Essential Communication and Documentation Skills. Module: Final Assessment and Action Planning.

Autor/inn/en	Medina, Muriel; und weitere
Institution	State Univ. of New York, Albany. Rockefeller Coll.
Titel	Essential Communication and Documentation Skills. Module: Final Assessment and Action Planning.
Quelle	(1994), (113 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Basic Skills; Behavioral Objectives; Child Care Occupations; Child Caregivers; Communication Skills; Curriculum Guides; Individualized Education Programs; Inservice Education; Instructional Materials; Job Skills; Learning Activities; Learning Modules; Learning Strategies; Literacy Education; Planning; Residential Institutions; Self Evaluation (Individuals); Social Services; Student Evaluation; Workplace Literacy; Youth Problems; Youth Programs + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Kommunikationsstil; Curriculare Materialien; Individualized education program; Individualisierendes Lernen; Berufsbegleitende Ausbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Produktive Fertigkeit; Lernaktivität; Learning module; Lernmodul; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ablaufplanung; Planungsprozess; Wohnumgebung; Social service; Soziale Dienstleistung; Soziale Dienste; Schulnote; Studentische Bewertung; Jugendsofortprogramm
Abstract	This module is the 10th of 10 in the Essential Communication and Documentation Skills curriculum. It develops final assessment and action planning, workplace literacy skills identified as being directly related to the job of the direct care worker. The curriculum is designed to improve the competence of New York State Division for Youth direct care staff using contextualized workplace learning materials. The preface and introduction provide information on the curriculum's structure, how to use the curriculum, and how to implement the program. The module is divided into seven sections. The design cover sheet gives an overview of the module design: purpose, methods, performance objectives, and evaluation procedures. The preparation cover sheet lists the following: physical setting, equipment and supplies required, media support, necessary participant materials and handouts, instructor's materials and preparation steps, options or variations in delivery and three references. The presentation overview lists the method, purpose, and estimated time for the following activities: introduction and overview, spelling challenge, summary and review, posttraining assessment process, final portfolio preparation, individual development plan (IDP) process, individual conference with trainer, becoming a more effective learner on the job, and program closure. The presentation guide for the trainer is a comprehensive and detailed guide for the delivery of the module activities. Flipchart masters are followed by supplemental notes and materials for the trainer. A participant materials section provides a packet of materials each participant should receive. Additional sections include: personal progress portfolio and magazine articles. (YLB)
Anmerkungen	Rockefeller College Workplace Literacy Program, Professional Development Program, State University of New York at Albany, Richardson Hall, Room 381, 135 Western Avenue, Albany, NY 12222.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01