Improve Own Learning and Performance

Progression from levels 1-3 Progression from levels 1-3 At all levels, candidates are required to show they can plan their learning, take action to improve their performance and review their learning and performance. At all levels, candidates are required to show they can plan their learning, take action to improve their performance and review their learning and performance. At levels 1 and 2, the candidate works with an appropriate person who takes the lead in setting targets and reviewing progress; at level 3, the candidate takes the lead role. At levels 1 and 2, the candidate works with an appropriate person who takes the lead in setting targets and reviewing progress; at level 3, the candidate takes the lead role.

Guidance on Evidence and Assessment Essential Points for all three levels Learning and performance are linked; it is this new learning that should lead to enhanced performance. Learning and performance are linked; it is this new learning that should lead to enhanced performance. The targets must be learning targets i.e. the steps taken by the candidate to achieve personal, learning and/or career goals. The targets must be SMART – specific, measurable, achievable, realistic, time- bound. The targets must be learning targets i.e. the steps taken by the candidate to achieve personal, learning and/or career goals. The targets must be SMART – specific, measurable, achievable, realistic, time- bound. The learning should have a degree of transferability to other situations. The learning should have a degree of transferability to other situations.

Improvement can be measured only if the candidate’s knowledge and ability is recorded at the beginning. There must, therefore, be an initial diagnostic, self- assessment exercise to establish the candidate’s baseline against which any improvement may be measured. Improvement can be measured only if the candidate’s knowledge and ability is recorded at the beginning. There must, therefore, be an initial diagnostic, self- assessment exercise to establish the candidate’s baseline against which any improvement may be measured. Any scenario must be ‘fit for purpose’ and not contrived. It must be meaningful and relevant to the candidate’s needs and experience and it must allow for the generation of the required evidence in full. Any scenario must be ‘fit for purpose’ and not contrived. It must be meaningful and relevant to the candidate’s needs and experience and it must allow for the generation of the required evidence in full.

What needs to be done  Example 1 (Assignment 1)  The overall task must be ‘to learn something’  Then break it down into two LEARNING targets  Both learning targets must then be broken down into action points

Example Task Example 1 – As part of my course I need to improve knowledge of the countries of the world and for Comms I need to learn how to write a report, so I’m going to link them together. Learning Target 1 – To learn about middle eastern countries To learn about middle eastern countries Action points – Learn which countries are in the middle east Learn which countries are in the middle east Learn their capitals Learn their capitals Learn bodies of water Learn bodies of water Learning Target 2 – Learn how to present information in a report Learn how to present information in a report Action points – Learn about what information should be included in an introduction Learn about what information should be included in an introduction Learn about evaluation of report Learn about evaluation of report Learn about referencing within the report Learn about referencing within the report

Example 2 - I want to learn about PowerPoint presentations as I’m doing a presentation to the rest of my group. Learning Target 1 Learn some techniques from the ‘Teach – ICT’ website Learn some techniques from the ‘Teach – ICT’ website Action points – Learn about PowerPoint presentations by watching my tutor giving a presentation and noting what they do Learn about PowerPoint presentations by watching my tutor giving a presentation and noting what they do Attend the IT workshop and ask for advice on how to set up a PowerPoint presentation Attend the IT workshop and ask for advice on how to set up a PowerPoint presentation Gather the research Gather the research Learn about ‘transitions’ between slides Learn about ‘transitions’ between slides Learn how to have moving images on slides to keep the audience engaged Learn how to have moving images on slides to keep the audience engaged Learn how to add sounds on the PowerPoint Learn how to add sounds on the PowerPoint Create the PowerPoint Create the PowerPoint

Learning Target 2 Learn how to present information to a group of people Learn how to present information to a group of people Action points – Make sure I have sufficient ‘speaker’ notes Make sure I have sufficient ‘speaker’ notes Make sure that I feel confident enough to speak in front of a group Make sure that I feel confident enough to speak in front of a group Learn how to structure what I say to the group to keep them interested Learn how to structure what I say to the group to keep them interested Learn about keeping the audience engaged, eye contact, body language, etc. Learn about keeping the audience engaged, eye contact, body language, etc. Learn about what handouts I should give to the audience to ensure that they have enough to help them to understand the subject, but not too much so that they feel they don’t have to listen to what I have to say Learn about what handouts I should give to the audience to ensure that they have enough to help them to understand the subject, but not too much so that they feel they don’t have to listen to what I have to say Gather feedback from the group to help me to learn for the future Gather feedback from the group to help me to learn for the future

External moderation feedback The external moderator ‘s main comment was that the two parts to each example weren’t clearly linked – just make sure the students explain FULLY what they are doing and why. The external moderator ‘s main comment was that the two parts to each example weren’t clearly linked – just make sure the students explain FULLY what they are doing and why. Booklets are available on Moodle – Cross College – Key Skills – IOLP Booklets are available on Moodle – Cross College – Key Skills – IOLP Assessor must assess (show assessment) Assessor must assess (show assessment) Must show ‘real’ planning, doing and reviewing Must show ‘real’ planning, doing and reviewing Must refer to learning style chosen – different one for each example Must refer to learning style chosen – different one for each example Must have ‘sufficient’ detail Must have ‘sufficient’ detail Must include ‘appropriate’ evidence Must include ‘appropriate’ evidence

Internal Moderator’s Advice Read the specifications (on Moodle) Read the specifications (on Moodle) Start with Part A questions – mark them and make sure candidates make any suggested amendments Start with Part A questions – mark them and make sure candidates make any suggested amendments Make sure the candidates ‘plan, do and review’ Make sure the candidates ‘plan, do and review’ Ensure all of the questions in the workbook are FULLY completed Ensure all of the questions in the workbook are FULLY completed Read the candidate’s answers (make sure they make sense!) Read the candidate’s answers (make sure they make sense!) Get your portfolios in early – they need to be sent to WJEC for moderation Get your portfolios in early – they need to be sent to WJEC for moderation

Level 1Level 2Level 3 At least TWO EXAMPLES of meeting the standard for LP1.1, LP1.2 and LP1.3 must be provided. Each example should cover at least TWO TARGETS. Overall, it must show that at least TWO DIFFERENT ways of learning have been used to improve performance At least TWO EXAMPLES of meeting the standard for LP2.1, LP2.2 and LP2.3 should be provided. Each example should cover at least TWO TARGETS. Overall, at least TWO DIFFERENT ways of learning to improve performance must be shown. At least ONE EXAMPLE of meeting the standard for LP3.1, LP3.2 and LP3.3 should be provided. The example should cover at least THREE TARGETS. Overall, at least TWO DIFFERENT ways of learning to improve performance must be shown. Planning for all three Levels

od/resource/view.php?id=63064 WJEC guidance on completing a portfolio – This can be found on Moodle for all three levels. WJEC guidance on completing a portfolio – This can be found on Moodle for all three levels. This document states the evidence criterion, the required evidence, optional evidence and ‘important’ (what they are looking for) This document states the evidence criterion, the required evidence, optional evidence and ‘important’ (what they are looking for)

Teaching and learning Wider Key Skills Taken from Department for Education and Skills booklet (Moodle)

e.php/1648/Teaching_and_Lear ning_IOLP_2004_.pdf

Figure 6 (page 16) – covers Part A, which is underpinning knowledge Figure 6 (page 16) – covers Part A, which is underpinning knowledge Figure 7 (page 17) –covers Part B – workbook – evidence of how they have learned proving they have learned something from the underpinning knowledge Figure 7 (page 17) –covers Part B – workbook – evidence of how they have learned proving they have learned something from the underpinning knowledge

IOLP Level 3 -Order of portfolio Section 1 – Plan Introduction to task (detail overall task) Introduction to task (detail overall task) 3 Learning targets to be met 3 Learning targets to be met Find your learning style (possibly use VAK test to assist with this) Find your learning style (possibly use VAK test to assist with this) Find information to help you to achieve your targets( use a variety of sources) Find information to help you to achieve your targets( use a variety of sources) identify things which might affect your plans (list and comment on each factor) identify things which might affect your plans (list and comment on each factor) Set realistic targets and identify clear action points Set realistic targets and identify clear action points Detailed plan (must cover each step on each target) on how you will: Detailed plan (must cover each step on each target) on how you will: – Manage your time – Use support – Review progress (must be at least 3 – before, during and after ) – Overcome possible difficulties in detail

Section 2 - Do Section 2 - Do Manage time effectively to meet deadlines Manage time effectively to meet deadlines Revise plan where necessary Revise plan where necessary Choose ways of learning – at least two Choose ways of learning – at least two Work independently, adapting to meet new demands Work independently, adapting to meet new demands Reflect on progress – alternative approaches should be considered Reflect on progress – alternative approaches should be considered Seek feedback and support to help meet targets – must show evidence Seek feedback and support to help meet targets – must show evidence

Section 3 – Review Provide information on how you have used your style of learning to meet new demands Provide information on how you have used your style of learning to meet new demands Identify targets met (relating to your method of learning – not just the task) Identify targets met (relating to your method of learning – not just the task) Provide evidence of achievements Provide evidence of achievements Consult with appropriate people to agree further improvement (on ways of learning) Consult with appropriate people to agree further improvement (on ways of learning) Resolution of conflict – agreement cannot be reached on your own, so you must have evidence of discussions Resolution of conflict – agreement cannot be reached on your own, so you must have evidence of discussions