QQI Level 5 Facilitating Learning Assignment Sample  Ireland

This assignment sample discusses the course “Facilitating learning 5N1753”. The course is aimed to make learners aware of the ways to facilitate individuals with intellectual disabilities so that they can develop and learn new skills and knowledge. The assignment sample discusses learning outcomes.

It also discusses various assessment techniques that are used to evaluate the skills and knowledge of the learners pursuing the course in context.

Facilitating learning (5N1753) Level 5 Course Learning Outcomes

The course on “Facilitating Learning 5N1753” has several outcomes of learning which are discussed in the assignment sample and they are as follows:-

Teaching strategies for effective learning for individuals with intellectual disabilities

There are teaching strategies that are available and they include the formation of small groups, using thematic instructions, mixing basics with instructions, provide various levels of study materials and books. The course in context provides more information in this regard.

Learning objectives for individuals

Individuals have certain learning objectives. There are criteria for prioritizing the learning objectives and the objective is to make the individual learn a course effectively. The course in context discusses the criteria for prioritizing the learning goals in detail.

Prompt categories used for skill teaching purposes

For skill teaching purposes gestural prompts, full verbal prompts, physical prompts, and partial physical prompts are used. The course in context helps students to understand prompt categories used to teach skills more clearly.

Explain fading of prompts

Prompt fading is the systematic removal of prompts that are paired with instructions so that the students can respond correctly. The course in context helps the students to know more about the fading of prompts.

List of stimuli for individuals having intellectual disabilities

Offering praises, cheering and clapping and offering hugs, and offering pats on the back are some stimuli for individuals having intellectual disabilities. The course in context helps to understand more in this regard.

Token economy system for learning

The course in context (Facilitating Learning 5N1753) helps to elaborate on how to design a token economy system for learning purposes. The objective is to make sure that disabled students can learn without much difficulty.

What is the purpose of using task analysis?

While teaching students task analysis finds importance. The objective of task analysis is to disintegrate tasks into teachable steps. The course in context helps to understand these things with clarity.

How to teach the steps of a task?

The course uses fading and prompting strategies so that the students can understand the steps associated with a task. The students can know more about these strategies by referring to the course in context.

Significance of documenting the progress of learning

Documenting the progress of learning is useful as it helps the teacher or trainer to understand the part of the curriculum that is left. There are steps associated with documenting and the course on Facilitating learning 5N1753 helps learners to know them.

Assess the progress in achieving objectives

Some steps are used by the teachers or trainers to assess the progress in achieving objectives. Such steps also allow the learners to evaluate their progress in learning skills. The course in context provides more data in this regard.

Understanding the styles of learning

There are several styles of learning and they include visual, aural, physical, verbal, social, logical, and solitary. The course helps to understand these learning styles and it helps to know how the senses are involved in the learning process.

What are the issues in processing, receiving, responding to, and storing information?

Disabled people have issues in processing, receiving, responding to, and storing information. The course on Facilitating learning 5N1753 allows the learners to understand the issues.

How an individual is motivated to study?

There are steps taken by teachers or trainers to motivate individuals so that they study. The course in context discusses all of these in detail.

Exploring intellectual disabilities

The course on Facilitating learning 5N1753 allows learners to explore intellectual disabilities concerning the various stages of cognitive development.

Prime stages of cognitive development

There are 4 stages of cognitive development and they include sensorimotor stages, preoperational stages, concrete operational stages, and formal operational stages.

Why balance in various life areas is important?

It is important to have balance in various life areas and this is because by having balance individuals can achieve well-being. More about this is discussed in the course in context.

Find out the life areas that are not in balance for intellectually disabled people

Intellectually disabled people have issues with problem-solving, learning, judgment, communication, and independent living. The course in context helps learners to know more in this regard.

How balance can be achieved for disabled persons?

The course highlights that balance in disabled people can be achieved by finding out the support requirements and linking them to learning objectives.

What is the difference between long, short, and medium-term objectives?

The difference between long, short, and medium-term objectives is fair simple and self-explanatory. However, the course in context provides full information in this regard.

The function of reinforcement in learning

Reinforcement like cheering, and showering words of praise encourages the disabled to learn. For more on this refer to the course on Facilitating Learning (5N1753).

How reinforcement can promote learning?

Much about how reinforcement can promote learning is discussed in the course context. Refer to the course on Facilitating Learning 5N1753.

Difference between intermittent and continuous reinforcement in learning

This is an assignment sample and it recommends the students to study the course Facilitating Learning 5N1753 to know in full the differences between intermittent and continuous reinforcement in learning.

Stages of the error correction process

Demonstrate or model the correct response, prompt the appropriate response, switch, and repeat the original instructions are the 4 stages of the error correction process. For more learn the course on Facilitating learning 5N1753 in full.

Opportunities that are available for facilitating learning

The course in context also allows the students or the learners to understand the various opportunities that are available for facilitating learning.

Get Answers of Facilitating learning (5N1753) QQI Level 5 from irelandassignments.ie

If you are a student pursuing the course on Facilitating learning 5N1753 then you need to sit for assessments upon completion of the course. The assessors accredited by the QQI use various assessment techniques like question papers, scorecards, project documents, and criteria for evaluation to assess the students.

The students have to sit for assignments (30%) and skill demonstrations (30%) and learner records (40%). On successful completion of the course, the students are awarded grades (pass/merit/distinctions) or certification and award (Minor).

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