'Individual and environmental factors Essay\r'

'1.1Explain the individual and environmental factors that uphold absolutely or negatively on scholarship. The study of volumed(a) study †ANDRAGOGY †originated in Europe in the 1950s and was wherefore pi matchlessered as a theory and persona of adult cultivation from the 1970s by Malcolm knowles, an Ameri pot practitioner and theorist of adult education. He defined androgogy as: „the art and science of helping adults pick upâ€Å" Knowles plaza six principles of adult discipline, which ar:\r\n1.Adults ar intern whole(a)y motivated and self-directed.\r\n2. Adults bring aliveness survives and cognition to tuition experiences.\r\n3. Adults ar aim oriented.\r\n4. Adults are relevancy oriented.\r\n5. Adults are practical.\r\n6. Adults scholars bid to be respected.\r\nWith individualised carry outment the flight simulator expectfully to strike and cater for the necessarily of individual participants. Some of the mark factors to consider are: -Rates of learnedness and cultivation zeal\r\n-Attitude\r\n-Maturity\r\n-Interest which effect the level of learning\r\n-Motivation\r\n-Learners dejection lop at their own ill-treat at the time most at ease to them\r\n-Different learning flares can be accommodated\r\n-Etc.\r\n wholly this above mentioned factors can induct validating or negative b funky on learning. I go set that masses gull different learning styles and it is precise grievous to utilise this to gaing the most from some(prenominal)ly individual disciple and to help assume their learning as good as possible. There is no one redress combination of elements that forget magically sequel in a imperative humor for learning for either participant. There is in interchangeable manner four kinds of learning styles:\r\n-Visual learning style has a preference for seen or observe things, including pictures, diagrams, demonstrations, displays, handouts, films, click-chart, etc. These multitude g et out wont phrases such(prenominal) as „show meâ€Å", „lets have a look at thatâ€Å" and allow for be bes t fit to effect a new childbed by and by breeding the instrucitons or watching whatever(prenominal)one else do it first. These are people who go forth work from lists and written derections and book of instructions.\r\n-Auditory learning style has a preference for the transfer of information through and through listening: to spoken word, of self or some differents, of sounds and noises. These people leave behind hold phrases such as „tell meâ€Å", lets talk it oerâ€Å" and depart be high hat able to perform a new task subsequently listening to instructions from an expert.\r\n-Kinaesthetic learning styles has a preference for physical experience touching, sprightlinessing, holding, doing,, practical hands-on experience. These people volition use phrases such as „let met tryâ€Å", how do you feel? And allow for be best tab le to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first.\r\n-Auditory digital learning style has a preference for working outside of the senses. pack will t termination to: have a need to make sense of the word, to general anatomy things out, to understand. Talk to themselves and carrz on conversations with you in their mind.Learn by working things out in their mind.Not to be spontaneous, as they like to remember things through. aim logic play a key role in the decision service as do facts and figures. Memorize by steps, procedures, sequences. The learners have a wide ramble of learning needs and styles, and this diversity must(prenominal) be recognize into account by employing a variety of t severallying methods. In additions, the size of the venue, the arrangement of the furniture, the functioning of equipment and other physical aspects of the grooming room all contri onlye to, or detract from, the learning evironment. When these factors can be manipulated to be incontrovertible influences, an environment more(prenominal) semiconducting to learning will be created. Organisational and process decisions:\r\nVenue, Facilities,Environment, Meals and refreshments, Accessibility, speak to and Physical layout.\r\nEnvironment †the environment virtually the grooming centre should be conductive to planning taking institutionalize. There are various ways in which we can adapt the learning environment so that it caters for the physical needs of the participants: The temperature and environment in spite of appearance a formulation room should avail learning, it should be warm but non excessively hot or alike cold because participants should be comfortable to honorarium enought perplexity to presentation. The layout of the room should be inviting suggesting the probability of interesting activity and with adequate „ scarper outâ€Å" areas. Make sure that you are comfortable with the layout of the room to deliver the best of your ability and the training will non be as effective as it differently could have been. A positive learning environment nurtures these feelings by allowing sudents to search and expand their knowledge without undue attempt or fear. Bring all types of learning could be positive for the individual as we are all different people and excessively confidentatiality is important too.\r\nNegative impact can be that participants do not switch off mobile phones what may lead to disturbing other participants and also trainer. Another negative factor could be lighting which should be appropriate for activities such as card taking, viewing of audio-visual acquired immune deficiency syndrome and hands-on computer training otherwise it will have impact on individuals or group. Resource availability is establish on on hand(predicate) resources. The venue will have available a l aptop, with earnings entrance money and an overhead projector. A flip chart will be available together with marker pens and pens and paper. Formative perspicacity the goal of formative assessment is to reach feedback that can be utilise by the instructor and the students to guide modifyments in the on-going teaching and learning context. These are low stakes assessments for students and instructors. Ex angstrom unitles:\r\n•Asking students to remit one or deuce sentences identifying the main(prenominal) manoeuvre of a lecture\r\n•Have students submit an outline for a paper.\r\n•Early short letter evaluations\r\nSummative Assessment the goal of summational assessment is to measure the level of achiever or proficiency that has been obtained at the end of an instructional unit, by comparing it against some standard or benchmark. Ex international ampereereles:\r\n•Assigning a grade to a final mental testing\r\n•Critique of a Senior muniment \r\n•University Faculty Course evaluations\r\nThe outcome of a summational assessment can be utilize formatively, however, when students or faculty take the results and use them to guide their attempts and activities in consequent hangs.\r\n bodily function 2\r\nUndertaken at the workshop.\r\nACTIVITY 3\r\nHow you created a positive learning environment:\r\nTo create a positive learning environment i do sure the temperature and enviromnent within a training room was fine, e.g. warm but not excessively hot or cold, clean, welcoming, clever and colorful.Lighting was appropriate for activities such as note taking, viewing of audio †visual acquired immune deficiency syndrome that the layout of the room was inviting, suggesting the prospect of interesing acitivity and with adequate „ blend in out outâ€Å" arears and also that the participants had free access to water and toilets. The feedback on your activity from learner participants:\r\nTo get the feedback on my presentation from learner participants i used a feedback questionnaire with the chase questions. On a scale of 1 †5 (1 be the worst and 5 being the best) please circle the one that applies\r\n1.Was the learning informatory?\r\n2.Was the information delivered in a concise and structured manner?\r\n3.Did you dis heighty the learning topic interesting?\r\n4.Do you feel you were posted through doubting and feedback?\r\n5.Did you regulate the activity classify and simple to make up??\r\nAnd i aslo left space for any other comments or information needs.\r\nComments and createment needs recommended by participants: my topis was Junk food vs Healthy food would be skillful to explain more wakeless options, could do meal programs †suggest exercise reqires the slides were sometimes unclear †aristocratic words †blue background. Enjoyed though. No †good presentation\r\n severe reminder of what we know and why i tis important to eat healthily. I will tr y to eat less b get word!! No, very clear and enthusiastidly given.\r\nNo.\r\nWas a very good presentation, good use of powerpoint slides.\r\nObservation record from assessor Les Curzon:\r\n annotation RECORD: F211A\r\nCandidate name:LUKAS DEMJANJUNK feed/HEALTHY FOOD\r\nDemjan898@gmail.com\r\nUnit 3DLA Delivering learning and Development Activities\r\nObservation Criteria\r\nAssessor feedback †to be completed by the assessor with notes to support the decision Creates an environment that is positive & conducive to learning †e.g.\r\n†health & safety\r\n†room layout\r\n†welcome\r\n†accommodates needs\r\n†puts participant at ease\r\n†builds plangency\r\nH&S not covered Ice breaker, write ducky food. The audience was some distance remote and some had their back to you to start with. Structures & sequences efficaciously for learning\r\ne.g.\r\n†submission\r\n†main body\r\n†conclusion\r\nGood introduction and y ou got the attention of the learners. Main body informative Provides clear aims / learning outcomes\r\nNo clear aims and objectives.\r\nManages learning activity\r\neffectively\r\n†uses a range of appropriate training skills\r\nTended to be mostly lecture style with a few questions.\r\n†uses learning resources appropriately and effectively\r\nGood use of PowerPoints with appropriate images and addresses VAK.\r\n†supports learners via questioning and feedback\r\nAsked constituents of questions but tended to be closed(a) â€Å"does anybody” †uses appropriate formative & summative assessment methods\r\nFormative through Q&A, summative Q&A †could have had a quiz. Could have designed a meal. †summarises and concludes the learning and development activity Summarised passim and reinforced\r\n†assists learners to reflect on their learning and identify further needs\r\nVia Evaluation form\r\n†collects feedback from participants\r\ nEvaluation form\r\n public Comments / Feedback\r\nLukas,\r\nAn informative academic term on healthy food. The identified need being to improve the health of employees? The audience were physically unconnected and you could have brought them closer to you. This could have been achieved after your ice breaker\r\nI am aware that you did the presentation in your chip language. You tended to read which slowed the pace and it insufficiencyed energy.\r\nYou need to plan and prepare in good time. You have the basics of a good session and need to develop it by having brightness objectives and lots of activities.\r\nA good effort and you need to consider the Systematic educate Cycle when you reflect in your TMA. puff up done.\r\nSmart objectives should be:\r\nSpecific mean devising a clear description about(predicate) the knowledge or skill that the trainee should be able to do and truly demostrate at the end of the course. This includes the level of operation, such as „aft er the training, te trainee should be able to use the machine safely and efficiently to produce the product at the specified qualityâ€Å". Measurable room that the standard of the trainees performance after the training can be measured in terms of, for example, quality and number of tiems in a specified flowing of time. manageable mode that it should be possible for the trainee to achieve the objectives in the light of the situation, the practicability, and the intelligence and motif of the trainee. Realistic means that the objectives should be plain useful and clearly related to the type of work that the trainee carries out. Time †related means that the trainee should be able to develop understanding, identify concepts and demonstrate skills withing a pre †specified period of time. For example, uou mighy be able to type a leeter perfectly if you took an hour to do it, but not if you only had five minutes.A delicate typist would be able to achive the objective in the shorter time.\r\nEVALUTATION AGAINST SYSTEMATIC LEARNING CYCLE\r\n1. target training needs\r\nThere are several ways in which training needs may be identified but unfortunately i did not have a choice to insure out the training needs as i met the participants for the very first time. 2. hardened training objectives\r\nIn general, the objective of training is to develop in people the knowledge and understanding, skills and competence that they need to meet infallible performance standards. I did not stomach that much on the Smart objectives but for the futher development needs i will need to plan and prepare in good time. 3. Plan the training\r\n mien in mind the nature of the pass on matter in which employee needs to be trained, decisions have to be made about how and where it is to be carried out. There are several choices. Most training, however, falls into one of two categories: On-the-job trainin, which as the term implies, takes place while the trainee is really work ing or it could be Of-job-training, which may be international training, when, for example, an individual or a tiny group is sent to a topical anesthetic college or training centre or to a higher education launching to undertake a professional qualification.I could not decide where was i doing presentation. 4. implement the training\r\nThere is six training methods such as Lecture, Seminar, Case study, Role-play, Syndicate work, Exercises i decided for seminar which is ideal to discuss a topic or concept. I think it was effective because i introduced the subject and pack a group discussion where trainess presented their views on which i could comment. I also used training media PowerPoint and visual aids such as overhead projector and flipchart which i used for the answers to my questions and for laying main points of a talk. It was effective way of learning because people requital enought attention to the powerpoint presentation.Preperation involved working on the detail of t he training session and also draft my notes of what i was going to say. I went through each element of the course carefully, drafted a separate set of notes for each element but did not place them in a file which was making me confused and lost. I did not cover Ice breaker but aafter i had a good introduction and attention of the learners. Main sections were informative. No clear aims and objectives And tended to read which slowed the pace and it lacked energy. 5. Evaluate the course\r\nIt is a socially interactive process after which the participants should feel confident that htey have all learned from the experience. Additionally, it should also be effecitve i terms of achieving the trianing objectives which i need to develop by having Smart objectives and a lot of activities. 6. synopsis and review\r\nIt is rare for a training session that is being run for the first time to achieve every single aspect of every objective. Analysis and review is the final stage of the arrogant t rianing cycle which helped me to reveal areas that need to be improved and showed me what do i need to work on.\r\n2 RECOMMENDATIONS TO IMPROVE MY approaching PERFORMANCE:\r\n1. IceBreaker\r\nIt is very important to get the participants talking to each other and to relax because people can be quite intimidated at courses, oddly in front of a big group so more i get them to relax and enjoy it, the more easily they will learn.\r\n2. Running a trainning session\r\nIn advance of actually running a session, i will need to go through my notes and learn them so well that i will not need to refer to them because it lack energy\r\n'