Behaviorism[ edit ] This theoretical framework was developed in the early 20th century based on animal learning experiments by Ivan PavlovEdward ThorndikeEdward C. TolmanClark L.
People credited with this unit standard are capable of: Planning and prepare for development. Piloting and evaluate the development.
Developers can develop learning programmes within any field of learning in line with their subject matter expertise. Where developers are not themselves experts in the field of learning, then they would typically work in close consultation with subject experts.
This unit standard only covers the development of the learning materials and resources, and does not include the design of the learning process and materials. The design is addressed by the unit standard: The design and development are addressed in two separate unit standards to reflect the situation where not all developers necessarily carry out the design, which is at a higher level, but develop programmes on the basis of given design specifications.
This unit standard is to be assessed within the context of the following givens: The development will be carried out to meet an expressed learning need and according to a given brief that provides the specifications for development. The brief will provide instructions and guidelines for the development of learning activities, the development of learning aids, links to other resources, style, formatting and packaging.
The assessment of candidate-designers will only be valid for award of this unit standard if the following requirements are met: Developers will need to demonstrate the ability to develop learning that includes learning of tasks and conceptual learning. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as a developer in terms of this unit standard.
The learning programmes should be for a significant learning experience. Although this is not a rule, for the purposes of this unit standard the programme developed should generally require in the region of 50 - 80 hours of learning time.
The development should be such that the developer demonstrates the ability to incorporate a variety of learning approaches. The development should be for any one of the following modes of delivery: Although the development must make provision for summative assessment, this unit standard does not require developers to develop full scale assessment guides, as these are covered by the unit standard: Where developers wish to achieve the assessment design and learning design unit standards, assessment should be integrated as far as possible.
Specific Outcomes and Assessment Criteria:ADMINISTRATIVE / COMMAND AND CONTROL FUNDAMENTALS. Naval Construction Force Support Unit (NCFSU) The Naval Construction Force Support Units (NCFSUs) provide logistical support for a Naval. Electronic mail (E-Mail) lets individuals .
Outline the possible barriers to self-directed support 2. Understand how to support an CU Support Individuals With Self Directed Support.
Describe a range of person-centred This unit needs to be assessed in line with the Skills for Care and Development QCF. B: backbone.
(1) A set of nodes and their interconnecting links providing the primary data path across a network. (2) In a local area network multiple-bridge ring configuration, a high-speed link to which the rings are connected by means of bridges or routers. Students investigate how health and wellbeing are relevant to individuals, families, the wider and goals of the Tasmanian Curriculum are common to all areas.
self-directed and ethical people, responsible citizens and world contributors. National and state priorities Strong national commitment on Health and wellbeing curriculum provision. Services and support available to families and individuals with developmental disabilities shall emphasize community living and self-determination and enable individuals with developmental disabilities to enjoy typical lifestyles.
Unit Support Individuals with Self-Directed Support 1. Understand self-directed support: Explain the principles underpinning self-directed support and how this differs from traditional support: The principles underpinning self-directed support and how it differs to traditional support is as follows: Right to independent living - If.