Donald Kirkpatrick's Four Level Evaluation Model

There is high risk with this model, however the degree of risk can be controlled by acquiring information on the probability of the selected alternative producing the desired outcome. Another option would be the Incremental Model. With this model, Mr. Miller would work with the faculty and other individuals to establish instructional goals. Mr. Miller could then return to the issues surrounding ability grouping to determine whether the decision would enhance goal attainment. Mr. Miller could also choose the Mixed Scanning Model.

Communication theory is a driving force behind instructional design. Instruction is designed so that its objectives can be properly communicated and received by the learner. Both the learner and the designer receive feedback about the instructional process. System theory System theory is an inter-disciplinary theory which consist a set of concept, construct, facts and terms which describe and explain the characteristics and phenomena affecting with any system. Thinking instructional design as a concept of system or ‘a set of interrelated and interacting parts that work together toward some common goal’ (Smith & Ragan, 2005, p. 24) Instructional designer should be aware of other system discipline.

Q.3 Analyze Tesco’s method of developing its employees. Consider the strengths and weaknesses of such a programme. Tesco’s Method of Development of its Employees: Tesco handles the development of its employees as a shared responsibility although the employee is primarily responsible for her/his development. STRENGHTS WEEKNESSES • Tesco encourage its employees to understand and analyze their skills and abilities about themselves through assessment of strategic questions. Employees will seek out answers about their current skills, skills required for the job, and the gap between employee’s current skills and job required

Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting. They can learn about themselves, develop resilience and develop social and emotional development. A learner who feels confident and valued will be more able to absorb new knowledge and apply to real work settings and is more likely to continue their studies when they see it affecting them in a meaningful way. If as an assessor you are mindful to the learner as an individual and take into account their learning style and abilities it aids you in tailoring your teaching manner and methods that give all the best chance of success. It is good to show they are being stretched and challenged and evidence this in their feedback to aid their professional

Components of a good staff training program should include an initial needs training assessment, identify individuals that need additional training and type of training, and way to implement training with minimal disruption to the employee and production. Initial training needs assessment should be based on identifying areas of operation where training would be beneficial. After identifying areas where training would be beneficial for the company and employees, short and long term goals of the company and align training based on company goals. After identifying areas of operation where training would be beneficial and identifying company short and long term goals, the initial needs training assessment component must include development training

I would also like to provide continuous progress monitoring. Assessments like the Response to Intervention model (RTI) will better inform me of the student’s strengths and weaknesses. Then with this knowledge I can better adapt my instruction to continually meet the student’s needs (Hallahan et al.,

Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107. The second category refers to self-directed learning as a process of learning. Attempts are made to understand the process of self-direction with a view of adopting them to formal learning. They are three main models, linear, interactive, and instructional models Knowles and Tough model are linear. Knowles developed learning contract meant to encourage and support learner’s self-direction.

Learners look for meaning and will attempt to find consistency and order in the events of the world even in the absence of full or complete information. Some learning approaches that could harbor this interactive learning include reciprocal teaching, peer collaboration, cognitive preparation, problem-based teaching, web quests, anchored instruction and other approaches that involve learning with others. In fact, there is much pedagogy that leverages constructivist theory. Most approaches that have developed from constructivism suggest that learning is achieved best using a hands-on approach. Learners learn

The divergent thinking requires the ability of giving different responses by using miscellaneous information as a spring board for reaching multiple choices. In the divergent thinking, the association and expression fluencies are dominant. In the divergent thinking, the new solutions which are unique are searched while it is laid emphasis on a single correct answer persistently in the convergent thinking. In current education system, the course practices and exam systems mostly support the development of convergent thinking. But a balance may be established between these two ways of thinking by encouraging the students to seek new responses for problems, catch different potential solutions and evaluate the sufficiency of alternative solutions regardless of which type the problems they encounter.

Some involve global planning for learning or studying, some are mnemonic devices, some resemble problem-solving heuristics, some are mapping and structuring tactics that use key words or other cues detected in reading or listening, and some involve the metacognitive processes of comprehension monitoring or hypothesis generating and testing while learning. A particularly important general distinction concerns whether these individual strategies lead to deep (versus surface) approaches to instruction