Talentship and HR Measures Essay Sample
- Pages: 3
- Word count: 815
- Rewriting Possibility: 99% (excellent)
- Category: education
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Introduction of TOPIC
The purpose of the essay will be to introduce the delivery methods of Transition Educational Event workshop program using the theme from Barbazette, (2006) Contextual Analysis checklist questions. The content for the program is concerned with an educational workshop that will incorporate some of the elements from the module themes. The summary statement will describe if the contextual analysis appear to be a productive fit for achieving both learning goals and organizational goals.
The purpose of the essay will introduce the delivery method of Transition Educational Event workshop program approach that fit best for gaining the transition services knowledge and procedures of routine learning know-how. Using the content from Barbazette (2006), Tool 9.1, Contextual Analysis Checklist: How the training be delivered, is through large groups. There will be three sessions per day, three days per week giving a total of nine hours per week for sixteen weeks. In addition, there will be a blending of formats including (1) awareness, (2) instructional /procedural information and (3) hands-on learning (skill building).
The primary process pertains to the instructional information format that aims to share guidelines for developing instruction and interventions concerning the routines duties of the transition services offered to special needs individuals. Where will training be delivered? The transition workshop will consist of different school sites involved with the organization and synchronous training sessions at sites of the Organization however, one area where participants can establish a collaborative arrangement with students and parents is preparing them to be in the Physical/ Virtual classrooms. Older students may have concerns about being placed in such a setting. Teachers should identify the concerns that students have and discuss ways to address the concerns. There are a number of technology –based approaches that can enhance instruction and learning Jeffs, Morrison, Messenheimer, Rizza, & Banister, (2003).
Contextual Analysis The transition workshop will install the Blended option approach
The transition workshop educational instructional program considers the following: three days of the week, as training session days. The number of hours per day is three-hours, and three days per week total nine hours each week. The agreement list participants to be paid at hourly wages for attendance and district wide certified to be employed in special education after sixteen week completion of knowledge. One aspect of contextual analysis revealed for older students, Green, (1998) say,” the challenge for teachers is to find ways to encourage the use of context primarily when it assists in enhancing comprehension.” Polloway, Patton, & Serna, (2008) suggest that Instructional delivery presentation adaptation should provide experience that capitalize on location, use multisensory experiences and the uses of lecture-related adaptations.
The conclusion that summarizes a description about Transition Services workshop educational program if contextual analysis appears to be a positive fit for achieving both learning goals and organizational goals involve: direct instruction of social and self –determination skills employed in social skills instructions are structured for learning and straightforward instructions toward goals. Instructional delivery presentation adaptation should provide experiences that capitalize on location, use multisensory experiences and the uses of lecture-related adaptations. The challenge for teachers is to find ways to encourage the use of context primarily when it assists in enhancing comprehension. The Blended approach that combines face to face instructional methods technology mediated activities to form an integrated instructional approach. The instructional information format that aims to share guidelines for developing instructions and interventions concerning transition services routines duties
Barbazette, J. (2006). Training needs assessment, methods, tools, and techniques. Pfeiffer. Beirne-Smith, M., Patton, J., & Kim, S. (2006). Mental retardation: An introduction to intellectual disability (7th Ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Green, J. F. (1998). Another chance. Help for older students with limited literacy.
American Federation of Teachers, 74-79.
Individuals with Disabilities Education Act Amendments of 1997, (1998). 20 U. S. C. $140 Jeffs, T., Morrison, F., Messenheimer, T., Rizza, G. & Banister, S. (2003). A
retrospective analysis of technological advancements in special education. Retrieved
April 10, 2004, from http://www.haworthpress.com/store/products.asp?sku=J)25 Polloway, E. A., Patton, J. R., & Serna, L., (2008). Strategies for teaching learners with special
needs. (9th Ed). Pearson
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