Clinical Case Presentation Essay Researchpaper Help

Clinical Case Presentation Essay Researchpaper Help

Section 1 Summary Details of Learner and Programme. Section 1 Summary Details of Learner and Programme. Section 1 Summary Details of Learner and Programme. Section 1 Summary Details of Learner and Programme. Section 1 Summary Details of Learner and Programme. Section 1 Summary Details of Learner and Programme. Section 1 Summary Details of Learner and Programme. Learner Name Learner Name Guidelines Guidelines Guidelines Guidelines Guidelines Assessor Name Assessor Name Tutor Name Tutor Name Programme Programme Foundation Certificate in Learning and Development. (FCLD) Foundation Certificate in Learning and Development. (FCLD) Programme Start Date Programme Start Date Delivery Venue Delivery Venue Unit Credit Value Unit Credit Value 6 Evidence to be sufficiently provided/produced by the learner in these two activities. Word count recommendation where specified. Evidence to be sufficiently provided/produced by the learner in these two activities. Word count recommendation where specified. Activity 1 Report (Approximately 1000 words.) Activity 1 Report (Approximately 1000 words.) Activity 1 Report (Approximately 1000 words.) Activity 1 Report (Approximately 1000 words.) Activity 1 Report (Approximately 1000 words.) Evidence to be sufficiently provided/produced by the learner in these two activities. Word count recommendation where specified. Evidence to be sufficiently provided/produced by the learner in these two activities. Word count recommendation where specified. Activity 2 A Session Plan, designed by the learner, for an L&D activity/session of at least 1-hour duration, presented in a professional and appropriate format. Activity 2 A Session Plan, designed by the learner, for an L&D activity/session of at least 1-hour duration, presented in a professional and appropriate format. Activity 2 A Session Plan, designed by the learner, for an L&D activity/session of at least 1-hour duration, presented in a professional and appropriate format. Activity 2 A Session Plan, designed by the learner, for an L&D activity/session of at least 1-hour duration, presented in a professional and appropriate format. Activity 2 A Session Plan, designed by the learner, for an L&D activity/session of at least 1-hour duration, presented in a professional and appropriate format. Overall Assessment Outcome (Grade) Overall Assessment Outcome (Grade) Guideline Guideline Guideline Guideline Guideline Assessor Signature Assessor Signature Assessment Date Section 2 Assessment Criteria Feedback Section 2 Assessment Criteria Feedback Section 2 Assessment Criteria Feedback Section 2 Assessment Criteria Feedback Section 2 Assessment Criteria Feedback Section 2 Assessment Criteria Feedback Section 2 Assessment Criteria Feedback Section 2 Assessment Criteria Feedback Section 2 Assessment Criteria Feedback Specific feedback given is based on the CIPD 3DES Assessment Guidance for Assessors. Specific feedback given is based on the CIPD 3DES Assessment Guidance for Assessors. Specific feedback given is based on the CIPD 3DES Assessment Guidance for Assessors. Specific feedback given is based on the CIPD 3DES Assessment Guidance for Assessors. Specific feedback given is based on the CIPD 3DES Assessment Guidance for Assessors. Specific feedback given is based on the CIPD 3DES Assessment Guidance for Assessors. Specific feedback given is based on the CIPD 3DES Assessment Guidance for Assessors. Specific feedback given is based on the CIPD 3DES Assessment Guidance for Assessors. Specific feedback given is based on the CIPD 3DES Assessment Guidance for Assessors. Activity 1 Activity 1 Assessment Criteria / The learner can: Assessment Criteria / The learner can: Assessor Feedback Assessor Feedback Assessor Feedback Assessor Feedback Assessor Feedback Activity 1 Activity 1 1.1 Explain legislative and organisational factors which affect the design of learning and development activities. 1.2 Explain adult learning principles which inform the design of learning and development activities. 1.3 Summarise the specific information required about learners in order to design a relevant learning and development activity. 2.1 Convert information about learners and learning requirements into clearly stated objectives for a learning and development activity. 3.1 Describe a range of learning/training methods and their suitability for different learning objectives. 1.1 Explain legislative and organisational factors which affect the design of learning and development activities. 1.2 Explain adult learning principles which inform the design of learning and development activities. 1.3 Summarise the specific information required about learners in order to design a relevant learning and development activity. 2.1 Convert information about learners and learning requirements into clearly stated objectives for a learning and development activity. 3.1 Describe a range of learning/training methods and their suitability for different learning objectives. This assignment is another CIPD one which needs further interpretation. Your workbook and slides will provide most, if not all answers, but I would also advise that you refer to a good relevant text book as well. As mentioned above, Activity 1 has a word count of 1000, and Activity 2 is presented in Session Plan format (See page 39 in your Workbook). 1.1: Pages 4 and 5 of your Workbook refer also slides 6 and 7. I expect a minimum of 2 legislative factors and 2 organisational factors and an explanation. 1.2: Pages 6-17 in your Workbook apply. Slides 8-15 apply. Remember you have to state and then explain these. 1.3: Pages 18 and 19 in your Workbook apply here. Slide 14 applies. There are several ways to approach this particular criterion. In particular you should focus on the current capability (knowledge, skills, attitude) compared with the required capability (the learning gap), learning styles/preferences, any special needs, cultural differences etc. 2.1: Here I want you to Provide at least one example of a clearly stated objective and a brief explanation of how objectives are formed . These should be SMART and slides 17-23 and Workbook pages 20-28 apply. (You are required to provide information on at least one learning objective and learning outcome) It is not easy to set a good objective, so you need to look at yours and check that they are SMART. 3.1: A range refers to at least 4 L&D methods (there are plenty mentioned in the slides and workbook (Slides 28-37, and Workbook 29-32 should be helpful.) Regarding suitability, you need to explain the types of learning objective i.e. knowledge/cognitive, skills/psycho-motor, attitude/affective they are most suited for. This assignment is another CIPD one which needs further interpretation. Your workbook and slides will provide most, if not all answers, but I would also advise that you refer to a good relevant text book as well. As mentioned above, Activity 1 has a word count of 1000, and Activity 2 is presented in Session Plan format (See page 39 in your Workbook). 1.1: Pages 4 and 5 of your Workbook refer also slides 6 and 7. I expect a minimum of 2 legislative factors and 2 organisational factors and an explanation. 1.2: Pages 6-17 in your Workbook apply. Slides 8-15 apply. Remember you have to state and then explain these. 1.3: Pages 18 and 19 in your Workbook apply here. Slide 14 applies. There are several ways to approach this particular criterion. In particular you should focus on the current capability (knowledge, skills, attitude) compared with the required capability (the learning gap), learning styles/preferences, any special needs, cultural differences etc. 2.1: Here I want you to Provide at least one example of a clearly stated objective and a brief explanation of how objectives are formed . These should be SMART and slides 17-23 and Workbook pages 20-28 apply. (You are required to provide information on at least one learning objective and learning outcome) It is not easy to set a good objective, so you need to look at yours and check that they are SMART. 3.1: A range refers to at least 4 L&D methods (there are plenty mentioned in the slides and workbook (Slides 28-37, and Workbook 29-32 should be helpful.) Regarding suitability, you need to explain the types of learning objective i.e. knowledge/cognitive, skills/psycho-motor, attitude/affective they are most suited for. This assignment is another CIPD one which needs further interpretation. Your workbook and slides will provide most, if not all answers, but I would also advise that you refer to a good relevant text book as well. As mentioned above, Activity 1 has a word count of 1000, and Activity 2 is presented in Session Plan format (See page 39 in your Workbook). 1.1: Pages 4 and 5 of your Workbook refer also slides 6 and 7. I expect a minimum of 2 legislative factors and 2 organisational factors and an explanation. 1.2: Pages 6-17 in your Workbook apply. Slides 8-15 apply. Remember you have to state and then explain these. 1.3: Pages 18 and 19 in your Workbook apply here. Slide 14 applies. There are several ways to approach this particular criterion. In particular you should focus on the current capability (knowledge, skills, attitude) compared with the required capability (the learning gap), learning styles/preferences, any special needs, cultural differences etc. 2.1: Here I want you to Provide at least one example of a clearly stated objective and a brief explanation of how objectives are formed . These should be SMART and slides 17-23 and Workbook pages 20-28 apply. (You are required to provide information on at least one learning objective and learning outcome) It is not easy to set a good objective, so you need to look at yours and check that they are SMART. 3.1: A range refers to at least 4 L&D methods (there are plenty mentioned in the slides and workbook (Slides 28-37, and Workbook 29-32 should be helpful.) Regarding suitability, you need to explain the types of learning objective i.e. knowledge/cognitive, skills/psycho-motor, attitude/affective they are most suited for. This assignment is another CIPD one which needs further interpretation. Your workbook and slides will provide most, if not all answers, but I would also advise that you refer to a good relevant text book as well. As mentioned above, Activity 1 has a word count of 1000, and Activity 2 is presented in Session Plan format (See page 39 in your Workbook). 1.1: Pages 4 and 5 of your Workbook refer also slides 6 and 7. I expect a minimum of 2 legislative factors and 2 organisational factors and an explanation. 1.2: Pages 6-17 in your Workbook apply. Slides 8-15 apply. Remember you have to state and then explain these. 1.3: Pages 18 and 19 in your Workbook apply here. Slide 14 applies. There are several ways to approach this particular criterion. In particular you should focus on the current capability (knowledge, skills, attitude) compared with the required capability (the learning gap), learning styles/preferences, any special needs, cultural differences etc. 2.1: Here I want you to Provide at least one example of a clearly stated objective and a brief explanation of how objectives are formed . These should be SMART and slides 17-23 and Workbook pages 20-28 apply. (You are required to provide information on at least one learning objective and learning outcome) It is not easy to set a good objective, so you need to look at yours and check that they are SMART. 3.1: A range refers to at least 4 L&D methods (there are plenty mentioned in the slides and workbook (Slides 28-37, and Workbook 29-32 should be helpful.) Regarding suitability, you need to explain the types of learning objective i.e. knowledge/cognitive, skills/psycho-motor, attitude/affective they are most suited for. This assignment is another CIPD one which needs further interpretation. Your workbook and slides will provide most, if not all answers, but I would also advise that you refer to a good relevant text book as well. As mentioned above, Activity 1 has a word count of 1000, and Activity 2 is presented in Session Plan format (See page 39 in your Workbook). 1.1: Pages 4 and 5 of your Workbook refer also slides 6 and 7. I expect a minimum of 2 legislative factors and 2 organisational factors and an explanation. 1.2: Pages 6-17 in your Workbook apply. Slides 8-15 apply. Remember you have to state and then explain these. 1.3: Pages 18 and 19 in your Workbook apply here. Slide 14 applies. There are several ways to approach this particular criterion. In particular you should focus on the current capability (knowledge, skills, attitude) compared with the required capability (the learning gap), learning styles/preferences, any special needs, cultural differences etc. 2.1: Here I want you to Provide at least one example of a clearly stated objective and a brief explanation of how objectives are formed . These should be SMART and slides 17-23 and Workbook pages 20-28 apply. (You are required to provide information on at least one learning objective and learning outcome) It is not easy to set a good objective, so you need to look at yours and check that they are SMART. 3.1: A range refers to at least 4 L&D methods (there are plenty mentioned in the slides and workbook (Slides 28-37, and Workbook 29-32 should be helpful.) Regarding suitability, you need to explain the types of learning objective i.e. knowledge/cognitive, skills/psycho-motor, attitude/affective they are most suited for. Activity 2 Assessment Criteria / The learner can: Assessor Feedback Activity 2 2.1 Convert information about learners and learning requirements into clearly stated objectives for a learning and development activity. 3.2 Select and sequence learning methods and content to create a learning and development activity which addresses identified objectives and accommodates learner differences. 3.4 Select learning resources to support the learning and development activity. 3.3 Select and include appropriate methods for monitoring learning and for assessing that learning objectives have been met. 4.1 Specify the learning and development activity in a recognised format which can be followed by other learning and development practitioners. Here you have to remember that you are providing A Session Plan, designed by the learner, for an L&D activity/session of at least 1-hour duration, presented in a professional and appropriate format. The session plan is provided on page 39 of your Workbook and slide 46. Unless you have a better one which clearly covers all of the requirements from 2.1 to 4.1 I would advise you use this format. Your intention is to complete the plan so that another Trainer can look at it and quickly understand the way the activity is being run. This is particularly helpful when another trainer is asked to deliver the event in your absence. 2.1: You should be guided by the exercise on page 28 of your Workbook. You should provide a course learning activity name, Tutor Learning Objectives (in tutor column) and Learning Outcomes in the Learner column. Typically a training course has one name, one aim and about 5 learning objectives with learning outcomes (at the end of this course learners will be able to ? ? ?..) following on from these. Make sure they are SMART (most students who are referred are referred here because of inadequate objectives/outcomes) 3.2: In the next row below Information/Content you add the course content in the order from that which is provided at the start of the course to that at the end, in sequence. 3.3: Methods are shown in slides 27-37 Provide also learner activity e.g. role-play , test, quiz, questions etc in the row below. Monitoring and assessment Here you need to state which assessment is used in the respective parts of this learning activity. Remember, formative assessment is used at the start and during the course usually by informal question and answer. The pre-course questionnaire is a more formal formative assessment, as are tests and quizzes given during the course. Summative assessment refers to assessment once all of the content has been covered. So at the end of the course it could be 1 to 1 directed questions, tests, exams, quizzes, assessed role play etc. It is also the post course questionnaire. 3.4: See slides 42-43 and page 37 in your Workbook. These should be entered in the box on the right of the session plan. 4.1: This refers to the need for consistency by all providing the same session plan. This way all course plans can be placed into a folder and there is confidence given to trainers that they will quickly understand the course format. Section 3 Assessor Commentary Clarification feedback to learner in relation to achievement of the learning outcomes and, if required, areas identified for further development, i.e. If criteria has not adequately been evidenced or achieved. Please note In the case of a Referral Outcome/Grade the Assessor will confirm here which particular Assessment Criteria has not been met. (Example: AC 3.4 Select learning resources to support the learning and development activity , does not adequately meet the criteria as explained above.) Assessor Feedback: Section 4 Quality Assurance Use Quality Assurer / Internal Verifier assessment and comment of Assessor marking, grading and feedback. Section 4 Quality Assurance Use Quality Assurer / Internal Verifier assessment and comment of Assessor marking, grading and feedback. Section 4 Quality Assurance Use Quality Assurer / Internal Verifier assessment and comment of Assessor marking, grading and feedback. Section 4 Quality Assurance Use Quality Assurer / Internal Verifier assessment and comment of Assessor marking, grading and feedback. Section 4 Quality Assurance Use Quality Assurer / Internal Verifier assessment and comment of Assessor marking, grading and feedback. Section 4 Quality Assurance Use Quality Assurer / Internal Verifier assessment and comment of Assessor marking, grading and feedback. Verifier Feedback: Verifier Feedback: Verifier Feedback: Verifier Feedback: Verifier Feedback: Verifier Feedback: Outcome Pass / Referral QA / Verifier Signature Date of QA / Verification


Comments are closed.