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7.3 Monitoring your progress

Use your records or logbook to help you present a commentary that includes:

  • The methods you used to work on the problem.

  • A statement that shows how you have used your knowledge of problem-solving methods for selecting particular methods and reasons for the selection to achieve the standard of work required.

  • The checking procedures you used for the problem, for example, interim checks, progress reports, feedback commen
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7.3 Monitoring your progress

Use your records or logbook to provide a reflective commentary on:

  • what you did to help you set up and use numerical, graphical and algebraic methods and techniques to achieve your goals; for example, what you did to:

     

    • evaluate information from different sources and develop alternative lines of enquiry;

    • carry out calculations to appropriate levels of accuracy and draw on a range of nu
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2 Sources of help

This assessment unit is designed to be self-contained. However you might like to access the following sources for support and guidance if you need it. These sources include:

  • U529_1 Key skills – making a difference: This OpenLearn unit is designed to complement the assessment units. It provides detailed guidance and activities to help you work on your key skills, gives examples of key skills work from students, and helps you prepare and selec
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5 Effective use of information technology

The purpose of this unit is for you to create a portfolio of your work to represent you as an effective user of information technology (IT) within your study or work activities. This will involve using criteria to help you select examples of your work that clearly show you can use and improve your IT skills. However, by far the most important aim is that you can use this assessment process to support your learning and improve your performance overall.

Using information technology skills
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Acknowledgements

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Unit Image

Wonderlane: www.flickr.com/photos/wonderlane/37529792/

All other materia
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9 Notes to help you complete your assessment

To complete your portfolio, you must include a contents page indicating how your reflective commentary in Part A and your evidence in Part B are related. An example of a suitable format for the contents page is shown in Figure 1.

Figure 1 (PDF, 1 page, 0.1MB).

7.4 Evaluating your strategy and assessing your work

Present an evaluation that includes a summary of how effective your overall strategy has been in helping you use skills to improve your learning and performance, giving details of:

  • those factors that worked well to help you improve and those that have worked less well; which factors had the greatest effect on your achievement of what you set out to do?

  • an assessment, referring to your review and targets, of your own progress and perfo
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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.


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1 2.2 Reading a table

Tables are a common way of presenting information. We use tables to display key information, usually numbers. Tables can form a summary of information, or they may be a starting point for a discussion.

Tables can look quite formidable when a lot of information is presented all at once and finding your way around one can be difficult.

So how do you interpret a table?

The Sciences Good Study Guide (Northedge et al., 1997) advises that you should ask yourself these ques
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1.1.2 Launching the Windows scientific calculator

From the Start menu on your Windows desktop choose ‘Programs’, then ‘Accessories’ and then ‘Calculator’ (if ‘Calculator’ doesn't appear on the menu, click the double down arrows at the bottom).

If this is the first time you have used the Windows calculator then it is possible that only the standard view of the calculator will be displayed, but you will need to use the scientific view. To display this, click on the View menu in the calculator's menu bar and select ‘Scie
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5.1.3 When is a bar chart not a good format to use?

A bar chart is not the best way to show the link or mathematical relationship between two sets of data, for this you would use a line graph.


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5.1.2 When are bar charts used?

A bar chart is a good method of representation if you want to illustrate a set of data in a way that is as easy to understand as it is simple to read. In general, a bar chart should be used for data that can be counted so, for example, we could use a bar chart to show the number of families with 0, 1, 2 or more children. A bar chart could also be used to show how many people in one area use each of the different modes of transport to get to work.

Bar charts are very useful for comparing
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5.1.11 Religious Studies

Hinnells, J. R. (ed.) (1995) A New Dictionary of Religions, Oxford, Blackwell.


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8.2 Writing in your own words

Active reading, or reading and thinking, are bound up with writing in your own words. If you read materials in a passive way, you are much more likely to copy out chunks word for word when you are note taking, and in the process generate very long notes indeed! Similarly, if you do not spend time thinking about what you have read, asking questions and checking your understanding, you will be tempted to copy out difficult bits or simply try to reorder the author's words. In the latter case you
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1.3 Attending to sounds

From the earlier sections, you will appreciate that the auditory system is able to separate different, superimposed sounds on the basis of their different source directions. This makes it possible to attend to any one sound without confusion, and we have the sensation of moving our ‘listening attention’ to focus on the desired sound. For example, as I write this I can listen to the quiet hum of the computer in front of me, or swing my attention to the bird song outside the window to my ri
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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
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2.3 Biological explanations of dyslexia

Some physical characteristics appear to be ‘typical’ of people with reading difficulties, although their relevance is debated. These include being male, tendencies towards left-handedness or mixed-handedness (i.e. inconsistency of hand preference across different tasks), and a variety of neurological 'soft’ signs and minor physical anomalies. We will consider each of these in detail in the sections that follow. There is also some evidence that people with dyslexia (and the
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1.5.1 Definition by exclusion

A person is ‘dyslexic’ if no alternative explanation can be offered for their reading and writing difficulties.

In the UK, interest in children who showed a specific lack of ability in literacy grew as all children became entitled to a basic education. For the first time there was an expectation that all adults should be literate. Initially, it was proposed that specific difficulties in learn
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References

Creese, M. (1995) Effective Governors, Effective Schools; developing the partnership, London, David Fulton Publishers Ltd.
Creese, M. and Earley, P. (1999) Improving Schools and Governing Bodies, London, Routledge.
Governors in Suffolk Schools, www.suffolk.gov.uk

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5.4.2 When to evaluate accessibility

Technical and usable accessibility should be evaluated throughout the design life cycle, just as general usability should be. As with usability, the earlier in the process accessibility is evaluated the more likely the final product will be both technically and usably accessible. Accessibility can be evaluated or tested in early ideas and paper designs as well as prototype systems, and different aspects of accessibility can be evaluated at these different stages. For example, the general acce
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