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In this instructional unit, attention has been given to, among other things, the needs of the students, the task specific skills required to guarantee success, and prior knowledge in the discipline. According to Glatthorn (2006) the instructor’s job is to regulate the implementation of the learning process to ensure that the aims of the instructional unit are achieved. The assessment is such that quality of learning, pace and feedback is guaranteed. The instructor should be awareness of skill differentiation in the learners. The objectives outlining the assessment pattern and are as follows:
- To integrate and bridge the gap between existing knowledge of the students in leadership skills to the expected learning through individual assessment
- To foster effective communication and thinking in the students with an aim of developing discipline and interpersonal relationship to ease learning.
- To promote positive attitude towards acquisition of new skills relevant to understanding the concepts of effective leadership from others, explanations and knowledge in the discipline
By the end of the instructional unit, the learners should be able to demonstrate a degree of knowledge that is commensurate to the efforts in the instruction. The learners should be able to have the full understanding of the expected objectives through demonstrated knowledge of the different levels of learning before and during this learning process. They should be able to communicate effectively in form of answering questions through writing, comprehension, spotting the relevant information and sharing in group discussions.
They should be able to lead group discussions and steer themselves into acquiring relevant leadership skills through participation. Finally, the learners should demonstrate effective learning through understanding of all concepts and activities contained in the guidelines developed for their instruction.
Instructions will be delivered through face to face learning, video and presentation modules and text. The learner will also be instructed on other relevant materials for further leaning such as the websites, and other reference materials used prior in the same course. The teaching strategies to be used are simplified notes, explanations through lectures based on existing syllabus materials. Materials on case studies will also be availed. Forms of writing and referencing will also be taught to the learners besides the normal coursework. These will occasionally be evaluated for accuracy, reliability in meeting the objectives and validity.
Strategies will be modified depending on the degree of knowledge acquisition assessed through informal methods that will include asking oral questions and challenging the learning capability through impromptu class discussions and tutorials. Different paths will then be taken to uplift all learners to the same understanding through “take-away” assignments. While delivering instructions, care will be taken to respect the integrity of the learner and opportunity given to each one of them to express their abilities adequately. They will be assessed continuously to know points of weakness and to scaffold their attempts through modifying instructions.
In developing the assessment, the instructor will consider the benchmarks provided by the intuition syllabus and outline and the differentiation in learning abilities of the students. Formal assessment will be through continuous assessment tests administered midseason and full tests at the end of the season. The continuous assessment will be moderated to ensure full understanding of all the learning objectives. Final exams will be given based on the criteria that are used to deliver the instructions.
In his book “Indicators of Education Efficiency”, Windham (1989) notes that the success of a learning process is noted in its outcomes that should be continuously monitored. In this unit, the learning outcome will be assessed through the results of continuous assessment tests and informal assessments. Formative guidance and adjustment of pace and learning environment and summative evaluation processes will then be employed to guide modifications in methods of implementation. These will be through generation from the instructor, standardized examinations and from the artifacts developed by the learners. These assessments will focus on the application of learned knowledge to solve real problems.
Progress will be availed to the students through texts and results pinned in the resource rooms. Instructions for development will accompany each result and each learner will be considered on individual basis. Feedback will be throughout the instructional process and each learner will be told if they have achieved the leaning objectives or not.
Prior to advancements into new areas of learning, pretests will be administered focusing on the ability of the learners to advance to higher levels. These will be done through entry grade examinations and confirmation of mastery of prerequisite subjects to the current study area. This will be done on provided benchmarks or course requirements. Post tests will be administered through examinations testing the general understanding of the discipline and ability to employ it in real life situations.
The approach will be highly metacognitive i.e. the instructor will think about the gains of the learners through teaching with a continuous reflection on the instructional process to suite learning. Necessary changes will be made at every stage of learning.
References
Glatthorn, A., Boschee, F., & Whitehead, B. M. (2006). Curriculum Leadership: Development and Implementation. Ed. NY: Sage Publications, Inc.
Windham, D. (1989). Indicators of Education Efficiency. New York: University of New York.
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