TADCOM200 : ASESSNG TRAING NEEDS
Mr. Huth demonstrated this competency by documenting and integrating his learning from work he carried out at Cambridge Learning Center, as a peer tutor in the College of Public & Community Service for the New England Home for Little Wanderers, as a trainer at City Mill, Honolulu Hawaii, and in his role as special education assistant for the Department of Education in Honolulu, Hawaii. He demonstrated skills in behavioral management peer tutoring, flip charting and micro-tasking. Mr. Huth demonstrated his learning for the competencies in this concentration by creating a video based on, and responding to, the criteria and standards of each of the required the competencies. He did this by applying new learning, project based learning, prior learning, and independent study. The video is a creative way to demonstrate learning and can serve as a training device. He produced very impressive work! In his work on assessment, John after his initial submission and the evaluation of that competency, reflected on his work and analyzed his mistakes. By so doing, he was able to distill the importance of assessment, including the need for specific assessment tools in different situations. He is now able to identify key components of assessment, and he is now able to use a spectrum of assessment tools with differently-abled learners.
TADCOM300 : DESGNG A CURRICULUM
TADCOM320 : TRAING IMPLEMENTATN
Mr. Huth demonstrated this competency by documenting and integrating his learning from work he carried out at Cambridge Learning Center, as a peer tutor in the College of Public & Community Service for the New England Home for Little Wanderers, as a trainer at City Mill, Honolulu Hawaii, and in his role as special education assistant for the Department of Education in Honolulu, Hawaii. He demonstrated skills in behavioral management peer tutoring, flip charting and micro-tasking. Mr. Huth demonstrated his learning for the competencies in this concentration by creating a video based on, and responding to, the criteria and standards of each of the required the competencies. He did this by applying new learning, project based learning, prior learning, and independent study. The video is a creative way to demonstrate learning and can serve as a training device. He produced very impressive work! In his video, John discussed and explained various strategies he learned and skillfully applied in diverse settings. These include ABA, Behavioral Modification, behavioral micro-tasking, and flip charting. For each of these he discussed how he actually used them in his work. His video included a short piece of the micro-tasking with special education youth. There was a noticeable impact, and Mr. Huth demonstrated a strong and impressive command of the technique.
TADCOM400 : EVAL TRAING SEQUENCE
Mr. Huth demonstrated this competency by documenting and integrating his learning from work he carried out at Cambridge Learning Center, as a peer tutor in the College of Public & Community Service for the New England Home for Little Wanderers, as a trainer at City Mill, Honolulu Hawaii, and in his role as special education assistant for the Department of Education in Honolulu, Hawaii. He demonstrated skills in behavioral management peer tutoring, flip charting and micro-tasking. Mr. Huth demonstrated his learning for the competencies in this concentration by creating a video based on, and responding to, the criteria and standards of each of the required the competencies. He did this by applying new learning, project based learning, prior learning, and independent study. The video is a creative way to demonstrate learning and can serve as a training device. He produced very impressive work! Mr. Huth used multiple evaluation methods and submitted documentation of each. From his work in City Mill he submitted employee feedback forms. A letter from a supervisor attested to his skills in this area, and his own self-evaluation was presented on the video he created for these competencies. In addition he utilized the three pocket folder for teachers which served to help evaluations, and he provided copies of student questionnaires.
Mr. Huth demonstrated this competency by documenting and integrating his learning from work he carried out at Cambridge Learning Center, as a peer tutor in the College of Public & Community Service for the New England Home for Little Wanderers, as a trainer at City Mill, Honolulu Hawaii, and in his role as special education assistant for the Department of Education in Honolulu, Hawaii. He demonstrated skills in behavioral management peer tutoring, flip charting and micro-tasking. Mr. Huth demonstrated his learning for the competencies in this concentration by creating a video based on, and responding to, the criteria and standards of each of the required the competencies. He did this by applying new learning, project based learning, prior learning, and independent study. The video is a creative way to demonstrate learning and can serve as a training device. He produced very impressive work! In his work on assessment, John after his initial submission and the evaluation of that competency, reflected on his work and analyzed his mistakes. By so doing, he was able to distill the importance of assessment, including the need for specific assessment tools in different situations. He is now able to identify key components of assessment, and he is now able to use a spectrum of assessment tools with differently-abled learners.
TADCOM300 : DESGNG A CURRICULUM
TADCOM320 : TRAING IMPLEMENTATN
Mr. Huth demonstrated this competency by documenting and integrating his learning from work he carried out at Cambridge Learning Center, as a peer tutor in the College of Public & Community Service for the New England Home for Little Wanderers, as a trainer at City Mill, Honolulu Hawaii, and in his role as special education assistant for the Department of Education in Honolulu, Hawaii. He demonstrated skills in behavioral management peer tutoring, flip charting and micro-tasking. Mr. Huth demonstrated his learning for the competencies in this concentration by creating a video based on, and responding to, the criteria and standards of each of the required the competencies. He did this by applying new learning, project based learning, prior learning, and independent study. The video is a creative way to demonstrate learning and can serve as a training device. He produced very impressive work! In his video, John discussed and explained various strategies he learned and skillfully applied in diverse settings. These include ABA, Behavioral Modification, behavioral micro-tasking, and flip charting. For each of these he discussed how he actually used them in his work. His video included a short piece of the micro-tasking with special education youth. There was a noticeable impact, and Mr. Huth demonstrated a strong and impressive command of the technique.
TADCOM400 : EVAL TRAING SEQUENCE
Mr. Huth demonstrated this competency by documenting and integrating his learning from work he carried out at Cambridge Learning Center, as a peer tutor in the College of Public & Community Service for the New England Home for Little Wanderers, as a trainer at City Mill, Honolulu Hawaii, and in his role as special education assistant for the Department of Education in Honolulu, Hawaii. He demonstrated skills in behavioral management peer tutoring, flip charting and micro-tasking. Mr. Huth demonstrated his learning for the competencies in this concentration by creating a video based on, and responding to, the criteria and standards of each of the required the competencies. He did this by applying new learning, project based learning, prior learning, and independent study. The video is a creative way to demonstrate learning and can serve as a training device. He produced very impressive work! Mr. Huth used multiple evaluation methods and submitted documentation of each. From his work in City Mill he submitted employee feedback forms. A letter from a supervisor attested to his skills in this area, and his own self-evaluation was presented on the video he created for these competencies. In addition he utilized the three pocket folder for teachers which served to help evaluations, and he provided copies of student questionnaires.
