Dfa 7130
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- Date Submitted: 01/04/2011 02:51 AM
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Certificate in Education
DFA7130 Assignment 2
Enabling and Assessing Learning
Contents
Introduction
For this assignment I have chosen to focus on a 1st year full time group who are aiming to achieve a Diploma level 1 in bricklaying. This group is called Full Time ‘B’. The group consists of 14 male students with ages ranging from 16 to 18. These students attend college for 21 hours per week and are aiming to complete the course in 36 weeks. They started their course in September 2009.
The majority of the class have poor GCSE results with grades ranging from D to G.
I teach these students on Mondays. The first session I teach them is from 8.30am to 10.30am, this is a practical session in the workshop. The second session is a theory lesson in the classroom, from 1.00pm to 2.45pm. And the 3rd session is from 3.00pm to 4.30pm. Literacy and numeracy are embedded into the course in the classroom and the workshop.
The student in the group had little or no practical knowledge of bricklaying before they started their course and no members are currently working as bricklayers at the moment.
With reference to the LLUK standards this assignment covers domain E, Assessment For Learning. I will demonstrate an understanding of the needs of the group and show how I plan to assess their learning.
Section One
Understanding Learning and Assessment
I understand that there are various theories of how and why people learn which are relevant to the Lifelong Learning Sector. These include Behaviourist, Cognitivist, Humanist, Social Learning, Adult Learning and Motivation theories. There are also key concepts of assessment, such as ‘validity’ and ‘reliability’, which inform different types of assessment, for example, initial, formative, summative, normative and criterion-referenced.
My students learn best in different ways and all in a variety of learning styles, so my delivery of a lesson must accommodate the various learning styles of my students....
DFA7130 Assignment 2
Enabling and Assessing Learning
Contents
Introduction
For this assignment I have chosen to focus on a 1st year full time group who are aiming to achieve a Diploma level 1 in bricklaying. This group is called Full Time ‘B’. The group consists of 14 male students with ages ranging from 16 to 18. These students attend college for 21 hours per week and are aiming to complete the course in 36 weeks. They started their course in September 2009.
The majority of the class have poor GCSE results with grades ranging from D to G.
I teach these students on Mondays. The first session I teach them is from 8.30am to 10.30am, this is a practical session in the workshop. The second session is a theory lesson in the classroom, from 1.00pm to 2.45pm. And the 3rd session is from 3.00pm to 4.30pm. Literacy and numeracy are embedded into the course in the classroom and the workshop.
The student in the group had little or no practical knowledge of bricklaying before they started their course and no members are currently working as bricklayers at the moment.
With reference to the LLUK standards this assignment covers domain E, Assessment For Learning. I will demonstrate an understanding of the needs of the group and show how I plan to assess their learning.
Section One
Understanding Learning and Assessment
I understand that there are various theories of how and why people learn which are relevant to the Lifelong Learning Sector. These include Behaviourist, Cognitivist, Humanist, Social Learning, Adult Learning and Motivation theories. There are also key concepts of assessment, such as ‘validity’ and ‘reliability’, which inform different types of assessment, for example, initial, formative, summative, normative and criterion-referenced.
My students learn best in different ways and all in a variety of learning styles, so my delivery of a lesson must accommodate the various learning styles of my students....