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Introduction

Unit 1 Developing and managing resources within the lifelong learning sector 1. Provide a rationale for the use of four resources with a group of learners, at least one of which should include emerging technology, and evaluate their effectiveness Logo PowerPoint ? ICT used in order to put the resource together, relevant images and activities included in order to meet the aim of the lesson which is for learners to share their experience of logos and to gain a full rounded knowledge of why they are used and to produce a logo from a company that they are aware of and share any interesting facts about why it has been chosen. This resource is effective in that it hits all learning styles: Visual - images and videos included in presentation and learners are encouraged to use visuals within their activities and presentations. Auditory - sound from video clips used, instructions given, objectives discussed and explained, and findings presented verbally. Kinaesthetic ? activities with pens, paper, design and doing/action. Interpersonal ? activities in pairs and groups being switched and changed throughout Intrapersonal ? individual work carried out in some areas/activities. I received feedback that I was not asking specific questions at the end to check that the original objectives have been met. I made this change and was then observed on this session. I received a further development point as I did not utilise the feedback session by explaining why the learners? logo had not been selected. This will help the learners to understand and use the feedback for any future documents produced. I have now adapted this for future sessions. ...read more.

Middle

1. Produce an assessment which demonstrates how relevant theories have been used to inform resource development Logo PowerPoint ? The Honey and Mumford theory suggests that not all learners will fall into one style and that they are a mixture if these four; activist, pragmatist, theorist and reflector. This theory makes sense on some level and was used in order to split the teams and mix levels and personalities. ? I put the quietest learner with the loudest, the lower level literacy learner with a willing to learn personality with the learner that has a high level of literacy and a nurturing personality. I felt that this would balance the teams and where one style is lacking, their team mate would hold the strength in that area. I find that styles can be seen from the initial assessments but very often change when the learner is more comfortable with the group. Summarising E Safety ? Bruner was a cognitivist and his scaffolding theory mentions that the learner is not always ready to process the information and in order to build on this; the learning must be linked in several different ways. When summarising, I originally made it so that they simply read the text and wrote a summary based on what they will be taking away from reading the text. Next I layered the task by first having a session on why it is important to read and understand something, then activities on how to summarise and a quiz in order to test the understanding before issuing the text that I would like the learners to read. ...read more.

Conclusion

Glossary page now added when summarising E-safety to track the progress of the learner and for them to have a resource that is made by them, in their own words. The key here is to make sure that this is regularly used, updated and assessed for development. Presentation and PowerPoint learning added to the smoking resource. Learners will be able to present in a professional way, focussing on the verbal skills and incorporating ICT/new emerging technologies. Built for the cognitivists ? problem solving with regards to the money they are able to spend, where to find the images they need to present. 1. Include an extract from their own *professional development journal to identify and evaluate their own collaborative approaches to resource development within their organisation, including an inclusive approach. Quality meetings and collaborations take place regularly in order for good practices to be brought to the table and discussed. Staffs are given training and resources are presented in a way that tests the resource for its suitability. As a group, the resources are used as if we are a group of learners, feedback is given and edits are made to ensure that it is usable for all teachers, tutors and learning advisors. CPD is updated on a personal basis and reviewed regularly by the quality manager. As an organisation, we complete a regular SWOT analysis. As a group we contribute to the SWOT analysis and the results are collated and put forward to feed into the overall strategy for the company. I would like to start to complete an individual SWOT analysis to look at my strengths, weaknesses, opportunities and threats. I feel this would help me to feed into my personal development plan and stay on target for meeting not only the company targets but also my own personal goals. ...read more.

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