IMPROVING OWN LEARNING AND PERFORMANCE …resources.hwb.wales.gov.uk/VTC/2008-09/key_skills/di… · Web viewImproving Own Learning and Performance Level 3 Candidate e-Portfolio Template

AVCE ICT

Improving Own Learning and PerformanceLevel 3

Candidate e-Portfolio TemplateThe e-Portfolio template has been created as a Word document using hyperlinks and bookmarks. Hyperlinks are ‘hot spots’ that when clicked take you to another location (or bookmark) in the same document. A bookmark identifies a location or selection of text that you name.

There are questionnaires and other activities within the pack and a space to insert evidence to meet the assessment criteria for Key Skills IOLP L3. Save the file to your user area and complete the questionnaires and other activities electronically by using the TAB key to navigate through the form fields.

You will need to unprotect the form* before inserting the evidence beneath the explanatory text by using either copy and paste or Insert, File. There is no need to worry about taking up more than one page as each new task has been set to start on a new page and the hyperlink will link to it, as long as the bookmark stays intact. Try not to disturb the structure of the hyperlinks and bookmarks.

Preparation and revision for AVCE ICT Unit 2 – ICT Serving Organisations external assessment provides the opportunity to gather evidence for IOLP Level 3. Your tutor will support you throughout and will give you guidance when completing the Recording Documentation electronically.

Upload the completed pack to your Student Work folder within the AVCE ICT course.

Candidate Resource PackImproving Own Learning and Performance Level 3

*Show the Forms toolbar (View > Toolbars > Forms) and unprotect the form by clicking the unprotect form icon. Navigate the document using your normal method.

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UNIT SUMMARYProvide at least one example of meeting the standard for LP3.1, LP3.2 and LP3.3 (the example should cover at least three targets). Overall, show you can use at least two different ways of learning to improve your performance.COMPONENT REFERENCE(S)LP3.1 – Set targets using information from appropriate people and plan how these will be met. SWOT Analysis

Your Own Learning

How do you learn best?

Learning Styles

Learning Styles & Personality

Feedback/Time Management

Individual Action Plan – Set Targets

Assessment Record

LP3.2 – Take responsibility for your learning, using your plan to help meet targets and improve your performance. Learning Log

Tutor Notes

External Assessment Timetable

Unit 2 Mock 1

Unit 2 Mock 2

Learning Modules

Student Markbook

Useful Internet Sites

Assessment Record

LP3-3 – Review progress and establish evidence of your achievements.

Review Date: Individual Action Plan – Set Targets

Time to Reflect

Discussion

Assessment Record

Personal Statement

ASSESSOR CANDIDATE ___

DATE DATE ___

DATE ____________________________ INTERNAL VERIFIER ______________________

Page Number2


IOLP Level 3 allows you to demonstrate that you are responsible for your own learning. You will set targets and plan how these will be met; seeking information from appropriate people on ways to achieve what you want to do. Your individual learning plan should include targets, deadlines, support, identifying how much time you will need and what teaching, coaching or guidance you will need to achieve your goal. (LP3.1). You will take responsibility for your own learning by choosing different ways of learning and decide the methods that suit you best; seeking feedback and support from other people (LP3.2). This will show how you have used learning from one task to help with another, managed your time effectively and give you time to reflect on your learning, identifying ways to further improve your performance (IOLP3.3). Preparation and revision for AVCE ICT Unit 2 – ICT Serving Organisations external assessment provides the opportunity to gather evidence for IOLP Level 3.

LP3.1 Set targets using information from appropriate people and plan how these will be met.

Now that you’ve been introduced to the structure of the AVCE ICT course and who will be

taking you for each unit; the syllabus and content of Unit 2 – ICT serving Organisations; the

grading criteria; and the external assessment timetable set by Edexcel, you must set targets in

order to achieve this unit and subsequently pass the overall course with good grades.

In order to set realistic targets you need to think about the skills, experiences you already have and the skills you’ll need to develop to achieve your goal. Provide the following information in as much detail as possible:

Return to Unit SummaryHow this qualification will help my future career plans.

Strengths – skills that I already have will help me to achieve this qualification.

Weaknesses - skills that I do not have that I will need to develop during the course.

Previous experience or skills that will help me achieve this qualification.

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Difficulties that I may encounter that will affect the outcome.

How I will overcome these difficulties.

Your course will involve at least three types of learning: study, practical and independent. You will need to meet these three targets to achieve a good grade:

Studying

Practical Activity

Working Independently

Return to Unit Summary4


Your Own Learning

People differ in how they think, how they go about processing information, how they solve problems and how they approach learning. For example, some people like to study on their own in a quiet room at home with no distractions; others prefer a public setting, such as a library where the sight of other people working helps them stay motivated; others still can only concentrate in the middle of the night with music on full blast! There are no rights and wrongs when it comes to learning – it’s just a question of discovering what works for you for any particular task.

Activity

Have a look at this list and see where you feel most confidentTick a box using a 1-5 scale where 1= very good and 5= poor

How good are you at: 1 2 3 4 5

Listening to and acting on verbal instructions

Following written instructions

Using diagrams

Understanding problems

Memorising information

Reading material for information

Using reference guides/training manuals

Using technology to get information

Analysing information

Asking for help from people you know

Asking for help from people you don’t know

Asking for information over the phone

Dealing with people you know on the phone

Dealing with people you don’t know on the phone

Going to new places for help or information

Writing letters asking for information

What are you going to do about the things you find hard? Think of ways to overcome some of the difficulties – it may be quite easy really! Return to Unit Summary

Follow up: Try to get more practice at some of the tasks that make you feel less confident. Discuss with your Tutor and compare notes with your friends. It doesn’t matter if you are not good at all of these things. Are some of the above more important than others?

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How do you learn best?(Page 1 of 2)

You have already learnt lots of things in the past.

Activity

Think about why you’ve found some things easy to learn and others hard. Pick out an example of something you learnt successfully. Why was it a success?

What helped you to learn: Write down your example in the box below.

I made a success of learning in:

Think about your examples and put a tick for any statement, which applies to you.

I made a success of learning because:

I had enough timeI wanted to learnI was interested in the subject/taskI had good support from other peopleI was well prepared and organisedI was in a suitable placeother

Sometimes learning wasn’t so successful Pick an example of something, which

you didn’t succeed in learning. Why didn’t it work out? What went wrong?

Think about your example then look at the list below and put a tick where it applies to your example.

I didn’t succeed in learning because:Other people were telling me to learnI found the subject boring and pointlessIt was too difficult!I lost interest right at the beginningI tried, but couldn’t keep up with the deadlinesI had little or no support.I was unprepared and disorganised.I was short of timeother

Candidate: Date:

Assessor: Date:

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What’s in it for me?

Well you are here to learn so you might as well pick up some tips so that you use your time well.

??

Follow up:

Use your findings to help you plan your future learning. Don’t make the same mistakes again!


How do you learn best?

Activity

You’ve got some new chances now to learn from the past and make this course a success. Use what you have found out to help you see if you can find things that help you do well and things that get in the way.

Tick the boxes that best describe how you like to learn:

Focus – What do you work best with?peopletechnical thingsinformationideas

Place – Where do you work best?at homeclassroom, lecture roomin the workplaceanywhere

Time – When do you work best?morningafternooneveningnightanytime

Role – What parts do you play best when you’re working with others

organiserleadertechnical adviserteam membersplanner

What sort of help do you find most useful?friendstalkscoursesrelativesdemonstrationstraining eventstutors/trainers

Conditions – What conditions do you like?insidewith other peopleoutsidewith musichotcoldquietnoisyunsupervisedsupervised

Tools – What do you like usingmachinesspecialist equipmentcomputerspen and paperyour brain

booksinstructionsmanagers/supervisorstapeswork books and study guidesvideosCD-Romspictures, charts and diagrams

Return to Unit Summary

Candidate: Date:

Assessor: Date:

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Learning Styles

Activity

This exercise will help you to identify the way you learn best. To complete it, you will need to do three things:

complete the questionnaire (page 8) transfer the information from the questionnaire to the diagnostic chart (page 9) relate the results of the diagnostic chart to the type of learner – Activist, Reflector,

Theorist, Pragmatist (described on pages 10 – 13)

Completing the Questionnaire

The questionnaire contains rows of statements with a box for you to write alongside them. You need to rate each of the statements according to this scale:

4 describes your approach to learning best3 describes your approach well2 describes your learning style adequately1 describes your approach to learning least well

Here is an example to help you get started:

I am open to new experiences

I like to try things out myself

I am energetic and enthusiastic

I get involved

Now move on to the questionnaire on the following page:

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2 4 1 3


The Questionnaire

A B C D

1 I like being useful I take my time before acting

I am particular about what I like

I get involved

2 I am open to new experiences

I look at all sides of issues

I like to analyse concepts andbreak them down

I like to try things out

3 I like to deal with my feelings

I think about ideas

I like to watch I like to be doing things

4 I accept people and situations asthey are

I am aware of what’s goingon around me

I have tasks I evaluate

5 I am logical I consider manyquestions

I have gut feelings and hunches

I am hard working and liketo get thingsdone

6 I like to be able to see and touchobjects

I like to be active

I like ideas and theories

I like to observe

7 I prefer to learn in the here and now

I like to consider andreflect on myobservations

I like to see results from mywork

I tend to think about the future

8 I rely on my feelings

I rely on my ideas

I rely on my observations

I like to try things outmyself

9 I tend to reason things out

I am quiet and reserved

I am energetic and enthusiastic

I am responsible about things

A B C D

9


The Diagnostic Chart

Now that you have completed the questionnaire, you can transfer your scores to the grid below. You only use six answers for each type of` learning style – as shown in the grid. When you have filled in the scores, add your totals up and put them in the space at the bottom of each column of the grid.

ReflectorReflectiveThorough/methodical

TheoristAbstractPerfectionist

PragmatistActiveKeen to test out

ActivistEnthusiasticFlexible/open minded

B1 C2 A1 A2

C3 B3 D3 A3 `

D6 D4 B6 A4

B7 A5 C7 C5

C8 B8 D8 A7

B9 A9 D9 A8

Total Score

Total Score

Total Score

Total Score


The highest score will indicate to you what type of` learner you are. Look at the next page to see your type:

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Activist

Activists involve themselves fully and without bias in new ideas.

They enjoy the ‘here and now’.

They are open-minded, not sceptical, and this tends to make them` enthusiastic about anything new.

Their philosophy is ‘I’ll try anything once’.

They tend to act first and consider the consequences afterwards.

Their days are filled with activity.

They tackle problems by brainstorming.

As soon as the excitement from one activity has died down they are busy looking for the next.

They are gregarious people constantly involving themselves with others but in doing so; they seek to centre all activities around themselves.

Strengths:

Flexible and open minded Happy to have a go Happy to be exposed to new situations Optimistic about anything new and

therefore unlikely to resist change

Weaknesses:

Tendency to take the immediately obvious action without thinking

Often take unnecessary risks Tendency to do too much themselves and

hog the limelight Rush into action without sufficient

preparation

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Reflector

Reflectors like to stand back to ponder experiences and observe them.

They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to any conclusion.

They tend to be thorough so they tend to postpone reaching conclusions for as long as possible.

Their philosophy is to be cautious.

They are thoughtful people who like to consider all possible angles and implications before making their own points.

They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about them.

When they act it is part of a wide picture which include the past as well as the present and others’ observations as well as their own.

Strengths:

Careful Thorough and methodical Thoughtful Good at listening to others and

assimilating information Rarely jump to conclusions

Weaknesses:

Tendency to hold back from direct participation

Slow to make up `their minds` and reach a decision

Tendency to be too cautious and not take enough risks

Not assertive – they aren’t particularly forthcoming and have no ‘small talk’

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Theorist

They think problems through in a vertical, step-by-step logical way.

They tend to be perfectionists who won’t rest easy until things are tidy and fit into a rational scheme.

They like to analyse.

They are keen on basic assumptions. Questions they frequently ask ‘Does it make sense?’ ‘How does this fit with that?’

Their approach to problems is consistently logical. This is their ‘mental set’ and they rigidly reject anything that doesn’t fit with it.

Strengths:

Logical ‘vertical’ thinkers Rational and objective Good at asking probing questions Disciplined approach

Weaknesses:

Restricted in lateral thinking Low tolerance for uncertainty, disorder and

ambiguity Intolerant of anything subjective or intuitive Full of ‘shoulds, oughts and musts’

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Pragmatist

Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice.

They positively search out new ideas and take the first opportunity to experiment with applications.

They like to get on with things and act quickly and confidently on ideas that attract them.

They tend to be impatient, down to earth people who like making practical decisions and solving problems.

They tend to respond to problems and opportunities ‘as a challenge’. Their philosophy is ‘There is always a better way’ and ‘If it works, it’s good’.

Strengths:

Keen to test things out in practice Practical, down to earth, realistic Businesslike – gets straight to the point Technique oriented

Weaknesses:

Tendency to reject anything without an obvious application

Not very interested in theory or basic principles

Tendency to seize on the first expedient solution to a problem

Impatient with waffle On balance, task oriented, not people

oriented

What kind of learner are you? Peter Honey and Alan Mumford have identified four main learning style preferences. In a new browser window key in the URL shown below and take a look at the Campaign For Learning website which also looks at learning styles and helps you identify your preferred learning style? Which one are you?

http://www.campaign-for-learning.org.uk/aboutyourlearning/whatlearning.htm

References:

Revans, Reginald About Action Learning http://www.web42.com/taotime/about_al.html (undated) accessed 12 November 2004

Cox, Stephen, researched by Pattinson, Natalie Principles of Learning http://home.ched.coventry.ac.uk/studyskills/ehe/StudWork/Prinlers/prinlers.html (undated) accessed 12 November 2004

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http://home.ched.coventry.ac.uk/studyskills/ehe/StudWork/Prinlers/prinlers.html

http://www.web42.com/taotime/about_al.html

http://www.campaign-for-learning.org.uk/aboutyourlearning/whatlearning.htm


Learning Styles & Personality Type

If you liked the previous chart try this one: it explores links between learning style and your personality type. Put a Tick where you agree with the statements.

Are you a Practical person?

Do you enjoy learning by:Making presentationsUsing research

Do you dislike:Open-ended discussionListening to a lecture/lessonGroup discussions

Do you learn best from:Practical groupworkTeam projects and activitiesPlanning a project

Do you dislike:Working at a slow paceWorking outside a friendship group

Do you learn best from:CoachingFeedback from tutorsDemonstrationsOther peoples who act as role modelsPractical action planning

Are you an Active person?

Do you enjoy learning by:Sharing ideasTaking a lead in discussions

Do you dislike:Sitting listeningThinking on your ownWriting up notes, essays or projects

Do you learn best from:Competitive teamworkAny of sort of group work

Do you dislike:Following instructionsHaving little scope for your own ideas

Do you learn best from:Project workProblem solving activitiesHaving to work to a deadline

Do you dislike:RepetitionLack of varied activities

cont’d

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Are you a Reflective/thoughtful person?

Do you enjoy learning by:Watching, thinking, listeningHaving time to do researchProducing reports and analysing problems

Do you dislike:Presenting to groupsHaving to take the lead

Do you learn best from:Watching what other people do

Do you dislike:Team workRole play

Do you learn best from:Observation work

Do you dislike:Working to deadlinesTime pressures

Are you a Theoretical person?

Do you enjoy learning by:Question and answer techniquesAnalysisReadingListening

Do you dislike:Group discussionPresenting to groups

Do you learn best from:QuestioningWorking out the logical answer to problems

Do you dislike:Open-ended problems

Do you learn best from:Having a structure and purpose to your work

Do you dislike:Working with people who prefer a more active style


Follow up:

Look at the choices you have made above. By thinking about your preferred style, you can try and apply this to learning new things.

Candidate: Date:

Assessor: Date:

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Feedback

Without monitoring, skills may not improve. Monitoring involves feedback on one’s own performance. An essential part of the process of skills development is receiving feedback on performance. The problem is that we often defend ourselves against the possibility of negative feedback and so fail to listen and thus to act upon what may be very helpful information. On the other hand, much feedback tends to be presented in such a way that it creates a defensive reaction.

Receiving Feedback

Listen to the feedback without comment. You will hear more if you concentrate on listening rather than explaining or justifying yourself.

Ask for clarification at the end. You need to be sure that you understand exactly what your tutor is saying about you and what evidence the comments are based on.

Devise action plans. Specify ways in which you want to change, new ideas you want to try, etc.

If there is anything your tutors can do or not do to help you achieve your action plans, tell them.

Keep a written record. This can be used for later reflection, action planning and appraisal interviews.

Thank the person who is giving you feedback.

Time Management

Activity

Think carefully how you organise your time and complete the following:

Never Sometimes AlwaysI don’t think I work as hard as I could I couldn’t tell you how many hours I put in last week I often seem to leave everything until the last minute I find it hard to get started on my work I don’t seem to stick to a single task for very long I think that others do more than me I’m never quite sure what I’ve got to do next I sometimes take ages to ‘get going’ I tend to flit from one task to another I work better at some times of the day than others I’m generally behind There is no way I can do all of the work expected I’m not sure that I do the most important things first

You could consider is there anything that I really can change to help me study effectively?


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LP3.1 The next step is to set targets to achieve your goal. Discuss these targets with your Unit 2 tutor identifying the time you will need and what teaching, coaching or guidance you will need. Your progress must be reviewed.

Aim: To pass Unit 2 – ICT Serving Organisations achieving the highest grade possible.

INDIVIDUAL ACTION PLAN: SETTING TARGETS TO ACHIEVE THE UNIT

Name of Candidate:

List the action points you need to complete in order to achieve

your target.

When must each action point be achieved by?

Who will you use for support and

how?

Completed By:

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List the action points you need to complete in order to achieve

your target.

When must each action point be achieved by?

Who will you use for support and

how?

Completed By:

Review Date: Comments


Candidate: Date:

Assessor: Date:

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LP3.1 Set targets using information from appropriate people and plan how these will be met.

ASSESSMENT RECORD

Candidate

Assessment criteria How assessment criteria were metSeek information on ways to achieve what you want to do, and identify factors that might affect your plans.

Use this information to set realistic targets and identify clear action points.

Plan how you will manage your time, use of support, review progress and overcome possible difficulties.


ASSESSOR CANDIDATE

DATE DATE

Page Number

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LP3.2 Take responsibility for your learning using your plan to help meet targets and improve your performance.

You must now show that you are responsible for your own learning. The best way to do this is to record how you work through your action plan to achieve your targets, the relevant sources of support and how you acted upon the feedback given to you. Show how you:

manage your time effectively, by prioritising action deal with any difficulties to meet your deadlines, revising your plan when necessary choose different ways of learning and decide on the methods that best suit you work independently, taking responsibility for organising your learning reflect on your progress and think about what is going well and what is going less well.

Record the learning process on the Learning Log which follows. Remember to complete the log as soon as possible after the activity, otherwise you’ll forget! Even when you are studying at home keep a record or produce a screenshot (eg: when you access materials on the VLE) as evidence.

When you have gathered all your evidence for this element, you or your assessor should complete the assessment-recording document for LP3.2

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LP3.2 - LEARNING LOG

Name of Candidate:

Date: What did you do? Method of learning**

Active use of support/feedback

Changes made to plan and why they were necessary

Completion date

** Method of learning may include: p = pictures d = diagrams r = reading t = talking w = writing l = listening to othersw = watching p = practical i = working independently

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Completion date


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Completion date


How did you adapt your approach to meet new demands?


Candidate: Date:

Assessor: Date:

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LP3.2 Take responsibility for your learning, using your plan to help meet targets and improve your performance.

ASSESSMENT RECORD

Candidate

Assessment criteria How assessment criteria were metManage your time effectively to meet deadlines, revising your plan as necessary.

Choose ways of learning to improve your performance, working at times independently and adapting approaches to meet new demands.

Reflect on your progress, seeking feedback and relevant support to help meet your targets.


ASSESSOR CANDIDATE

DATE DATE

Page Number

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LP3.3 TIME TO REFLECT – Review progress and establish evidence of your achievements.

In order to meet the requirements for LP3.3 you are required to look back over the learning process to assess the quality of your learning and performance and identify the main factors, which affected the outcome. You will need to include evidence of:

An end of unit review with your tutor to assess your success and how you could improve your performance further.

Unit 2 Mock Papers An evaluation of the unit/course by you eg: a personal statement Assessment recording document for IOLP3.3, completed by you or your assessor.

Before your meeting with your tutor, answer the following questions to provide you with a base for discussion:

What have you learned?

What evidence do you have that you have met your targets?

What type of learning (learning style) suited you best?

Why do you think this is?

Is this different from your preferred learning styles identified in LP3.1?

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Identify factors that have affected the outcome

How did your learning through revision help you improve your knowledge in preparation for the external assessment?

How have you used learning from one task to meet the demands of another task?


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Taking all information overleaf into account; discuss your achievements with your tutor and how you could improve your performance further. Record the main points of your discussion.


Candidate: Date:

Assessor: Date:

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LP3.3 Review progress and establish evidence of your achievements.

ASSESSMENT RECORD

Candidate

Assessment criteria How assessment criteria were metProvide information on the ways you have used learning to meet new demands and on factors affecting the quality of your outcome.

Identify targets you have met and gather evidence of your achievements.

Consult appropriate people to agree ways to further improve your performance.


ASSESSOR CANDIDATE

DATE DATE

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Page Number

LP3.1 Course Components

Insert a copy of the course structure for AVCE Single Award in ICT or

Insert a hyperlink to the Edexcel site where this information can be found. Please note down the date that this site was accessed. Please ensure that the link is active at the time of your portfolio submission.


Return to Introduction

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LP3.1 Lecturers teaching on the course

Insert the names of the lecturers and the subjects they teach on your course – this can be found in your student handbook; an electronic copy can be found on the shared drive.



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LP3.1 Unit 2 – ICT Serving Organisations Syllabus and Content

Insert a copy of the syllabus and content of Unit 2 – ICT Serving Organisations or

Insert a hyperlink to the Edexcel site where this information can be found. Please note down the date that this site was accessed. Please ensure that the links are active at the time of your portfolio submission.



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LP3.1 Grading Criteria

Insert a copy of the grading criteria for your course – this can be found in your student handbook; an electronic copy can be found on the shared drive.



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LP 3.2 Tutor Notes

Insert a copy of your tutor notes/handouts (no more than two examples) that you have used to help you revise – an electronic copy can be found on the shared drive.


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LP3.1 / LP3.2 External Assessment Timetable

Insert a copy of the Advanced VCE (Double Award) in Information & Communication Technology (GY312) Assessment Timetable. or

Insert a hyperlink to the Edexcel site where this information can be found. Please note down the date that this site was accessed. Please ensure that the link is active at the time of your portfolio submission.



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LP3.2 Unit 2 - ICT Serving Organisations Mock 1

Insert a copy of Unit 2 - ICT Serving Organisations Mock 1 which you have sat in preparation for your external assessment.

Please include tutor feedback and grade.


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LP3.2 Unit 2 – ICT Serving Organisations Mock 2

Insert a copy of Unit 2 - ICT Serving Organisations Mock 2 which you have sat in preparation for your external assessment.

Please include tutor feedback and grade.


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LP3.2 VLE Learning Modules

Insert screenshots of at least two learning modules used in preparation for the Unit 2 external assessment.

Insert a screenshot of the Learning Style module which helped you identify your preferred learning style.

Insert a screenshot of the Time Management module which identified factors to help you manage your time effectively.


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LP3.2 Student Markbook

Insert a screenshot showing the Student Markbook this is an electronic record of your work and achievements throughout Unit 2.


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LP3.2 Useful Internet Sites

Insert links to two useful Internet Sites that you have referred to for revision purposes, in preparation for Unit 2 external assessment.

Please ensure that the links are active at the time of your portfolio submission. Include a short description (approximately 25 words) of the site. Please note down the date the site was accessed.

URL:

Description:

Date accessed:

URL:

Description:

Date accessed:


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LP3.3 Personal Statement

Insert an evaluation of the unit/course by you starting when you first came to the college in September; identifying your achievements and how you can further improve your performance.

Please include tutor feedback.


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Documents

IMPROVING OWN LEARNING AND PERFORMANCE …resources.hwb.wales.gov.uk/VTC/2008-09/key_skills/di… · Web viewImproving Own Learning and Performance Level 3 Candidate e-Portfolio Template