Learning+plan+assesment+tasks+and+booklet

// The focus of this unit is the clarification of your learning goals and factors that affect your learning. You will also need to document your own learning plan, maintain a portfolio and update your learning plan when necessary. // Assessment Task 1 What reasons do you think can prevent people from planning for the future and setting goals? Assessment Task 2 What are the main things that stop you from setting goals for your life? Assessment Task 3 How can these hindrances be overcome? Assessment Task 4 Complete your Goal Planner (Long, Medium & Short term) Assessment Task 5 Every month, complete your Learning Log in your diary _
 * Certificates 2 & 3 in Learning to learn Certificate of General Education for Adults **
 * VBQU130 Develop and document a learning plan and portfolio **
 * VBQU155 Evaluate pathway options design a learning plan and complete a portfolio. **
 * VBQU157 – Create & engage with a range of complex texts for learning purposes **
 * Description **
 * What do I have to do? ** To achieve competence (i.e. a pass) in these units you will need to complete the following tasks.
 * __ Learning Goals __**
 * Assessment Task 6 Choose a topic to research & report (appropriate format #3 ) follow the criteria on attachment #1& 2 __Term 1__ **
 * Assessment Task 7 Choose a career path (job &/ or study) to research & report. __Term 2__ **
 * Assessment 8 Document the process of learning to learn (for both topics)“how to do research”. eg what are the steps & how did you do it. P.31 **
 * Assessment 9 compare & contrast texts & identify features of text. You may choose from your own research references or those given by lecturer. **
 * Assessment 10 resume & covering letter page 15 **

Learning Styles

__ Assessment Task 1 Go to the website (How Smart Are You) and then complete self quiz Assessment Task 2 What is your preferred Learning Style? Assessment Task 3 Do you have only one style or a mixture of different styles? Assessment Task 4 How do you think you can learn best? Assessment Task 5  How do you think you can apply this style to your learning? __ Learning Plan

__ Assessment Task 1 What are your learning goals? Assessment Task 2 How to present skills & past experience to help me achieve my goal? Assessment Task 3 What are the things that might make it difficult to achieve my goals? Assessment Task 4 Who and what will help me? Assessment Task 5 When will I achieve these goals? Assessment Task 6 Steps I must take to achieve my goals Assessment Task 7 Discuss and Review your learning goals and learning plan __ Portfolio

__ Assessment 1 Follow the steps to help you prepare your portfolio & create a contents page Assessment 2 Record of work in your portfolio __ Monitoring __ Assessment 1 Who should you contact and how often? __ _

Activity Get into small groups and brainstorm the following topics:

What is communication? (note: don’t get bogged down with types of communication!)

What are communication barriers?

What are the effects of bad or mis-communication?

Discuss: effective communication is….

What types of communication do you use most? What types of communication do you think you will use at TAFE? What types of communication will you require in further study/ employment?

Create a guidelines chart on **Communication Techniques**

Discuss is pure 100% communication possible?

Discuss: what has learning got to do with communication? Discuss: do people communicate stress? Why/ why not/ how/ should they?

Write a journal entry and include some of the following: your preferred medium/ mode of communication, your least favourite and why? The problems that arise through bad or lack of communication.

Creative journal writing: men and women communicate differently because ….. Or A funny story that happened due to mis-communication Or If there was better communication in the world there would be less wars….

Reading

Reference: http://www.literacynet.org/icans/chapter03/index.html Why learn to learn? What does it mean? We live in a world which is rapidly changing. It has been estimated that 90% of the careers that students will be entering when they leave school have not been invented yet! Statistics also show that future work will be one in which people will change jobs at least 5 times in their working life. Students need to be equipped to meet these demands. They will need to be independent and life long learners, ready to adapt their skills as the need arises. They will need to know how to think, how to plan, how to organize, how to evaluate and how to create. Employees, Universities and Colleges want people who can show initiative, move with the times and develop ideas to solve problems or create more efficient ways to do things. Learning to Learn will equip you with these skills – skills that you can use in a variety of circumstances: when you need to stay a head of new skills and developments, re- invent yourself if you become retrenched, your company / job is outsourced / downsized. If you are lucky you may get some further training on the job, or go to night school, but more than likely is that you will have to teach yourself new skills and knowledge and create the job you want.

**__So what is learning to learn?__** Brain theory, Personal & preferred styles of learning, Tools & strategies of : thinking, learning, evaluation & assessment  Multiple intelligences Learning styles Thinking styles Brain gym Switch ons & offs Brain food, water, sleep & health Strategies: colours, keywords, acronyms, pictures, shapes,  Problem solvers, Self motivated learners, curiosity, ability to self research & report, Team workers, Initiative, Technology skills, Understand self, Life long learning,    Learning to learn -- knowing how to absorb and apply information correctly -- is a fundamental skill because it provides the key that opens the door to lifelong learning. Most of us all pursue self-planned learning activities. It is estimated that 90 percent of all adults complete at least one self-directed learning activity per year. Improving the management of adult learning efforts results in greater speed and success in learning, increased confidence, and increased willingness to take on new challenges. A basic element to achieving this skill is knowing how one best learns. Therefore, knowing about one's learning style is essential. In the workplace "learning to learn" means being a more efficient and active learner and enables employees to learn new skills more effectively. LEARNING TO LEARN SKILLS  1 Identify how you learn most easily (preferred learning style) 2 Accommodate your styles to different environments 3 Organize your time and materials  1 Give and receive feedback appropriately 2 Learn from and with other people  1 Organize information 2 Relate, recall and apply information 3 Think convergently (focus) and divergently (brainstorm) 4 Use critical, creative, and intuitive evaluation skills 5 Find and use expert, peer and written resources  
 * __ Brain theory __**
 * __ What are employers now & in the future looking for? __**
 * Personal, Interpersonal, Cognitive learning **
 * Personal (P) **
 * Interpersonal (I) **
 * Cognitive (C) **

** Learning Goals ** “We don’t plan to fail, we just fail to plan” Our leaders, and heroes, often have great achievements. However, these achievements are not usually won without careful preparation. Success requires a lot of groundwork. Part of this work involves the setting of appropriate goals.

Many people do not plan or set goals at all. They prefer to drift along life’s currents and be washed up on whatever shores the gods decide.

These people trust in luck, star signs or good fortune or whatever. They believe what “will happen, will happen” and that it is pointless trying to change things for themselves.

Others are just lazy and never get around to working out their goals. Other people are so busy they are distracted by what’s happening around them and they never get around to thinking about their future.

If you aim at nothing, you will surely hit it. ||


 * Assessment Task 1: ** What reasons do you think can prevent people from planning for the future and setting goals?


 * 1. **

2.

3.


 * You should take more than just a passing interest in the future, for that is where you are going to spend the rest of your life. ||

& not the destination <span style="font-size: 130%; color: #ff00fd; font-family: 'Comic Sans MS', cursive;"> ||
 * Life is **the** journey


 * End of Assessment Task 1 **
 * Assessment Task 2: ** What are the main things that stop you from setting goals for your life?

1.

2.

3.


 * End of Assessment Task 2 **
 * Assessment Task 3: ** How can these hindrances be overcome?

1.

2.

3. ** What do you want to do with your life? ** When you are young, it’s okay if you do not know what you want to do with your life. But it is not alright to stay like this. A good start is to think about what you DON’T want to do in your life. If you are still not sure about what you want to do, then start thinking about what you want to do in the short or medium term. Copy & paste the table below & add more rows. Save it as **my interests.**
 * End of Assessment Task 3 **

** Short Term, Medium Term and Long Term Goals **
 * I enjoy || Think I would enjoy || Don’t enjoy || Example of jobs/ career / study ||

People set goals in order to provide themselves with a focus and sense of direction. It is important therefore, to know the difference between ** short term ** **goals, medium term goals** and **long term goals**.

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> In the goal planner below, write down some goals you would like to achieve over the next three years (long term.)

Ask yourself what you want to have achieved by working through these goals.

Write down whatever comes to mind as it can be changed later.

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Next write down what you would like to have achieved one year from now (medium term).

These achievements need to relate to your long term, three year goals.

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Now write down how you are going to achieve these one year goals. You might need to talk these through with your mentor who might be able to help you identify any goal requirements that you have overlooked.

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> The next step is to write out the things you need to do this week and today to achieve your one year outcomes. These are your short term goals.

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Remember – Your goals need to be regularly reviewed. You should review your three year goals at least twice per year and your one year goals three or more times per year. You should review your short term goals every day.

Awakened ||
 * Goals are your Dreams

** The A B C D of Goal Setting ** When setting your goals it is good to make sure you have gone through the A B C D of goal setting. A  Achievable Be realistic but also dare to dream. B Believable Be positive and believe you can achieve the goal. C Conceivable Imagine the goal

See it achieved in your mind

Think through what needs to be done to achieve the goal D Desirable Choose the goal you really want.

If you are half hearted about it, then you will find it very hard to succeed We can set goals for many aspects of our lives. Brainstorm categories of your life eg: Health, Fitness, Wealth, Family, Relationships, Sleep
 * Goal setting in the many areas of your life: **

Now you add some categories below

Now choose 2 categories to set some goals, plus your learning/ study goal Create an ABCD checklist or a SMART table format (see below). If your goal is large you will need to break it down & create a smart table for each step (minor goal) see example below

Smaller goals (steps): 1. understand format, structure & requirements 2. Write with appropriate language and clarity 3. Edit and proof read for clarity, logic, spelling & grammar. 1. Understand format, structure & requirements for a formal academic essay eg a skippers ticket is a large goal, break it down into small steps or requirements,eg bridging courses, sea time, TAFE study....
 * Eg - Learning plan goals- eg to write an academic essay/ report **
 * Specific || understand format & structure of formal essay ||
 * Measurable || Look at several examples form net & books ||
 * Achievable || Research in class time & library ||
 * Realistic || I will need to look at 3 or 4 to understand ||
 * Time || 2 weeks ||
 * SMART ** goal setting: Specific, Measurable, Achievable, Realistic, Time.


 * Specific ** : 100 hours sea time
 * Measurable**: keep log book
 * Achievable**: what is stopping me? Location, accommodation, transportation, time (set SMART goals for these if needed)
 * Realistic**: Friend looking for deck hand 20hours / week, do I have this time?
 * Time**: in 7 weeks I will have 100 hours

If Goals are too large they are hard to achieve, break them into smaller goals eg <span style="font-size: 12pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA;">
 * FITNESS**
 * Specific || walk for 30 minutes each morning ||
 * Measurable || 30 minutes at 7.30- 8.00 ||
 * Achievable || yes, set the alarm & go to bed earlier ||
 * Realistic || yes ||
 * Time || i have time in the morning ( try for 1 month if ok increase if not change to afternoon ||
 * Specific || sit ups during the advertisements while watching News or favourite program ||
 * Measurable || try for 5 sit ups/ ad break ||
 * Achievable || build up from 5 ||
 * Realistic || yes ||
 * Time || after 1 month increase to 10 sit ups/ ad break ||
 * Time || after 1 month increase to 10 sit ups/ ad break ||

What would you like to achieve over the next three years? <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">
 * Assessment Task 4 **** study/ career  Goal Planner **
 * Long Term: eg in 2011 I will have…. **

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">

What would you like to achieve one year from now? <span style="font-size: 14pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">
 * Medium Term **

<span style="font-size: 14pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">

<span style="font-size: 14pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">

Write down the things you need to do this week and today to achieve your one year outcomes. <span style="font-size: 14pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">
 * Short Term **

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">
 * End of Assessment Task 4 **
 * Assessment Task 5 **** Learning Log **
 * To be completed Monthly. Date _ **
 * Or ** transcribe a, b, & c into your diary each month & complete in your diary, then type out at the end.

a) This month I have learned… (eg: fractions, their, there & they’re…)

b) For next month I am focussing on… (eg finding references for my research, improper fractions & review spelling demons)

c) I will know I am getting better when… (eg I can test myself or ask for a maths/ spelling test)

_

**<span style="font-size: 130%; color: #800080; font-family: 'Comic Sans MS', cursive;">Learning Styles ** Many students do not succeed at their studies because they do not approach the task in a manner that allows them to make maximum use of their preferred learning style.

We don’t all learn in the same manner. Below are different learning styles:

Visual learners they best understand and recall information they see

Auditory learners they best understand and recall information they hear

Tactile learners they best understand and recall information by touch (Kinaesthetic) eg by shape, texture

Read / Write they best understand and recall information by reading handouts, making lists etc

In order to find out your preferred learning style, click on - How are you smart? http://www.vark-learn.com/english/page.asp?p=questionnaire or http://www.personal.psu.edu/bxb11/LSI/LSI.htm
 * Assessment Task 1 **** : Learning Styles **

** How are you Smart? **
 * Then click on ** ** [|quick self test] ** OR you could try this quiz, learning styles evaluation from TAFE SA http://linkup.tafesa.edu.au/downloads/Learning_Styles_Evaluation.doc

Complete the quiz, copy & paste 1. your quiz with marked answers 2. results and 3. learning style strategies to your folder. Read your Preferred Learning Style and strategies and answer the following questions.


 * 1. What is your Preferred Learning Style? **


 * 2. Do you have only one style or a mixture of different styles? **


 * 3. How do you think you would learn best? **


 * 4. How do you think you can apply this style to your learning? **

<span style="font-size: 120%; color: #002dff; font-family: 'Comic Sans MS', cursive;">_ Journal writing: 1. Do you remember things you learnt in primary school or high school? What information/ knowledge have you retained? Why do you think you still remember this? What is it that you remember? Do you remember how or why you learnt it? Do you still use it now? try to analyse for yourself the learning strategy and why you still remember the information/ facts/ skills?

2. Write about a positive learning experience. Why is it positive? What happenend? 3. Write abiout a negative learning experience. _ 2. Having analysed your learning style and experiences what strategies could you use for your future learning? Your choice of topics? Your research approach? Your method of collecting and recording information? Your choice for presenting (form & medium) your information/ results?
 * 1) write a paragraph titled **my learning style** & follow the questions:
 * How do you learn best according to the assessment and your experiences?
 * Do you agree with the assessment results? Why or why not?
 * write about a time you learned something using your preferred learning modality.
 * Which one of the learning modalities seems least comfortable to you?
 * What is your primary learning modality?
 * Do you use any of the learning strategies?
 * Which one do you use the most?
 * Is there one that you would like to try?
 * Do any of them seem strange?

eg if you are an aural (hearing) learner. You could collect information on a tape with interviews or podcasts. You could present your information as an oral story, pod cast, radio play etc.

_ __** Higher & further Learning now reflects the current work environment **
 * End of Assessment Task 1 **

__


 * **Traditional classroom** || || ** Contemporary Work Environment ** ||
 * Instructor provides information and direction. || || Employees need to solicit information and resources from supervisors and peers. ||
 * Students follow instructions and do only as they are instructed. || || Projects are self initiated and managed. ||
 * Individual students follow procedures/processes to arrive at the "one" correct answer or solution. || || Employees work in groups to solve problems. ||
 * There is one recognized way to do things -- the instructor's way. || || Rational justifications for method(s) are acceptable. ||
 * Students use books as their primary source for information. || || Co-workers and managers are primary resources. ||
 * Students complete assignments as instructed with timelines determined by the instructor. || || Timelines are negotiated and set by employees and managers together. ||
 * Grades are determined by the instructor. || || Assessments are qualitative and include input from individual employees, peers, supervisors, and work products. ||
 * Students are expected to listen and take notes in class. Questions are acceptable only to clarify what has been said. || || Personal interest, participation, experimentation, and active questioning are major job components. ||
 * Group work is considered to be unfair. || || Cooperative group skills are essential to getting things done. ||

Include your long & short term career goals Put these into your portfolio ** Resume: NAME ** (Email optional)
 * What skills and knowledge do you have that can be transferred to the work place? **
 * _ **
 * _**
 * _ **
 * _**
 * _ **
 * _**
 * _ **
 * _**
 * Assessment 10 Create or update your resume **
 * If you don’t have a resume follow the template below or more linked http://gate07.wikispaces.com/sample+resumes **
 * (Address) **
 * (Contact telephone/mobile) **

<span style="text-transform: uppercase; font-family: Garamond; letter-spacing: 0.75pt; mso-fareast-language: EN-US;">Long term goals Short term goals KEY SKILLS ** Ind **** us **** try skills (Eg Horticulture, IT, Hospitality, Engineering) ** <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> (Depending what industry they are in) <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Demonstrated ability to work well in teams and with limited supervision <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Good Communication and Interpersonal skills <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Enjoys a challenge <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Self motivated and work well under pressure <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Committed and reliable <span style="display: block; font-size: 10pt; font-family: Symbol; text-align: left; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Hardworking 2008-current ** Certificate II in Conservation and Land Management -** Challenger TAFE, Murdoch
 * objective **
 * objective **
 * General **
 * Education HISTORY **

2007 ** (Chronological order….see example above)**

2003

2002

2001

2000

BACE Gippsland, Victoria ** Position:** Handyman <span style="display: block; font-size: 6pt; font-family: Wingdings; text-align: left; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore; msobidifontsize: 12.0pt;">n <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore; msobidifontsize: 12.0pt;"> I worked as a handyman for a period of two years. Some of the duties included preparing surfaces, painting external and internal surfaces, using ladders, scaffolding and other equipment. Also worked on cemetery maintenance where I prepared new garden sites, plotted and soiled using hand tools and machinery, weeded, planted and installed watering systems. Other duties included loading and unloading supplies and equipment <span style="font-size: 11.5pt; font-family: Garamond; letter-spacing: 0.25pt; text-align: left; msobidifontsize: 10.0pt;"> <span style="display: block; font-size: 12pt; font-family: Garamond; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-weight: normal; font-size: 7pt; font-family: 'Times New Roman'; text-align: left; mso-spacerun: yes; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msospacerun: yes;"> Marking public names from roll <span style="display: block; font-size: 12pt; font-family: Garamond; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-weight: normal; font-size: 7pt; font-family: 'Times New Roman'; text-align: left; mso-spacerun: yes; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msospacerun: yes;"> Supervising all aspects of voting and counting
 * EMPLOYMENT HISTORY **
 * 2006 - 2008 **
 * Overview: **
 * <span style="font-size: 12pt; font-family: Garamond; msofareastfontfamily: Garamond; msobidifontfamily: Garamond; msolist: Ignore;">2004-2005 <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Garamond; msobidifontfamily: Garamond; msolist: Ignore;"> **** Election Polling Booth Officer **
 * Australian Electoral Commission, Perth WA **

(Employment History again in Chronological order, use either of the above structures fro employment history. I would tend to use an overview more for complex position or companies that an employer has not heard of before)

<span style="display: block; font-size: 6pt; font-family: Wingdings; text-align: left; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore; msobidifontsize: 12.0pt;">n <span style="display: block; font: 7pt 'Times New Roman'; text-align: left; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore; msobidifontsize: 12.0pt;"> I enjoy gardening, camping, plants, fishing <span style="display: block; font-size: 12pt; font-family: Garamond; text-align: left; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="display: block; font-weight: normal; font-size: 7pt; font-family: 'Times New Roman'; text-align: left; mso-spacerun: yes; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msospacerun: yes;"> Bushwalking, Bird watching (Interests are optional; make sure they are tailored to the industry the applicant is in)
 * Interests **

Position Company <span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA;">
 * REFEREES **
 * Nam****e**
 * Contact number **
 * (Must have a minimum of two referees – must be current and up to date contact details) **
 * (Also make sure to do footer on second page with applicant’s name and mob) **

**As you have probably worked out the** objectives **and** key skills **in the above resume can be taken from the activities/ assessments in this booklet: setting your goals, identifying your preferred learning mode and skills** If you would like help with your resume I can organise a class or you can make an appointment to see // Rod Rodriguez Student Employment Officer // // CareerConnect - Fremantle Career Development Centre // Core abilities are essential workplace skills Mielke, Ann and Weber, Dave. //Core Ability Project.// Fond du Lac, Wisconsin: Moraine Park Technical College. May 31, 1989 http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/cor-abil.htm
 * 15 Grosvenor Street BEACONSFIELD WA 6162 **// Tel: 08 9239 8503 //
 * 1) WORKING PRODUCTIVELY **-- "an individual possesses and applies effective work habits and attitudes within an organizational setting." (Mielke)**
 * 2) LEARNING EFFECTIVELY **-- "an individual possesses necessary basic skills in reading, writing, and computing; applies skills in acquiring information; and uses learning tools and strategies." (Mielke)**
 * 3) COMMUNICATING CLEARLY **-- "an individual is able to apply appropriate writing, speaking, and listening skills in order to precisely convey information, ideas, and opinions." (Mielke)**
 * 4) WORKING COOPERATIVELY **-- "an individual is capable of working with others to complete tasks, solve problems, resolve conflicts, provide information, and offer support." (Mielke)**
 * 5) ACTING RESPONSIBLY **-- "an individual recognizes an obligation to self and others for his or her decisions and actions." (Mielke)**
 * 6) VALUING SELF POSITIVELY **-- "an individual applies the principles of physical and psychological wellness to his or her life." (Mielke)**
 * 7) THINKING CRITICALLY AND CREATIVELY **-- "an individual applies the principles and strategies of purposeful, active, organized thinking." (Mielke)**

What other work place habits are employers looking for? Visit these sites http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/ABRPrate.htm

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/BSrate.htm

In your portfolio with your resume & career goals

Create a covering letter that states your skills and abilities, use the categories above and following, to assist you. Include two paragraphs Discussing: your preferred learning modality and preferred learning strategies, and discuss which modality and strategies are most difficult for you. Helpful link to job search & career decisions http://gate07.wikispaces.com/jobs+%26amp%3B+goals

<span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA;">

**

Performance Evaluation Sheet Student: Teacher: Class: Date: _ |||| Rating Scale -- Level of Achievement ||
 * Performance Evaluation Sheet ||
 * The rating sheet that follows may be useful in suggesting how the core abilities can be incorporated into coursework.
 * 3 =Always demonstrates this characteristic=

|| 1 = =

Meets minimum standards ||
 * 2 =Demonstrates this characteristic in most situations=

|| 0 = =

Not satisfactory ||

|||||||||| Working Productively


 * || Means that an individual possesses and applies effective work habits and attitudes within a classroom setting || 3 || 2 || 1 || 0 ||
 * 1. Manages time and work load. || || || || ||
 * 2. Recognizes and applies quality standards in performance. || || || || ||
 * 3. Handles responsibility in a dependable manner. || || || || ||
 * 4. Carries out instructions. || || || || ||

|||||||||| Learning Effectively


 * || Means that an individual possesses necessary basic skills in reading and writing; applies skills in acquiring information; and uses learning tools and strategies || 3 || 2 || 1 || 0 ||
 * 1. Listens carefully. || || || || ||
 * 2. Uses learning resources appropriately. || || || || ||
 * 3. Organizes information productively. || || || || ||
 * 4. Demonstrates appropriate reading strategies. || || || || ||
 * 5. Asks questions. || || || || ||

|||||||||| Communicating Clearly


 * || Means that an individual is able to apply appropriate writing, speaking, and listening skills in order to precisely convey information, ideas, and opinions || 3 || 2 || 1 || 0 ||
 * 1. Applies the English language correctly (spelling, grammar, structure). || || || || ||
 * 2. Writes and speaks understandably. || || || || ||
 * 3. Checks for accuracy. || || || || ||
 * 4. Writes legibly. || || || || ||
 * 5. Demonstrates ability to listen effectively. || || || || ||
 * 6. Uses language appropriate to situation. || || || || ||

|||||||||| Working Cooperatively


 * || Means that an individual is capable of working with others to complete tasks, solve problems, resolve conflicts, provide information, and offer support || 3 || 2 || 1 || 0 ||
 * 1. Plans and works cooperatively with others. || || || || ||
 * 2. Applies conflict management skills. || || || || ||
 * 3. Applies group problem-solving strategies. || || || || ||
 * 4. Establishes productive working relationships. || || || || ||
 * 5. Demonstrates respect for others through word and action. || || || || ||
 * 6. Provides feedback. || || || || ||
 * 7. Receives and accepts feedback. || || || || ||

|||||||||| Acting Responsibly


 * || Means that an individual recognizes an obligation to self and others for his or her decisions and actions || 3 || 2 || 1 || 0 ||
 * 1. Applies appropriate work standards such as attending class regularly and punctually. || || || || ||
 * 2. Assumes responsibility for own performance by completing assignments. || || || || ||
 * 3. Performs assigned tasks to the best of his or her ability. || || || || ||
 * 4. Shows concern for proper work habits. || || || || ||
 * 5. Works productively and stays on task. || || || || ||

|||||||||| Thinking Critically and Creatively

||
 * || Means that an individual applies the principles of purposeful, active, organized thinking || 3 || 2 || 1 || 0 ||
 * 1. Demonstrates willingness to recognize others' points of view. || || || || ||
 * 2. Exhibits perseverance in accomplishing tasks. || || || || ||
 * 3. Recognizes the difference between facts and opinions. || || || || ||
 * 4. Articulates rationale behind ideas and opinions. || || || || ||

How do you stay motivated to learn/ study? Incentives include privileges and receiving praise may not happen in higher learning environments. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things. Why and what do you want to learn? Are your goals strong enough to keep you motivated? Some individuals -- particularly children of certain ages and some adults -- have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation. Can you give yourself internal and external motivation? Sometimes the student's readiness to learn comes with time, and the instructor's role is to encourage its development. If a student is not //ready to learn,// they may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again. Are you ready to learn? Are there other distractions or pressing needs in your life that prevent you from staying focused and motivated? In general, the best learning material makes the information meaningful to the individual. One method of organizing and maintaining your learning and resources includes relating new tasks to those already known. Can you ‘hook’ new concepts you are learning to existing knowledge/ concepts/ examples? Can you compare and contrast ideas and concepts? None of the techniques will produce sustained motivation unless your goals are realistic. The basic learning principle involved is that //success is more predictably motivating than failure. P//eople will choose easier activities rather than those that are difficult (little likelihood of success). Learners who define their own goals increases the probability that they will understand them and want to reach them.
 * Basic principles of motivation exist that are applicable to learning in any situation. **
 * 1) The environment: **a warm and accepting yet business-like atmospheres will promote persistent effort and favourable attitudes toward learning. Create interesting visual aids, such as booklets, posters, or colours and mind maps, motivate yourself by capturing your own curiosity about a topic, area or question. Can you make suggestions to the environment? What is your own learning environment?**
 * 2) Incentives motivate learning.
 * 1) Internal motivation is longer lasting and more self-directive than external motivation, which must be repeatedly reinforced by praise or concrete rewards.
 * 1) Learning is most effective when an individual is ready to learn, that is, when one wants to know something.
 * 1) Motivation is enhanced by the way in which the instructional material relatable.

This can be a useful motivator, however, severe anxiety reduces your capacity. If anxiety is severe, your perception of what is going on around you is limited. Identify anxiety and understand its effect on learning. Your lecturer has a responsibility to avoid causing severe anxiety in learners (by setting ambiguous of unrealistically high goals), always discuss and negotiate your learning outcomes and goals with your lecturer.
 * 1) Because learning requires change in beliefs and behaviour, it normally produces a mild level of anxiety.

Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs your activities toward the goal and offers an opportunity to experience success. People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviours that may seem as negative. Affiliation= connection, association it is not **competition. Competition produces anxiety, which can interfere with learning. Don’t compare or compete with others, it is more advantageous to work in a team and share knowledge and skills.** List your motivators. 1. What helps you stay motivated? 2. What are your intrinsic **motivators (right click on the word to find the synonym = meaning)** 3. What are your extrinsic motivators 4. What can you do? (behaviour/ environment) 5. What can others do to help you stay motivated? 6. what can your lecturer/ environment do?
 * 1) Your lecturer will help you set goals and provide informative feedback regarding progress toward the goals.
 * 1) Both affiliation and approval are strong motivators but only temporary.

How stressed are you? **Do the online activity** http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/stress-t.htm

// Setting learning goals can help you get the best out of this course // Assessment Tasks 1-7 Follow these steps to help you set your learning goals 1. <span style="color: #003300; font-family: Arial; mso-tab-count: 1; msotabcount: 1; msobidifontweight: bold;"> Think about what you want to learn.

2. <span style="color: #003300; font-family: Arial; mso-tab-count: 1; msotabcount: 1; msobidifontweight: bold;"> Discuss what YOU want to learn with your lecturer (//eg, improve my reading and writing so that I can get a job, take part in community events, go onto further study)//

3. <span style="color: #003300; font-family: Arial; mso-tab-count: 1; msotabcount: 1; msobidifontweight: bold;"> With the help of your lecturer, develop your individual learning plan. <span style="color: #003300; font-family: Arial; mso-spacerun: yes; msospacerun: yes; msobidifontweight: bold;"> Use the form below to make notes of your ideas. ** || ** || || Think about the things you must do to help you achieve your goals. Use the table below to make notes of the steps you must take. <span style="color: #003300; font-family: Arial; mso-spacerun: yes; msospacerun: yes; msobidifontweight: bold;"> This is a draft. **
 * What are my learning goals?
 * // Think about something new that you want to learn or something you want to either improve or do better //
 * How can my present skills and past experience help me to achieve my goal?
 * // Eg work experience, previous study, volunteer work, family responsibilities, what strengths can I draw from?) //
 * What are the things that might make it difficult for me to achieve my goals? ||
 * Who and what will help me? ||
 * When will I achieve these goals?

<span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontweight: bold;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontweight: bold;"> First I will…… <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontweight: bold;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontweight: bold;"> Second I will…… Next I will…… ** || 1 || Discuss the steps you have listed with your teacher You may need to make changes to your draft. <span style="color: #003300; font-family: Arial; mso-spacerun: yes; msospacerun: yes; msobidifontweight: bold;"> Write your revised version in the table below. ** <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontweight: bold;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontweight: bold;"> First I will…… <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontweight: bold;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontweight: bold;"> Second I will…… <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontweight: bold;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontweight: bold;"> Next I will…… ** || 1 ||
 * Steps
 * (1st draft)
 * ^  || 2 ||
 * ^  || 3 ||
 * ^  || 4 ||
 * Steps
 * revised
 * ^  || 2 ||
 * ^  || 3 ||
 * ^  || 4 ||
 * ^  || 5 ||

Review of my Learning Plan
 * With the help of your lecturer, review your learning plan and make notes of your discussion in the table below. **

Student name: || Lecturer: || Date of review: || Date of next contact: ||
 * Review of Learning Plan ||
 * I am making good progress and am able to meet my goals because… ||
 * Ways of learning that suit me include… ||
 * Things that stop me from learning include… ||
 * My support people helped me by… ||
 * Changes that I would like to make to my learning plan are… ||
 * Signature of learner:

Signature of lecturer: |||| Date: || End of Assessment tasks 1-7 My Portfolio – Assessment Task 1 Preparing my portfolio of work samples Follow these steps to help you prepare your portfolio 1. <span style="color: maroon; font-family: Arial; mso-tab-count: 1; msotabcount: 1; msobidifontweight: bold;"> Think about how you want to present your portfolio. <span style="color: maroon; font-family: Arial; mso-spacerun: yes; msospacerun: yes; msobidifontweight: bold;"> Decide who will use it. 2. <span style="color: maroon; font-family: Arial; mso-tab-count: 1; msotabcount: 1; msobidifontweight: bold;"> Discuss your ideas with your lecturer.

3. <span style="color: maroon; font-family: Arial; mso-tab-count: 1; msotabcount: 1; msobidifontweight: bold;"> With the help of your lecturer, make notes of your ideas in the table provided. ** Portfolio || My notes || // Eg record my work, to support my CV etc // || || || || // Eg folder, electronic etc // || || // Eg at least once a month // || || End of Assessment Task 1 Record of work in my portfolio
 * The purpose of my portfolio
 * The contents of my portfolio
 * The format of my portfolio
 * My portfolio will be checked by || ||
 * I will review my portfolio

<span style="font-size: 16pt; color: maroon; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA;">

Student: _ Subject:_ □ Self-Evaluation □ Peer Evaluation □ Teacher Evaluation Monitoring Assessment Task 1
 * Criteria || Cert 1 || Cert 2 || Cert 3 ||
 * Brain Theory and Learning Skills ||
 * Knowledge of Key concepts || most entries are complete || All entries are completed according to directions || All entries are completed and organised correctly ||
 * Understanding and use of key concepts || Entries reflect basic understanding || Entries reflect advanced understanding || Entries reflect advanced understanding and transfer ||
 * Comments: ||
 * Thinking Tools and Organisers ||
 * Organisers || Key elements are met minimum standards || Key elements demonstrate understanding of concept || Key elements reflect understanding and sound choice of organiser ||
 * Internalise || Entries reflect basic understanding and limited use of rubric || Entries reflect advanced understanding and good use of rubric || Entries reflect advanced understanding and very good use of rubric ||
 * Evaluate || Entries show a limited use of evaluation tools || Entries show some use of evaluation tools || Entries show use of a variety of evaluation tools ||
 * Comments: ||
 * Collaborative and Independent Learning Skills ||
 * Social Skills || Entries demonstrate minimum use of listening, sharing and team work || Entries demonstrate active involvement in group activities || Entries demonstrate transfer of social skills to all class work ||
 * Completeness of portfolio || most entries are complete || All entries are completed according to directions || All entries are completed and organised correctly ||
 * Reflections/Self assessment || Reflective pieces meet requirements || Reflections provide insight into students feelings || Reflections provide evidence of insight and thoughtfulness ||
 * Comments: ||

** ||
 * How often do I need to contact my lecturer and how will I make that contact?
 * // To discuss my learning progress and to make changes to the plan if necessary //
 * What problems did you need to overcome to achieve success in your learning plans? ||
 * What factors contributed to your success? ||

<span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA;">

Attachment #1 for research report & career report This chart will also help with your process assessment 8
 * Criteria || Cert 1 || Cert 2 || Cert 3 || result || Sign ||
 * Brainstorm || Includes a brainstorm || Includes a brainstorm that lists what you know about the topic and what you want to find out. || Includes a brainstorm that lists what you know about the topic and what you want to find out and where you think you can look. Uses an association map to classify. || || ||
 * Key Questions || Has at least one Key question. || Has at least two key questions. || Has at least 3 key questions and summarises answer. || || ||
 * Action Plan || Plan includes proposed actions for everyday || Plan includes proposed actions for everyday and records outcomes for every action || Plan includes proposed actions for everyday and records outcomes for every action and changes that were made. || || ||
 * Explore || Information has been collected from: one expert, one web site and one other source. || Information has been collected from: one expert, two web sites and two other sources and some references. || Information has been collected from: one expert, three web sites and three other sources and referenced properly. || || ||
 * Record || Records information that is relevant to key questions. || Records information that is relevant to key questions and uses appropriate recording tools and strategies. || Records information that is relevant to key questions and uses a variety of appropriate recording tools and strategies. || || ||
 * Organise || Has sorted information from notes using a suitable organiser. Includes some colour, key words and pictures. || Has sorted information from notes using at least two suitable organisers. Includes some text, key words and graphics. || Has sorted information from notes using at least two suitable organisers. Can explain reasons for choice of organiser. Includes at least text, key words and graphics. || || ||
 * Internalise || Uses a mindmap to internalise and meets standard on mindmap rubric. || Uses a mindmap to internalise and meets standard on mindmap rubric. || Uses a mindmap to internalise and meets standard on learn 2 learn rubric. || || ||
 * Presentation || Presents information to peers and meets standard on presentation || Presents information to peers and meets standard on presentation rubric || Presents information to peers and meets standard on presentation rubric || || ||

Attachment 2 map / plan

Assessment 6. Research topic & 7. Career research Choose a topic to research that you are personally interested in and will hold your interest; this assessment will take a minimum of 10-15 hours. You are expected to use at least 3 types of texts: internet, books, journals & magazines, interview, documentary. While you are doing the research stop and WORK ON ASSESMENT 8 below. Assessment **6: any topic you would like to learn about** due term 1 Assessment 7 **planning a career pathway research** due term 2 The following activities will help get you started for your career pathway research assessment. 1. Get your friends/ CLASS to help you brainstorm jobs they can see you doing, from the list weigh up your skills, abilities and interests against each job eg 2. The above categories and information could become potential headings for your career pathway report. If you are already know the answers to the above for your job of choice, then you could look at a specialled area of that job, eg Nursing specialising in Mental health, intensive care, theatre nurse etc. Suggestion: 2. Aim to finish the Assessment 7 Career research prior to 26th June when Enrolments for semester 2 are due. ** Attachment 3 __** Discuss with your lecturer the most appropriate format for your assessment. You may choose from: webpage, essay, report, instruction manual, poster etc. We will be looking at essays in Thursday class & web pages in Monday class. For simple **webpages **try: www;wikkispaces.com For an over view of **reports **check out this power point http://www.primaryresources.co.uk/english/english.htm Follow the links to **text level non fiction View the different types of reports: Non-Chronological Reports. More about reports: http://cgea.wikispaces.com/reports <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA;">
 * job || skills required || abilities || interest (1-5) || skills I need || hours& pay || conditions || job market/ demand ||
 * 1. Aim to finish the Assessment 6 Research topic & a majority of this booklet by next term (after the holidays 10-24 April)
 * http://www.primaryresources.co.uk/english/englishD8.htm

**Assessment 8: a) would you use the same process again?  b)  What worked for you? c) What didn’t work?    d)  What was useful in the learning process? e) Would you & could you teach this process to others?  f)  What changes would you make? g) What suggestions would you make?  h)  Can you transfer the skills & process you learnt to other learning goals/ opportunities? i) Could you use  the same process (utilising your preferred learning styles ) for learning in the work place?  j)  What would be similar/ different in the workplace?
 * Document the process of learning to learn “how to do research”. For example what are the steps and how did you do it: **__
 * 1) Choose topic
 * 2) General sourcing of information
 * 3) Narrow down topic
 * 4) Ask yourself specific questions about topic (what do you want to find out?)
 * 5) library search
 * 6) write down all references correctly
 * 7) choose a logical format to present your research eg web page, report, booklet, essay…(your lecturer will give you samples)
 * 8) read material & translate into your own understandable language
 * 9) Draft your layout & structure. What topics will you cover, in what order, what format and layout? Will you use graphics, diagrams and flow charts.
 * 10) type out a draft
 * 11) proof read your draft
 * 12) edit your layout and check for logical sequence and structure
 * 13) create a contents page or navigation page
 * 14) Check your references are correctly formatted and included.
 * 15) Check for plagiarism!
 * 16) Edit for clear and plain English (can your friends understand and follow your writing?
 * 17) present
 * 18) evaluate the process

a) did you achieve your personal learning goals  b)  Which motivators worked for you? c) How was your time management?  d)  Are some of your goals continuing? This document may alter as we discuss the process & outcomes of a personal learning plan <span style="font-size: 14pt; color: #993366; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-ansi-language: EN-AU; mso-bidi-language: AR-SA;">
 * 1) evaluate your personal learning plan:

Assessment 9 compare & contrast texts & identify features of text. You may choose from your own research references or those given by lecturer Reading texts

1 ** Begin by reading the text. As you read, highlight and look up in a dictionary any terms that you do not know. **

2 ** When you have finished reading the text, stop and think about what you have just learnt. ** 3 ** Now read through the text again. This time as you read, think about why the text was written and see if you can identify the main ideas. **

4 ** Now attempt to answer the questions below.

a) Why do you think that this text was written?  What is its purpose?  Was it written to advise, persuade, instruct or inform?  Think about who wrote it?  Who did they write for?  What did they want to say?

b) Summarise the main ideas presented in the text.

c) Discuss the key features of this piece of writing? (refer to next page for some ideas)

d) Do you consider that this text is effective?  How do the features of the text enhance or detract from its effectiveness?

e) Compare and contrast this piece with another on a similar topic.  Think about the way the information is given, the facts that are presented and the interpretation of the information.

**

Some features of texts you can discuss <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Headings & subheadings <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Icons / graphics that help the reader navigate the text <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Steps <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Numbering <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Bullet / dot points <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Sections of text e.g. materials required, conclusion, summary, recommendations, statement of goals, bibliography / references, introduction <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Text formatting e.g. Italics, bolding, underlining <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Use of punctuation <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Purpose of text e.g. informative, instructional, narrative <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Tone <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Bias <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Views and opposing views <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Statements of fact – are these substantiated through referencing or quotations or are these the writer’s opinion? <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Language – slang, colloquial, formal, informal, dialect <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Abbreviations <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Vocabulary <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Supportive material <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Diagrams <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Graphs / charts <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Tables <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Pictures / Graphics <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Cartoons <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Emotion <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Narrative <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Visual <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Active <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Film <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Navigation e.g. menu, contents

Assessment 9 continued

Cert 3 students in particular should not simply look at the features of a text but asses them with critical reading / thinking skills. As you have discovered: just because the information is on the internet, it does not mean it is true, accurate, unbiased or up to date. Equally books and journals do not only go out of date but they are a select point of view. Your task will be to ‘see through the bias’ who and how has this “truth” been created/ chosen?

Therefore analyse the texts you have selected to assist you in your research and critically evaluate them.

Review of learning to learn

Congratulations!!!! You have finished the assessments required for this unit.!!!!

**Reflective time:__ **what have I learnt, experienced in Learning to Learn that can make a difference or help elsewhere in my study, career, goals? How and what knowledge and skills can I transfer? **

= = = Integrated Studies =
 * = TITLE =

1. The Power of Diversity
2. *Designing Brain Compatible Learning 3. Learning To Learn

4. *Brain Compatible Classrooms = Rubrics/Criteria/ = = Assessment/Portfolios =

1. The Rubrics Way
2. [|www.rubistar.com] 3. [|www.odyssey.on.ca]

4. *How to Assess Authentic Learning

5. The Portfolio Connection = Organizers =

1. Blue Prints for Thinking in The Cooperative
Classroom

2. See *

= Mindmaps =

1. *The Mindmap Book
= Group Strategies =

|| ==== ** AUTHOR ** ==== = ====**// Barbara Prashnig //**====

= Terrence Parry, Gayle Gregory Christine Ward

**//Jan Daly//**
= ==== **//Robin Fogarty//** ====

= = ====**// David Lazear //**====

= Kay Burke

Burke, Fogarty, Belgrad

James Bellanca, Robin Fogarty = ====// **Tony Buzan** //====

= || ==== ** PUBLISHER/ ** ====
 * YEAR **

**// Hawker Brownlow/1998 //**
Switched On Publications/1993

Skylight edu

Hawker Brownlow/2000

Hawker Brownlow/1999

Skylight

Hawker Brownlow/1994 = = =

= || ** APPROX COST ** $40

$60

$30

$62

$50

$50

$60

$70

$60 ||

References: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm#learn