2.9 Putting it all together One aim of completing a key skill is to pull ideas together, reflect on and evaluate the effectiveness of your work and identify those aspects that you can ‘take away with you’ for the next task. The process of strategic planning, monitoring and reflection, and evaluation is one that you are encouraged to use throughout these materials. Activities prompt you to plan and monitor your work, think about what you have learned and how you have learned it, keep an ongoing record of how yo
7.1 Evidence required This part is about showing you can develop a strategy for using and improving your skills in working with others, that you can monitor your progress and can evaluate your overall performance and strategy. The evidence you present must show what you have done as you worked through the processes of planning strategically, monitoring, evaluating and presenting your work. Part A must relate directly to the work you have selected for Part B. You must present evidence to show you can:<
8 Part B: Evidencing your number skills This Part requires you to present a portfolio of your work to demonstrate that you have used and integrated your number skills within your study or work activities to achieve the standard required. For example, you might include learning about new mathematical techniques to tackle a particular task; using graphs, diagrams, tables or charts more effectively in presenting, analysing and comparing results; setting up and using mathematical models to predict and explain behaviour; using equations
7.4 Evaluating your strategy and assessing your work Include a reflective summary that gives details of: a judgement of your own progress and performance in the number skills you set out to improve, including an assessment of where you feel you have made the greatest progress; discuss how you used criteria and feedback comments to help you assess your progress; those factors that had the greatest effect on your achieving what you set out to do; include those that worked well to help you
Learning outcomes Having studied this unit you should be able to: develop a strategy for using skills in information literacy over an extended period of time; monitor progress and adapt your strategy as necessary, to achieve the quality of outcomes required. evaluate your overall strategy and present outcomes from your work, including citations and a bibliography.
7.1 Evidence required This Part is about showing you can develop a strategy for using and improving your IT skills, that you can monitor your progress and can evaluate your overall performance and strategy. The evidence you present must show what you have done as you worked through the processes of planning strategically, monitoring, evaluating, and presenting your work. Part A must relate directly to the work you have selected for Part B. You must present evidence to show you can:
Author(s):
6 What you should present This assessment unit has two parts. Part A requires you to show what you did to plan, monitor, evaluate and reflect upon your skills. Part B requires you to select examples of your work that demonstrate what you have done to improve and apply your skills. Together the two parts form a portfolio of your achievements. You can use the guidance, Bookmarks and Skills Sheets included in the OpenLearn unit U529_1 Key skills – making a difference to help you structure and present your work.<
6 What you should present This assessment unit has two parts. Part A requires you to plan, monitor, evaluate and reflect upon your skills, and present evidence of that process. Part B requires you to select concise examples of your work that demonstrate what you have done to improve and apply your skills. Together the two parts form a showcase portfolio of evidence and reflective commentary on your skills achievements. You can use the guidance, Bookmarks and Skills Sheets included in the OpenLearn unit U529_1 Key s
8.4 Assessing your work
Table 1 below gives the outcomes (italic) and criteria for assessment of your work. Alongside the criteria is a checklist to help you consider and assess your work. 7.3 Monitoring progress Present a reflective commentary that makes reference to your ongoing notes and records and includes: What you did to manage your time as you worked on your course or work activities, and your own assessment of the effectiveness of your time management. For example, the use you made of your planning schedules, any changes you made to your deadlines, what you did about unexpected priorities and whether you feel your time management is effective. 1.1.7 Using the memory buttons Calculations involving several operations can also be carried out in stages. One way to do this is to use the ‘=’ key part way through the calculation. You can also use the calculator's memory. The Windows calculator has a number of memory buttons, shown in Figure 2, to hel 1.1.4 Simple arithmetic operations To perform a simple arithmetic calculation: Enter the first number in the calculation (for example ‘123’) using one of the following methods: Using your computer keyboard's numeric keypad, which (if you have one) is on the right of your computer keyboard. Check to see whether the Num Lock indicator light is on and if it is not press the NUM LOCK key. Using your computer keyboard' 1.1.3 Keeping the calculator running on your Windows desktop When performing a number of calculations whilst using other programs on your computer, it's convenient to keep the calculator running in the background. To do this click on the ‘Minimise’ button of the calculator's window (the leftmost button in the top right corner). When you are ready to start working with the calculator again, click the ‘Calculator’ button in the Windows taskbar. (The taskbar is usually at the bottom of the screen; it contains the ‘Start’ button.) Introduction Your course might not include any maths or technical content but, at some point during your course, it’s likely that you’ll come across information represented in charts, graphs and tables. You’ll be expected to know how to interpret this information, and possibly encouraged to present your own findings in this way. This unit will help you to develop the skills you need to do this, and gain the confidence to use them. This unit can be used in conjunction with, and builds on the Op Introduction Information technology is an integral part of courses. It's used to enable students to learn about their subject, contact one another, and find resources. Using a computer for study can be useful for students on any course. For example, about a half of all Open University courses expect students to use a computer. In this unit, you'll look at: the different ways you might be asked to use a PC in your course; top tips to ge 3.2 Answering the question An essay can be good in almost every other way and yet be judged poor because it ignores the question in the title. Strictly speaking, I should say ‘it ignores the issues presented in the title’ because not every essay title actually contains a question. But, in fact, there is usually a central question underlying an essay title, even when it takes the form of a quotation from a text followed by the instruction ‘Discuss’. And you need to work out what that underlying question is, beca 2.5.1 Sentences We can see that Philip knows what a sentence is because he writes some perfectly good ones. For example: In many ways going into urban life from the countryside was beneficial to woman of the upperclass. This sentence begins with a capital letter and ends with a full stop. It has a subject (urban life) and a main verb (was). As any sentence is, it is a self-contained ‘unit of meaning’. It m 5 Further reading Claridge, G. (1985) Origins of Mental Illness: Temperament, Deviance and Disorder, Oxford, Blackwell. A classic text on ‘abnormal’ psychology. Faludy, T. and Faludy, A. (1996) A Little Edge of Darkness: A Boy's Triumph Over Dyslexia, London, Jessica Kingsley. This is the personal account written by Alexander Faludy and his mother, Tanya, of their experiences of understanding and managing Alexander's dyslexia. Miles, T.R. and Miles, E. (1999) Dyslex 3.3.1 Multisensory teaching for students Guyer et al. (1993) tested the effectiveness of the Wilson Reading System for improving spelling in higher education students with dyslexia. They compared this technique to a non-phonic approach that teaches visual memory techniques to help students to remember frequently misspelled words. A control group of students with dyslexia but who had specifically requested no intervention formed the control group. Both intervention groups were tutored in the given technique for two, one-hour sessions 3.1.1 Treatment or management? In the preceding paragraph you will notice that we talked generally about the treatment of conditions, but referred to ‘managing’ dyslexia. Why did we do this? It relates to the following important general issues:
Is treatment (i.e. intervention) warranted? We mentioned this issue when we were discussing sociocultural or personal distress based definitions of abnormality. Intervention is not always desi
Table 1: Criteria for asses
