Placement Learning Agreement

The apprenticeship agreement is divided into several sections; This section outlines the student`s learning goals for the internship. These must be formatted in SMART format (specific, measurable, achievable, realistic, temporal). A useful prefix to help students write these goals is: “At the end of the internship, I will be able to do so,… No more than 6 objectives should be set at the beginning of mediation, but more can be added during conciliation, as the learning agreement is considered a working paper that is reflected in the production on the progressive learning gains. The apprenticeship agreement is the structure by which the student and tutor develop and describe the details of the field training course. Some students choose to follow this section in a structured format and approach this section by taking a gradual approach to how to achieve the goal. This is recommended at pre-placement pre-placement meetings. Students must work with their clinical/practical educator to establish a learning agreement that helps guide their learning. This should be done through negotiation between the student and the clinical teacher until the end of the first week of a full-time internship. Before the internship, students are encouraged to perform a SWOT analysis for the internship, after taking into account the area in which they will learn and getting what they want to get with some ideas. Students are also encouraged to complete a learning style questionnaire to help them see how they learn most effectively so they can apply it in practice. For the learning agreement to have maximum impact on the learning process, it must be reviewed weekly and modified throughout learning based on the student`s progress. If goals are achieved, new goals can be added if necessary.

This review is a bipartisan process and should involve both the clinical/practical educator and the students. In the first negotiations on the apprenticeship agreement, it is useful to agree on how and when to revise the apprenticeship agreement. This section contains information on the resources available to achieve their goals, as well as strategies they can use to achieve their goals. Students are encouraged to follow this as a development process that they will take to achieve the agreed goal and that the approach reflects their identified learning style. This may include: – For each task, please trace the resources available to help and educate you. Resources can be placement people, courses you have taken or are about to take, reading assigned to intermediation, or your professional or personal experience. It should come from the general learning objective of the student who informs the arts of the ministry that the student wishes to develop. This identifies the different tasks that the student will perform on the field teaching site. There should be general coherence between all of these parties. Taking into account the arts of the ministry and the themes and areas you want to address, describe each task agreed upon in this placement. Include the arts of service to which each task refers. Describe each task as accurately as possible.

If you preach z.B. indicate how many times in the year and the data is known. If you plan programs and events, you indicate the dates and responsibilities of each event. In a few sentences or a short paragraph, indicate your general expectations for this learning experience in light of your professional and professional goals. For example, what prompted you to choose this attitude as a field training placement? This section contains information on the time frame at which the goal is reached.

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