarded as an active, lifelong process of experience and attaching meaning to experiences that eventually changes the individual. This means learning results in a change in the learner s insight, comprehension, behaviour, perception or motivation. This change leads to added knowledge or the ability to do something the learner could not do before (Nieman et al. 2006: 72). Learning begins soon after a child is born. Different forms of learning take place at different stages in a person s life and these range through habituation, conditioning, social learning and cognitive learning. The simplest form of learning is habituation while the most complex form is cognitive learning. Words & Terms Habituation: A decrease in response to a stimulus after repeated exposure to it. Also referred to as adaptation as it involves adjusting to new experiences.. Conditioning: Associating a stimulus with a response. Social learning: Learning that occurs when observing the behaviour of others. Cognitive learning: Learning that occurs when human beings receive, process, store and use information Module 1: The concept and rationale of Learning Psychology 3
10 It is also necessary to distinguish between rote learning and meaningful learning. The first is the acquisition of a single concept, the solution of an artificial problem, or learning of arbitrary associations. Rote learning involves memorisation through repetition without attention reasoning or initial understanding for example, a young child learning the alphabet. The effect of this kind of learning is often short term. The disadvantage of this kind of learning is that few if any connections are made between new information and the knowledge already acquired. Rote learning is often slow and relatively ineffective because it is the repetition of information without attaching any meaning to it. Verbally rehearsing information is sometimes necessary, as in the child learning the alphabet, because it will assist the child in being able to write and spell words later on. It will therefore help with understanding more complicated and meaningful information later on. On the other hand meaningful learning involves knowledge acquisition of a complex network of interrelated ideas and concepts. Meaningful learning results in the long-term understanding and retention of information, concepts or behavioural patterns. Memorisation forms part of meaningful learning, but learning should never be thought of merely as a process of memorisation. Then there is also the distinction between learning and studying. Learning implies the acquisition of new knowledge, skills and attitudes, but studying, on the other hand, is the process during which that knowledge and those skills are deliberately committed to longterm memory. Learning functions are performed by different processes within the brain, which depend on the mental capacities of the learner, the type of knowledge that has to be acquired and the varying circumstances in the environment. For effective learning to take place, the right conditions have to be present. This concept will be discussed later in this module. Think about it Do animals learn in the same way as humans do? Definition of Learning Psychology This subject focuses on both the concept of learning and that of psychology, which means looking at the learning process in more depth than simply from an educational point of view. It is important for educators to know what underlying processes are involved in learning, such as the cognitive processes of thinking and memory. The educator should have an understanding of children with their individual temperaments and ways of perception. These are the areas that are researched and studied by psychologists. Psychology is defined as the study of the mind and how it influences people s behaviour. (Longman Dictionary of Contemporary English 2003:1322) Learning psychologists study the mental processes of learning and link this to what educators do in the classroom. This combination of research and practical experience is also referred to as Educational Psychology. This large base of research is a very useful 4 Topic 1
11 source of information for the educator in learning how to plan effectively and implement the best teaching strategies in the classroom. All this information should not be seen as a precise formula on how to be a successful educator. But a foundation of knowledge in this field can help to empower educators in their daily decision-making tasks. This subject will therefore help students become familiar with some of the research findings as well as practical suggestions that can lead to effective teaching. Learning Psychology can be defined as the application of psychological methods and theories to better understand the processes of learning, development, motivation, comprehension and knowledge acquisition. It is also about how these aspects influence the interaction between teaching and learning. In other words, Learning Psychology applies psychological methods to the study of education. By studying Learning Psychology, educators will be guided in understanding learners, the learning process and the instructional strategies that will enhance learning (Henson & Eller 1999: 4). Think about it Why is it easier to remember only some things that have been learnt and not everything? Why is time a very important factor in the learning process? Learning activity 1.1 Form small groups of about three or four and discuss the concepts Learning and Learning Psychology. Explore the different types of learning as well as the role Learning Psychology plays in the classroom. One person in each group should take notes of the discussion and, after about 10 minutes, each group should report back to the class what they discussed. Compare notes with the other groups. Your lecturer will assess you according to the following rubric. Assessment standards Comments The group discussed the main concepts of Learning Psychology. The group discussed the link between learning and Learning Psychology. The group worked well together and was prepared for the discussion. The work was completed timeously and the group worked well together. The group s opinions are based on the participative learning approach. Scale: 1 = Not achieved (0-39%); 2 = Not yet competent (40-49%); 3 = Competent (50-69%); 4 = Highly competent (70-79%); 5 = Outstanding (80-100%) Module 1: The concept and rationale of Learning Psychology 5
12 Figure 1.2: Meaningful learning takes place in a participative setting. 1.2 Rationale for including Learning Psychology as part of this course Many students ask why this subject should be part of the Education and Development course. The definition of Learning Psychology points to some of the reasons why it is an important subject. The following points explain the rationale in more detail: Educators need to know more about the children they will be teaching in terms of how they learn, think, memorise and behave in relation to the different stages of development. Educators have to be exposed to the theoretical understanding of the psychology of human behaviour. Educators need to understand the learning process in order to teach effectively. Educators may be involved in research and studies with regard to effective teaching. This subject will give them the necessary understanding about the process of learning. After completing Learning Psychology, educators are better able to predict outcomes and to plan constructively for different classroom situations. Through the study of Learning Psychology, educators will be able to see cause-and-effect relationships in the classroom. Educators will be able to implement useful changes in the classroom. Figure 1.3: When children work together, they often learn better. 6 Topic 1
13 Therefore, in order to become effective eductors of children in the early developmental phases, students need to study Learning Psychology. This will assist them in thinking critically about teaching. Learning Psychology should also become part of the educator s plan for lifelong learning, as it could form the first step towards further study because being a good educator also means being a good learner. Think about it A positive learning environment must be established from the start and maintained throughout the year. Learning activity 1.2 Divide into groups of about four or five and read the section on Rationale for including Learning Psychology. Discuss Learning Psychology in terms of its relevance to education. Students should discuss their views and mention theories of learning with which they are familiar. One student in each group should be appointed to report the main points of the discussion to the class. The class can then discuss the combination of all the points. 1.3 The conditions for effective learning Since there are many factors that may contribute to effective learning, it is not possible to discuss all of them. Perhaps one of the most important factors is that of the learning environment in which the educator has the ability to maintain a positive and open climate. Educators must create an atmosphere which will encourage learning. By means of careful planning, educators can organise their classrooms in such a way that they contribute positively to learning, motivate the learners, and thereby also minimize inappropriate behaviour. ((Nieman et al. 2006: 159) A positive learning environment means that learners, including those who have special needs, will be able to learn effectively within the classroom climate. In order to create a positive classroom climate the following aspects should be considered: The educator should strive to provide learners with positive expectations, open and lively communication, consistency, constructive feedback, appropriate praise, a sense of humour, a caring attitude, positive reinforcement and occasional rewards. Learning does not take place in isolation, but is part of a broader social and cultural environment. Therefore the educator should always bear in mind the learners cultural backgrounds. A positive environment will be one where good discipline is maintained. This can be achieved by using a well-structured classroom policy that takes various behaviours and the consequences of those behaviours into consideration. The educator s role as the one who maintains discipline should be clear. Parents should assist with enforcing and be supportive of the classroom policy. The ultimate aim of discipline is not to punish learners, but to guide them in developing strong internal discipline and the ability to accept responsibility. Module 1: The concept and rationale of Learning Psychology 7
14 Motivation also contributes to a positive learning environment because the motivated learner will not cause disruptions, but will want to learn, to be co-operative and creative. The educator needs to create a learning environment in which stereotyping is examined and queried. Stereotyping, for example, of gender roles (male or female), can negatively influence the learning environment. Educators should avoid instances where stereotyping can arise in learning materials and should discourage such attitudes in social interaction with the children. The physical layout and facilities in the classroom should always be structured in such a way that learners with special needs will feel comfortable and at home. The learners sense of self-reliance and confidence can be adversely affected by exclusion. The quality of the learning environment can positively or adversely affect the way in which learners learn. It is therefore a fundamental principle that creating the right learning environment can lead to effective learning. The implications extend beyond the classroom environment and it is therefore important that educators are conscious of the need to create a learning environment that provides the right experiences and conditions for learning. Figure 1.4: An environment that contributes to learning is a positive one. Learning activity 1.3 Do this learning activity individually. Imagine you have the resources to design the perfect learning environment including learning materials, layout, furniture, etc. Draw or write down what this room looks like. Your lecturer will use the following checklist to assess the above report: Assessment standards Comments The student has given a meaningful explanation of reasons why he or she has designed the classroom in such a way. Sentences are clear and complete. Grammar and spelling are correct. The student has provided a valid argument to support his or her case. Scale: 1 = Not achieved (0-39%); 2 = Not yet competent (40-49%); 3 = Competent (50-69%); 4 = Highly competent (70-79%); 5 = Outstanding (80-100%) Learning activity 1.4 In pairs, discuss and write down ways of creating the right conditions for learners with special needs to learn effectively. Consider what is needed for a learner with a physical disability, a learner who is mentally disabled, and a learner from a foreign country who cannot speak the language of instruction. 8 Topic 1
15 Learning activity 1.5 In pairs, follow the guideline on pages 7 and 8 regarding effective learning and design a page which resembles a lesson plan. Now role-play a scene where one student will teach another one a particular skill. This page must be placed in your PoE as evidence. Summative Assessment: Topic 1 Answer the following questions: 1. Define learning. (1) 2. Name the four different forms of learning? (2) 3. What is the meaning of rote learning? (2) 4. Define Learning Psychology. (1) 5. Give five good reasons why educators should study Learning Psychology. (5) 6. How can an educator create a positive learning climate? (3) 7. Why is it important for the educator to be aware of the learners different personalities? (2) 8. Give some examples of stereotyping. (3) 9. How would positive personality traits influence learning? (3) 10.Describe an ideal learning environment. (3) Total: 25 The lecturer will use the following rating scale to assess your work: Assessment standards Comments The student created positive expectations. The student gave constructive feedback. The student gave appropriate praise. The student demonstrated a caring attitude. The student communicated in a lively, friendly manner. The student could maintain discipline. The student created an environment which motivates learning. Scale: 1 = Not achieved (0-39%); 2 = Not yet competent (40-49%); 3 = Competent (50-69%); 4 = Highly competent (70-79%); 5 = Outstanding (80-100%) Topic 1: Summary In this topic you were introduced to the concept of Learning Psychology and the rationale for its inclusion in your course. Learning and Learning Psychology were defined. Then we looked at the four different forms of learning and the effect of personality traits on learning. The conditions for effective learning and the need for the creation of a positive learning environment by educators were explained. Module 1: The concept and rationale of Learning Psychology 9
Politics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More information2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY
2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY Policy and Criteria for the Registration of Qualifications and Part Qualifications on the National Qualifications Framework Compiled and produced by:
More informationVOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009
Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications
More informationQualification handbook
Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are
More informationKAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax:
KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: 450 632-8770 Fax: 450 632-8042 JOB DESCRIPTION SPECIAL EDUCATION TEACHER ASSISTANT August 2013 SUMMARY DESCRIPTION: The teacher assistant,
More informationStudent Experience Strategy
2020 1 Contents Student Experience Strategy Introduction 3 Approach 5 Section 1: Valuing Our Students - our ambitions 6 Section 2: Opportunities - the catalyst for transformational change 9 Section 3:
More informationWhole School Evaluation REPORT. Tigh Nan Dooley Special School Carraroe, County Galway Roll Number: 20329B
An Roinn Oideachais agus Scileanna Department of Education and Skills Whole School Evaluation REPORT Tigh Nan Dooley Special School Carraroe, County Galway Roll Number: 20329B Date of inspection: 19 September
More informationScoring Guide for Candidates For retake candidates who began the Certification process in and earlier.
Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your
More informationSpecial Educational Needs and Disabilities Policy Taverham and Drayton Cluster
Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE
More informationLearning and Teaching
Learning and Teaching Set Induction and Closure: Key Teaching Skills John Dallat March 2013 The best kind of teacher is one who helps you do what you couldn t do yourself, but doesn t do it for you (Child,
More informationIntroduction to the HFLE course
Part 1 All about teaching HFLE 1 Introduction to the HFLE course Background The Macmillan HFLE course addresses the needs of lower secondary students and teachers for life-skills based materials to help
More informationBeveridge Primary School. One to one laptop computer program for 2018
Beveridge Primary School One to one laptop computer program for 2018 At Beveridge Primary we believe that giving students access to technology will help them engage with learning in new and creative ways.
More informationLITERACY ACROSS THE CURRICULUM POLICY Humberston Academy
LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of
More informationPresentation Advice for your Professional Review
Presentation Advice for your Professional Review This document contains useful tips for both aspiring engineers and technicians on: managing your professional development from the start planning your Review
More informationLITERACY ACROSS THE CURRICULUM POLICY
"Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community
More informationAssessment and Evaluation
Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation
More informationResults In. Planning Questions. Tony Frontier Five Levers to Improve Learning 1
Key Tables and Concepts: Five Levers to Improve Learning by Frontier & Rickabaugh 2014 Anticipated Results of Three Magnitudes of Change Characteristics of Three Magnitudes of Change Examples Results In.
More informationMFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE
MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning
More informationQualitative Site Review Protocol for DC Charter Schools
Qualitative Site Review Protocol for DC Charter Schools Updated November 2013 DC Public Charter School Board 3333 14 th Street NW, Suite 210 Washington, DC 20010 Phone: 202-328-2600 Fax: 202-328-2661 Table
More informationAnglia Ruskin University Assessment Offences
Introduction Anglia Ruskin University Assessment Offences 1. As an academic community, London School of Marketing recognises that the principles of truth, honesty and mutual respect are central to the
More informationFUNDING GUIDELINES APPLICATION FORM BANKSETA Doctoral & Post-Doctoral Research Funding
FUNDING GUIDELINES Doctoral & Post-Doctoral Research Funding Project: Phd and Post-Doctoral Grant Funding Funding Opens on: 18 April 2016 Funding Window Closes on: 16 May 2016 FUNDING GUIDELINES APPLICATION
More informationHARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
More informationDISCIPLINARY PROCEDURES
DISCIPLINARY PROCEDURES Student Misconduct & Professional Conduct Policy and Procedures The School s disciplinary procedures are currently under review and we are in the process of consulting with staff
More informationSomerset Progressive School Planning, Assessment, Recording & Celebration Policy
Policy Number: Originator: Neil Gage,/ Jason Goddard Issue Number: Authoriser: Jason Goddard Issue Date: 01/04/2017 Service Type: Education Next Review Due: 01/04/2018 Policy Location: Keys PCE 1: Aim
More informationCourse Law Enforcement II. Unit I Careers in Law Enforcement
Course Law Enforcement II Unit I Careers in Law Enforcement Essential Question How does communication affect the role of the public safety professional? TEKS 130.294(c) (1)(A)(B)(C) Prior Student Learning
More informationCOSCA COUNSELLING SKILLS CERTIFICATE COURSE
COSCA COUNSELLING SKILLS CERTIFICATE COURSE MODULES 1-4 (REVISED 2004) AIMS, LEARNING OUTCOMES AND RANGES February 2005 page 1 of 15 Introduction The Aims, Learning Outcomes and Range of the COSCA Counselling
More informationEUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009
EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 Copyright 2009 by the European University Association All rights reserved. This information may be freely used and copied for
More informationOasis Academy Coulsdon
School report Oasis Academy Coulsdon Homefield Road, Old Coulsdon, Croydon, CR5 1ES Inspection dates 4-5 March 2015 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Leadership
More informationMMOG Subscription Business Models: Table of Contents
DFC Intelligence DFC Intelligence Phone 858-780-9680 9320 Carmel Mountain Rd Fax 858-780-9671 Suite C www.dfcint.com San Diego, CA 92129 MMOG Subscription Business Models: Table of Contents November 2007
More informationCritical Thinking in Everyday Life: 9 Strategies
Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like
More informationTuesday 13 May 2014 Afternoon
Tuesday 13 May 2014 Afternoon AS GCE PSYCHOLOGY G541/01 Psychological Investigations *3027171541* Candidates answer on the Question Paper. OCR supplied materials: None Other materials required: None Duration:
More informationHDR Presentation of Thesis Procedures pro-030 Version: 2.01
HDR Presentation of Thesis Procedures pro-030 To be read in conjunction with: Research Practice Policy Version: 2.01 Last amendment: 02 April 2014 Next Review: Apr 2016 Approved By: Academic Board Date:
More informationA THEORETICAL FRAMEWORK FORA TASK-BASED SYLLABUS FOR PRIMARY SCHOOLS IN SOUTH AFRICA
241 CHAPTER 7 A THEORETICAL FRAMEWORK FORA TASK-BASED SYLLABUS FOR PRIMARY SCHOOLS IN SOUTH AFRICA 7.1 INTRODUCTION This chapter is a synthesis of what has been discussed thus far; ESL in the primary school
More informationSafe & Civil Schools Series Overview
Safe & Civil Schools Series Overview The Safe & Civil School series is a collection of practical materials designed to help school staff improve safety and civility across all school settings. By so doing,
More informationSpring Course Syllabus. Course Number and Title: SPCH 1318 Interpersonal Communication
Spring 2016 1 Course Syllabus Course Number and Title: SPCH 1318 Interpersonal Communication Course Description Application of communication theory to interpersonal relationship development, maintenance,
More informationCurriculum for the Academy Profession Degree Programme in Energy Technology
Curriculum for the Academy Profession Degree Programme in Energy Technology Version: 2016 Curriculum for the Academy Profession Degree Programme in Energy Technology 2016 Addresses of the institutions
More informationChange Mastery. The Persuasion Paradigm
CHANGE 23 Change Mastery The Persuasion Paradigm Success as a change agent of any description is based on your ability to influence others. Using authority and rank is a poor tool for persuading others
More informationPractical Research Planning and Design Paul D. Leedy Jeanne Ellis Ormrod Tenth Edition
Practical Research Planning and Design Paul D. Leedy Jeanne Ellis Ormrod Tenth Edition Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world
More informationStudent-led IEPs 1. Student-led IEPs. Student-led IEPs. Greg Schaitel. Instructor Troy Ellis. April 16, 2009
Student-led IEPs 1 Student-led IEPs Student-led IEPs Greg Schaitel Instructor Troy Ellis April 16, 2009 Student-led IEPs 2 Students with disabilities are often left with little understanding about their
More informationAUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES
AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding
More informationMyers-Briggs Type Indicator Team Report
Myers-Briggs Type Indicator Team Report Developed by Allen L. Hammer Sample Team 9112 Report prepared for JOHN SAMPLE October 9, 212 CPP, Inc. 8-624-1765 www.cpp.com Myers-Briggs Type Indicator Team Report
More informationSchool Inspection in Hesse/Germany
Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework
More informationMASTER S COURSES FASHION START-UP
MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving
More informationJournalism 336/Media Law Texas A&M University-Commerce Spring, 2015/9:30-10:45 a.m., TR Journalism Building, Room 104
Journalism 336/Media Law Texas A&M University-Commerce Spring, 2015/9:30-10:45 a.m., TR Journalism Building, Room 104 Catalog description: A study of the First Amendment and the significant legal decisions
More informationProviding Feedback to Learners. A useful aide memoire for mentors
Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and
More informationPersonal Tutoring at Staffordshire University
Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More information5 Early years providers
5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special
More informationDyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers
Dyslexia and Dyscalculia Screeners Digital Guidance and Information for Teachers Digital Tests from GL Assessment For fully comprehensive information about using digital tests from GL Assessment, please
More informationFeedback, Marking and Presentation Policy
Feedback, Marking and Presentation Policy This policy was developed as part of a consultation process involving pupils, staff, parents and Governors of the school. In development of this policy reference
More informationProfessional Experience - Mentor Information
Professional Experience - Mentor Information EDU40006 Ready to Teach Early Childhood: Practicum 5E Required days: 20 days full time. Any missed days must be made up. Required setting: Preschool Early Childhood
More informationConsultation skills teaching in primary care TEACHING CONSULTING SKILLS * * * * INTRODUCTION
Education for Primary Care (2013) 24: 206 18 2013 Radcliffe Publishing Limited Teaching exchange We start this time with the last of Paul Silverston s articles about undergraduate teaching in primary care.
More informationBENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016
BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 NAMA : CIK DIANA ALUI DANIEL CIK NORAFIFAH BINTI TAMRIN SEKOLAH : SMK KUNAK, KUNAK Page 1 21 st CLD Learning Activity Cover Sheet 1. Title
More informationSt Philip Howard Catholic School
School report St Philip Howard Catholic School St Mary's Road, Glossop, SK13 8DR Inspection dates 4 November 1 December 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection:
More informationGuide to Teaching Computer Science
Guide to Teaching Computer Science Orit Hazzan Tami Lapidot Noa Ragonis Guide to Teaching Computer Science An Activity-Based Approach Dr. Orit Hazzan Associate Professor Technion - Israel Institute of
More informationThe Holy Cross School Behaviour Policy & Procedure
The Holy Cross School Behaviour Policy & Procedure Procedure No: HXS / BE1 Review Date: January 2014 Effective date: July 2008 Revision History Rev. No. Effective Date Description Prepared by Reviewed
More informationUnit 7 Data analysis and design
2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL
More informationBiomedical Sciences (BC98)
Be one of the first to experience the new undergraduate science programme at a university leading the way in biomedical teaching and research Biomedical Sciences (BC98) BA in Cell and Systems Biology BA
More informationADHD Classroom Accommodations for Specific Behaviour
ADHD Classroom Accommodations for Specific Behaviour 1.Difficulty following a plan (has high aspirations but lacks follow-through); wants to get A s but ends up with F s and doesn t understand where he
More informationCOMMUNICATIVE LANGUAGE TEACHING
COMMUNICATIVE LANGUAGE TEACHING There are many ways to teach language. One is called Communicative Language Teaching (CLT). This method is learner-centered and emphasizes communication and real-life situations.
More informationModule 12. Machine Learning. Version 2 CSE IIT, Kharagpur
Module 12 Machine Learning 12.1 Instructional Objective The students should understand the concept of learning systems Students should learn about different aspects of a learning system Students should
More informationOne Stop Shop For Educators
Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding
More informationTHE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING CURRICULUM FOR BASIC EDUCATION STANDARD I AND II
THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING CURRICULUM FOR BASIC EDUCATION STANDARD I AND II 2016 Ministry of Education, Science,Technology and Vocational
More informationFOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Wednesday, June 14, 2017 9:15 a.m. to 12:15 p.m., only SCORING KEY AND
More informationINTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families
INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL An Introduction to the International Baccalaureate Diploma Programme For Students and Families 2018-2019 The International Baccalaureate Organization
More information1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.
National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to
More informationEDUCATING TEACHERS FOR CULTURAL AND LINGUISTIC DIVERSITY: A MODEL FOR ALL TEACHERS
New York State Association for Bilingual Education Journal v9 p1-6, Summer 1994 EDUCATING TEACHERS FOR CULTURAL AND LINGUISTIC DIVERSITY: A MODEL FOR ALL TEACHERS JoAnn Parla Abstract: Given changing demographics,
More informationDigital Media Literacy
Digital Media Literacy Draft specification for Junior Cycle Short Course For Consultation October 2013 2 Draft short course: Digital Media Literacy Contents Introduction To Junior Cycle 5 Rationale 6 Aim
More informationMANAGERIAL LEADERSHIP
MANAGERIAL LEADERSHIP MGMT 3287-002 FRI-132 (TR 11:00 AM-12:15 PM) Spring 2016 Instructor: Dr. Gary F. Kohut Office: FRI-308/CCB-703 Email: gfkohut@uncc.edu Telephone: 704.687.7651 (office) Office hours:
More informationStimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta
Stimulating Techniques in Micro Teaching Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Learning Objectives General Objectives: At the end of the 2
More informationTHREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02
THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 Undergraduate programmes Three-year course Fashion Styling & Creative Direction 02 Brief descriptive summary Over the past 80 years Istituto
More informationGraduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
More informationCOACHING A CEREMONIES TEAM
Ceremonies COACHING A CEREMONIES TEAM Session Length: 60 Minutes Learning objectives: Understand the importance of creating a positive atmosphere. Learn how this atmosphere can be accomplished. Learn key
More informationLocal Activism: Identifying Community Activists (2 hours 30 minutes)
Local Activism: Identifying Community Activists (2 hours 30 minutes) Local Activism Series Staff Skill Building Library Raising Voices This module is part of a Staff Skill Building Library developed by
More informationBusiness. Pearson BTEC Level 1 Introductory in. Specification
Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory
More informationEffective Pre-school and Primary Education 3-11 Project (EPPE 3-11)
Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) A longitudinal study funded by the DfES (2003 2008) Exploring pupils views of primary school in Year 5 Address for correspondence: EPPSE
More informationKelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser
Kelli Allen Jeanna Scheve Vicki Nieter Foreword by Gregory J. Kaiser Table of Contents Foreword........................................... 7 Introduction........................................ 9 Learning
More informationHeritage Korean Stage 6 Syllabus Preliminary and HSC Courses
Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationProgramme Specification
Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)
More informationKENTUCKY FRAMEWORK FOR TEACHING
KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists
More informationUnderstanding student engagement and transition
Understanding student engagement and transition Carolyn Mair London College of Fashion University of the Arts London 20 John Prince s Street London http://www.cazweb.info/ Lalage Sanders Cardiff Metropolitan
More informationWe endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child
for Holy Family N.S., Newport Holy Family N.S. aims to provide a comprehensive SPHE programme to all children in the school. It is recognised that parents play a huge part in the delivery of such a programme
More informationDesigning a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses
Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses Thomas F.C. Woodhall Masters Candidate in Civil Engineering Queen s University at Kingston,
More informationIMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER
IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER Mohamad Nor Shodiq Institut Agama Islam Darussalam (IAIDA) Banyuwangi
More informationUniversity of Essex Access Agreement
University of Essex Access Agreement Updated in August 2009 to include new tuition fee and bursary provision for 2010 entry 1. Context The University of Essex is academically a strong institution, with
More informationKelso School District and Kelso Education Association Teacher Evaluation Process (TPEP)
Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) TABLE
More information10 Tips For Using Your Ipad as An AAC Device. A practical guide for parents and professionals
10 Tips For Using Your Ipad as An AAC Device A practical guide for parents and professionals Introduction The ipad continues to provide innovative ways to make communication and language skill development
More informationNewlands Girls School
School report Newlands Girls School Farm Road, Maidenhead, Berkshire, SL6 5JB Inspection dates 02-03 October 2012 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement of
More informationEssentials of Ability Testing. Joni Lakin Assistant Professor Educational Foundations, Leadership, and Technology
Essentials of Ability Testing Joni Lakin Assistant Professor Educational Foundations, Leadership, and Technology Basic Topics Why do we administer ability tests? What do ability tests measure? How are
More informationStudent Assessment Policy: Education and Counselling
Student Assessment Policy: Education and Counselling Title: Student Assessment Policy: Education and Counselling Author: Academic Dean Approved by: Academic Board Date: February 2014 Review date: February
More informationCORE CURRICULUM FOR REIKI
CORE CURRICULUM FOR REIKI Published July 2017 by The Complementary and Natural Healthcare Council (CNHC) copyright CNHC Contents Introduction... page 3 Overall aims of the course... page 3 Learning outcomes
More information5. UPPER INTERMEDIATE
Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationteaching issues 4 Fact sheet Generic skills Context The nature of generic skills
Fact sheet Generic skills teaching issues 4 These fact sheets have been developed by the AMEP Research Centre to provide AMEP teachers with information on areas of professional concern. They provide a
More informationThis document consists of 11 printed pages and 1 blank page.
Cambridge International Examinations Cambridge International General Certificate of Secondary Education *3344844354* FIRST LANGUAGE ENGLISH Paper 1 Reading Passages (Core) Candidates answer on the Question
More informationEvery curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.
1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it
More informationPEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)
PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding
More informationTraining materials on RePro methodology
Training materials on RePro methodology INNOCASE Project Transfer of Innovations Leonardo da Vinci Programme 2 Leonardo da Vinci Pilot Project RePro - Real-Life Business Projects in Multicultural Student
More informationSTAFF DEVELOPMENT in SPECIAL EDUCATION
STAFF DEVELOPMENT in SPECIAL EDUCATION Factors Affecting Curriculum for Students with Special Needs AASEP s Staff Development Course FACTORS AFFECTING CURRICULUM Copyright AASEP (2006) 1 of 10 After taking
More information