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CE931

CE931 Post-April 2014 residential formative activity

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  1. This message is for those who attended the *April 2014* Group Work training. Here is my attempt at the formative assessment activity based on the career stories session in the slides. *Topic:* Career Stories *Learning outcomes (LOs):* By the end of the session participants will be able to: 1/ Identify at least three basic genres of career story 2/ Evaluate these three genres 3/ Use this evaluation to plan ways of finding out more *Evidence needed to assess achievement of the learning outcomes:* LO1/ Completion of an exercise sheet LO2/ Completion of an exercise sheet and flipchart feedback LO3/ Completion of a plan All comments welcome. Look forward to reading others' posts. Phil
     
  2. Hi all, The session I am planning to run is on *Creating Action plans that work for you*. L/O - * To be able to describe your learning style * To recognise how to action plan using your learning style * To describe specific actions for Career planning according to your learning style. Evaluated by :- * completing an learning style questionaire * poster exercise of activities planned according to learning style * Individual action plan on career planning with relevant activities.
     
  3. Thanks for your posting Caroline. I agree with your assessment methods. Good to see you have the hang of it. Content-wise, I am wondering if you might be mixing two things here: action plans and learning styles, and whether you are running the learning through by developing the learning? For example, you could introduce particpants to at least 2 ways of action planning, structured and open-ended. These would be the key concepts. That would give your first LO: Identify at least two approaches to action planning They would then need to do something with that learning e.g. evaluate, analysie or compare. That gives LO2: Evaluate at least two approaches to action planning They would then need to plan responses (LO3): Develop an action plan in response to the above You could focus it on learning styles but that changes the topic to describing learning styles concepts and evaluating them, do you see what I mean? Does that help at all? Phil
     
  4. *Topic* C.V. Guidance *Learning Outcomes* 1) Understand what information is contained in a C.V 2) Identify your key skills and relevant experience 3) Feel more confident about putting together an effective C.V. 4) Produce an up to date C.V. *How each outcome will be assessed* 1) Card sort exercise in pairs 2) Discussion 3) Comparing confidence levels at the start of the session with the end / evaluation 4) Drafting / production of a C.V. Lisa
     
  5. Dear all, Topic: Recruitment & Selection Process Learning outcomes (LOs): By the end of the session participants will be able to: * Identify the generic recruitment & selection processes used by high-volume graduate recruiters in the UK * Provide examples of questions that may be raised by recruiters during the recruitment & selection process * Construct an effective Job Description and Advertisement for the needs of an example organisation in the Humanities Sector * Prioritise skills & attributes that would be essential or desirable for this job role * Design interview questions that would assess these skills & attributes * Apply your understanding of the recruitment and selection to a graduate interview experience Evidence needed to assess achievement of the learning outcomes: LO1 & 2 Completion of card sort LO3 Creation of an Advert and Job Description LO4 Creation of a Person Specification LO5 List of interview questions used in role play as Lead Interviewer LO6 Role Play as Interviewee for other created job(using advert, JD & PS created by other students)
     
  6. Hi Everyone, The following is the session design for part of workshop I am delivering to International Students: AIM: By the end of this session, participants will be able to target employers and contacts by considering key words in their social media profile. LEARNING OUTCOMES (By the end of this session, participants will be able to: * Select key words that make you "findable" on Linkedin and other forms of social media * Nagivate Linkedin to search for individuals and organisations that would be useful to your job search * Evaluate existing Linkedin profiles from an employers point of view METHODS AND ACTIVITIES * Select 5 key words that you think an employer could use to find you on Linkedin. * Discuss with partner why you have chosen these words and adjust. * Refer to the Linkeding Profile handout and evaluate how well you key words might improve your findability * Facilitator gives brief introduction to searching for contacts on Linkedin * In small groups, evaluate the existing Linkedin profile provided - what sector/role is being targeted here/what does the candidate really want - is it clear? * Redefine your list of key words EVALUATION: * POST IT NOTE FEEDBACK AS THIS IS SHORT SECTION OF LONGER WORKSHOP. Best wishes and hope everyone is managing to integrate Group Work Elements into their practice - I did card sort that Amanda and Lisa presented in workshop on Assessment Centres - great way to guage confidence in different elements of Assessment Centre at beginning and end of session. Charlie Cunningham
     
  7. In response to Phil's presentation on Simon Et Al's Critical Pedagogy and Kolb's Experiential learning model, I was left reflecting that there are times in my own group learning sessions where I have felt "attacked" by a student's challenge to a viewpoint I held as generally widely accepted. A student might have challenged the suggestion that there is a large "hidden job market" out there or the suggestions that we all have access to a potential "network" of contacts for job searching. While I have accepted these challenges, I have not always perhaps used them as opportunities for debate. I am going to be delivering a workshop on Tuesday for international finalists who do not currently hold a job offer in the UK - "Finding a Job in Your Home Country After Graduation". One of the sections I am presenting is on networking. I am hoping to make this active, having pairings consider keywords that would make their profiles searchable and connected to certain job opportunities. After my viewing of the Kolb and Simon Et Al powerpoints, I am going to use discussion points to encourage debate about how useful something like Linkedin would be in different countries. I will be interested to see how the group deals with this approach. A colleague suggested to me in the planning phase for this meeting that "well, being international students, they are more likely to want to sit and listen to what we have to say." So while I will be looking at my videod self with an eye to how I encourage a critical pedegogy, I will also be looking at group dynamics.
     
  8. I sort of see the ideas of Simon et Al. that groups could be involved in dicussions that challenge the status quo, challenge beliefs that we hold to be "self-evident" very attractive. However, I feel that in short, one-off interactions with students, this can be a bit of a Holy Grail. At Warwick, students in my experience can be very accepting, reluctant to go out on a limb when a group has formed simply for the purpose of a one-off workshop or activity within a workshop. However, I think that the ability to pose questions that invite debate and then to keep the debate going is an art form in and of itself. If anyone knows of any good articles on questionning in a group work context, would be very interested to get my hands on something.
     
  9. Good to see ideas for sessional LOs from Lisa, Rowanna & Charlie. I like the use of words like identify, produce, construct and design. These address knowledge and comprehension learning (identify, list, state etc) and also active experimentation type learning (create, make, design). I like Charlie's use of evaluate in relation to Linked-in profiles and terms like this (analyse, compare) are worth using to pick up on abstract conceptualisation i.e. this is where the learner decides views, makes judgements. We are sometimes reluctant to let the learner do this but it's a big part of learning. I might put that earlier so that the learner can then do something with their new evaluations/concepts. Phrases like feel more confident and understand are tricky and I tend to focus on the specific behavior underpinning these such as design or create and identify or describe. Networking is a good topic and contemporary. I think of networking not as a monolithic 'thing' but as variegated and textured. For example, there are different ways of networking and debates about this. We can let students participate in these. There are also different purposes to networking. Even within career development, it can be put to very different purposes. Again, we can design our group works to help students engage with this. This moves us awa from simply telling truths to students. Considering networking in relation to critical pedagogy could be quite illuminating. For example, the social dimensions of critical pedagogy may gel with certain approaches to networking. A key aspect of CP is how we can be helped to make choices about our working lives. Again, potential here.