Class teaching

Class teaching is applied when all students learn the same thing at more or less the same time and rate.

The example below endeavours to illustrate how this teaching mode can effective utilise the peer review approach.

Unit 36: Task P1:  Learner is required to outline an initial business idea using relevant criteria

The learner is required to present their initial business idea using relevant criteria and describe how to identify the target market for their - idividualised - business idea. The learner needs to identify a potential business venture for self-employment. The best way to do this is to - collaborate - brainstorm ideas along with some of the learners colleagues.

The following is a range of criteria - (each 50-100 words) - that the learner must use to make a detailed justification of their plan:

1. The chosen business type.
2. The aims and objectives.
3. The unique selling point and the competitive edge you will have.
4. Potential demand for the new business.
5. How the learner will balance their personal and business needs.
6. The estimated or potential profitability.
7. Business trends.
8. PEST analysis.
9. The management of self-esteem.
10. How a business plan will help the learner ensure that the business venture is a success.

A Peer-Mark assignment based on past students Unit 36: Task P1 paper assignment will provide new students - exposure to variety of approaches to the same task. Also, the activity will engage students in critical thinking i.e. emphasising the process not the final product.

Example of Peer-Mark (Step 1, Step 2 and Step 3) settings for this example.

Example of how Task P1 should look - Teacher's Example

Resource-based learning (RBL)

Resource-based learning (RBL) is applied when students learn the same thing but at different learning rate and may start the programme at different times or at different starting points.

The example below - which promotes independent learning - endeavours to illustrate how this teaching mode can effective utilise the peer review approach via a spread-sheet template.

Unit 37: P4 (b): Know the financial aspects that will affect the start up of the business

For this part of the assignment the learner is required to outline the financial aspects: personal survival budget; cost of premises, equipment and supplies; running costs; employing staff; pricing policy; break even; cash flow forecasting; profit and loss budgets/accounts; sources of finance e.g. grants, loans, borrowing, sponsorship; record keeping.

The hyperlinked Profit and Loss + Cash-flow-forecast spread-sheets provides - the (ILT) Information and Communication Technology simulation tool for - the (potential) independent learner to generate many financial scenarios. This resource is also supported by the Unit's SOW (Scheme of work) and accompanying related online resources - see weeks: 27-30 (Financial Aspects 1, 2 and 3).

This Peer-Mark assignment based on past students Unit 36: Task P4 (b) Finanical Aspects paper assignment will provide new students with a full-financial model to use as a bench-mark. Also, the activity will engage students in critical thinking i.e. emphasising the process not the final product.

Example of Peer-Mark (Step 1, Step 2 and Step 3) settings for this example.

To magnify - click on spread-sheets 

Self-directed learning

Self-directed learning is applied when students learn different thing at different rates. Students set their own goals and decide their own learning activities during negotiation with the teacher. This humanistic approach is often used for developing difficult skills, such as, easy writing, creative work, or study skills.

Using the general stated objectives below. This Peer-Mark assignment - based on Unit 36: Starting a small business (Task4: P3  paper assignment) - will provide new students with a Skill-development model to use as a bench-mark for their self-directed learning:

• Identify skills required to run the business.
• Identify personal skills contribution.
• Identify any skills gap & development needs.

Learners can access the “Peer-Mark” activity - located on Turn-It-In (UK) - once they have upload their completed draft copy of Unit 36: Task 4: P3 (Self-directed) to Turn-It-In (UK).

This activity will afford the following opportunities:

1. Providing exposure to variety of approaches to the same task.
2. Engaging students in critical thinking.
3. Providing collaboration amongst peers.
4. Engaging students in evaluation.
5. Anonymous reviews / Pair options.
6. Emphasising the process not the final product.

Example of how Task4: P3 should look - Example from past student's web-log.