Seizing the Initiative Through Creative Thinking Versus Reacting to the Enemy local copyby Grothe, SAMS paper, Leadership must be committed to learning, underwrite experimentation, and create an environment that generates creative thought and innovation.
Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented.
Remember we want to declare the person competent in terms of the title.
Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Make sure evidence is gathered across the entire range, wherever it applies.
Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques.
Where this is required, there will be assessment criteria to specify the standard required. The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again.
This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
All assessments should be conducted in line with the following well documented principles of assessment: Additive multilingualism A form of bilingual education in which the language of instruction is not the 1st language of the children, and is not intended to replace it.
In an additive bilingual education programme the first language is maintained and supported, but the language of learning and teaching is taught alongside it.
When the language of instruction is likely to replace the children's first language, this is called subtractive bilingualism. Appropriate dress footnote in u std: Author The creator or originator of a piece of narrative, whether signed or written.
Coherence The underlying logical relationship, which links ideas together.
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|IN ADDITION TO READING ONLINE, THIS TITLE IS AVAILABLE IN THESE FORMATS:||Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented.|
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Coherence is to do with ideas and meanings. A paragraph see definition below is coherent if all its sentences see definition below are connected logically so that they are easy to follow.
Cohesion Linking ideas by means of language e. Collage A form of art in which a variety of materials, such as photographs, fabric, objects, hand-drawn pieces, and printed text, are attached to a surface.
Learners can demonstrate their understanding of many themes and issues through the choice of materials and design elements of a collage. Colloquialism A word or expression used in everyday conversation but not in formal language.
Ways of doing this can include use of space, head movements, eye gaze, body orientation and movements, etc. Controlling idea An important or central concept, theme, or argument that is used to unify a signed, written, oral, or media text.
Conventions Accepted practices or rules in the use of language. Some conventions help convey meaning e. Creative thinking The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner.
Learners think creatively in all subject areas when they imagine, invent, alter, or improve a concept or product.
Diction The choice of words or phrases or signs in speech or writing or signing; the particular words or phrases or signs chosen to express an idea. The SASL equivalent of this would be a signed narrative.The essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria.
Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Osa (all names are pseudonyms) teaches third grade in a high-poverty urban setting with a diverse population that includes a majority of children of color and a .
Debbie Albert, PhD, BSN, IBCLC, is a full time lactation consultant at UC Davis Med Center--working with all facets of their lactation service; including maternity floor, level IV NICU, pediatrics, PICU, and Employee Breastfeeding Support Program.
Level 2 Certificate in Supporting Teaching and Learning in Schools Level 2 Certificate in Supporting the Wider Curriculum in Schools. To complete the Level 2 Award, learners must achieve nine credits from the mandatory units and .
Supporting Teaching and Learning in Schools NVQ Level 2 Synopsis (CCLD ) This unit is about keeping children and young people safe during day-to-day work activities. within the teaching and learning programme, supporting pupils to use ICT resources, and. More about Supporting Teaching and Learning in Schools Unit Essay Essay about Supporting Teaching and Learning in Schools Cache Level 3 Words | 20 Pages.