# data[].attributes.headline
(6) SOW that incorporates the development of maths and english

# data[].attributes.subject
(6) SOW that incorporates the development of maths and english

# data[].attributes.headline
(4) Reflective Journal - professionalism entry is the last entry at the bottom of the page.

# data[].attributes.subject
(4) Reflective Journal - professionalism entry is the last entry at the bottom of the page.

# data[].attributes.headline
(3) Session plans for a minimum of 10 hours with evaluations.

# data[].attributes.subject
(3) Session plans for a minimum of 10 hours with evaluations.

# data[].attributes.headline
(2) Observation tutor ** click on file and the observation report comes after lesson plan**

# data[].attributes.subject
(2) Observation tutor ** click on file and the observation report comes after lesson plan**

# data[].attributes.body
4 x Holly Reynolds
3 x PGCE tutor
1 x UOB

# data[].attributes.headline
(8) How i use and promote ICT in teaching and e-learning tool analysis.                                                                                                                                                                                                 E-learning and e-teaching play a vital role in different educational contexts and particularly for my own pedagogy. For example, Socrative is an E-learning quiz and tool that I use regularly within my own teaching practice. The compatibility of Socrative on a wide array of devices actively promotes inclusive teaching practice within my sessions because I can guarantee learners will have access to one of the above devices. Therefore, enabling every learner to participate and at their own speed. Learners with dyslexia can alter the Socrative screen colour to blue so they can still participate on an equal paying ground. Learners with physical disabilities can be seated at a computer or device of their choice and minimal movement is required to select buttons on the device. Learners that suffer with anxiety or low confidence within the class can choose to not disclose their name within the quiz. Thus, ensuring they will participate whilst eliminating any stress they may get from this activity. Further to this, Socrative enables me to display a class leader board which shows me that every learner are participating in the quiz. Usually, the leader board produces a competitive attitude within the class where all of the learners are actively doing their best to win 1st place on the leader board. Therefore, this competitive attitude actively motivates every learner to participate and to the best of their ability. To conclude, the use of E-learning within my own teaching practice facilitates effective student-led classes that ensure every learner can participate and on a fair playing ground  

# data[].attributes.subject
(8) How i use and promote ICT in teaching and e-learning tool analysis.                                                                                                                                                                                                 E-learning and e-teaching play a vital role in different educational contexts and particularly for my own pedagogy. For example, Socrative is an E-learning quiz and tool that I use regularly within my own teaching practice. The compatibility of Socrative on a wide array of devices actively promotes inclusive teaching practice within my sessions because I can guarantee learners will have access to one of the above devices. Therefore, enabling every learner to participate and at their own speed. Learners with dyslexia can alter the Socrative screen colour to blue so they can still participate on an equal paying ground. Learners with physical disabilities can be seated at a computer or device of their choice and minimal movement is required to select buttons on the device. Learners that suffer with anxiety or low confidence within the class can choose to not disclose their name within the quiz. Thus, ensuring they will participate whilst eliminating any stress they may get from this activity. Further to this, Socrative enables me to display a class leader board which shows me that every learner are participating in the quiz. Usually, the leader board produces a competitive attitude within the class where all of the learners are actively doing their best to win 1st place on the leader board. Therefore, this competitive attitude actively motivates every learner to participate and to the best of their ability. To conclude, the use of E-learning within my own teaching practice facilitates effective student-led classes that ensure every learner can participate and on a fair playing ground  

# data[].attributes.attachment_link.title
Business L3 Yr1 Session 5 use for tomorrow

# data[].attributes.headline
(5) Peer observation with a specific focus on behavior management

# data[].attributes.subject
(5) Peer observation with a specific focus on behavior management

# data[].attributes.attachment_link.title
(5) Peer observation with a specific focus on behviour management

# data[].attributes.attachment_link.title
Observation Protocol 2017 katherine townsend report

# data[].attributes.headline
(1) A table showing a minimum of 100 teaching hours

# data[].attributes.subject
(1) A table showing a minimum of 100 teaching hours

# data[].attributes.headline
(13) Evidence of being involved in assessing work and giving feedback to learners

# data[].attributes.subject
(13) Evidence of being involved in assessing work and giving feedback to learners

# data[].attributes.attachment_link.title
Unit 4-Managing an event-assign- 1 (Kettering) feedback

# data[].attributes.headline
(2) & (3) Observation report and lesson plan 

# data[].attributes.subject
(2) & (3) Observation report and lesson plan 

# data[].attributes.body
The learning objectives for this session were; Recap interview techniques and carry out interviews. It will be discussed in more detail, however, these learning outcomes were achieved through the tailored activities in this session which the learners completed and resulted in the achievement of these outcomes. Moreover, differentiation and inclusive teaching was incorporated within this lesson through the use of role plays, pair work, peer assessment, supplying blue paper for dyslexic learners, extension tasks being available for the higher level learners.

The beginning of this session started with supplying the learners with and interview technique worksheet. The learners requested to work in pairs for this worksheet which I approved and was very beneficial as the learners were helping their partners and working together to come up with the correct answers. Moving onto the next part which was the graded interviews, the learners had to take turns in being the interviewer and interviewee. At the end of this they gave their partner feedback on how thye thought their performance has went, I then gave the pair feedback and typed up the grade for their interview on the BTEC assignment briefs. This process was then carried out until all of the learners had completed their interviews. Once this was done, the learners created a recruitment and selection crossword which would be the following lesson starter activity. This was something that the learners seemed to enjoy and perceived to be as a bit of fun. Again, reflecting on this I could see that my allowance of letting learners work in pairs did sometimes mean the learners topic of discussion did at time go a little off track. However, overall the learners worked well in pairs and as it promoted inclusion and differentiation within the session I think it was a good practice. Reflecting on this session, it could be deemed as a success as everyone within the group participated and all of the planned activities were completed which resulted in the achievement of the learning outcomes.

# data[].attributes.body
The learning objectives for this session were; Identify the different types of retail outlet and analyse the legal and safety aspects of producing a visual display. It will be discussed in more detail, however, these learning outcomes were achieved through the tailored activities in this session which the learners completed and resulted in the achievement of these outcomes. Moreover, differentiation and inclusive teaching was incorporated within this lesson through the use of supplying blue paper for dyslexic learners, extension tasks being available for the higher level learners and the use of video teaching methods.The beginning of this session started with lectured content around visual merchandising and the different type of retail outlets. The learners were actively listening and making notes as I had advised that this is key information relating to their assignment. Thus, reflecting on this it was a good idea to share this information because it ensured all learners paid attention and made sufficient notes for their assignment. Moving onto the next part of the session which was student led and required the learners to create a poster that demonstrated visual merchandising techniques. The learners expressed that they liked this because they could work in pairs to complete the task. Therefore, reflecting on this I could see that allowing the learners to work in pairs contributed towards differentiation and a collaborative approach towards achieving the task, which produced a nice classroom environment. Once this was done, I continued to lecture more on visual merchandising methods and the success factors for retail outlets. Again, reflecting on this I could see that my previous notification of the class being told this lectured content would be useful for their assignment help engage the learners and ensured they made written notes. Finally, the lesson was finished on a video that covered the legal and ethical considerations relating to visual merchandising. Again, the choice of a video to deliver this part of the lesson was very beneficial as it was a more visual and audio way of learning a particular topic, thus, catering to a wide variety of different learning needs within my class. Reflecting on this session, it could be deemed as a success as it incorporated elements of Maslow’s motivational theory through reaching the learners at the sense and belonging level by allowing learners to work together to complete tasks, and embrace the social and friendships they have within the class.

# data[].attributes.headline
(6) Evidence of identifying and supporting learners maths skills. Maths starter embedded in the beginning of session & ICT promoted in session with an online quiz activity.

# data[].attributes.subject
(6) Evidence of identifying and supporting learners maths skills. Maths starter embedded in the beginning of session & ICT promoted in session with an online quiz activity.

# data[].attributes.body
It is important to recognize that i identified my learners Maths skills very early on when i looked at their GCSE Maths grades from the group profile. This then helped me determine what level I needed to be setting my Maths starter activities at to ensure my learners were improving on their existing Maths skills.

# data[].attributes.headline
(6) Evidence of supporting learners English skills with an English starter activity embedded within my session. It is important to recognize that i identified my learners English skills very early on when i looked at their GCSE english grades from the group profile. This then helped me determine what level i needed to be setting my english starter activities at to ensure my learners were improving on their existing english skills.

# data[].attributes.subject
(6) Evidence of supporting learners English skills with an English starter activity embedded within my session. It is important to recognize that i identified my learners English skills very early on when i looked at their GCSE english grades from the group profile. This then helped me determine what level i needed to be setting my english starter activities at to ensure my learners were improving on their existing english skills.

# data[].attributes.body
(14) Evidence of involvement in activity outside of normal teaching commitments - Taster session which i created for the college's open evening .

# data[].attributes.attachment_link.title
(14) Evidence of involvement in activity outside of teaching commitment - Taster session i prepared for the college's business courses open evening

# data[].attributes.body
(12) Evidence to demonstrate your understanding of self-assessment within your subject area.

I have collected and analysed a wide range of secondary data from my business level 3 students which include retention rates, success rates, and achievement and high grades. The purpose of collecting this data was to analyse the results and draw up some conclusions that could help improve the business level 3 course at Tresham College. Reflecting on my results for the data collected you can see that the retention and first time pass rate could be improved for the business level 3 course. The ways in which this the first time pass rate and retention rate could be improved is by us implementing a stricter recruitment and selection process for our business level 3 course. This can be done by supplying pre-entry tests for the learners to complete within an allocated time during the open evening and placing great emphasis on how academically challenging the course is when we are meeting potential learners at the open evening. Thus, with these new suggested actions in place during the open evening it could act as a preventative measure and deter those students that are not one hundred percent sure on whether they want to do the course, or the students that are taking the course because they think it will be easier than A levels. Which should hopefully help raise our retention rates because this might influence the more dedicated and passionate students to enrol each year. Further to this, the implementation of pre-tests to assess the potential business learners ability at the open evenings may also help raise the first time pass rate, because if the learners do badly they might realise that they will be required to work harder than they originally thought they would have to. Therefore, motivating the students to work harder and potentially raising the first time pass rate. However, the data collected doe in fact show some positives with a 100% pass rate and a 66.7% high grades rate. Therefore, this demonstrates that we have a strong high grade percentage which would suggest that the teaching practice and assessment methods I use for my business level 3 learners is very effective, and the majority of the learners we have recruited on the course are suitable and capable of achieving Distinction and Merit grades.

# data[].attributes.body
(11) Evidence of how you have used feedback from your observation to plan development targets - relates to observation feedback from H/Reynolds on 09/10/18 unit 2 - developing a marketing campaign

# data[].attributes.attachment_link.title
(11) Evidence of how you have used feedback from your observations to plan developmental targets

# data[].attributes.headline
(7) Evidence of collaboration with peers

# data[].attributes.subject
(7) Evidence of collaboration with peers

# data[].attributes.attachment_link.title
(7) Evidence of collaboration with peers

# data[].attributes.headline
(13) Evidence of being involved in assessing work and giving feedback to learners

# data[].attributes.subject
(13) Evidence of being involved in assessing work and giving feedback to learners

# data[].attributes.attachment_link.title
HNC Small Business assignment 2 Final Copy feedback

# data[].attributes.body
Artifact presentation

# data[].attributes.body
(14) Evidence of activity outside of normal teaching commitments - Prevent training certificate

# data[].attributes.headline
Developing a marketing campaign lesson plan

# data[].attributes.subject
Developing a marketing campaign lesson plan

# data[].attributes.body
The learning objectives for this session were; Recall learning aims A2, B1, B2, C3 & C4, Identify and develops the gaps in own knowledge and create a revision crossword for next lessons starter activity. It will be discussed in more detail, however, these learning outcomes were achieved through the tailored activities in this session which the learners completed and resulted in the achievement of these outcomes. Moreover, differentiation and inclusive teaching was incorporated within this lesson through the use of online quiz’s and assessment, pair work, supplying blue paper for dyslexic learners, extension tasks being available for the higher level learners.

The beginning of this session started with an online Socrative that covered learning aims A2, B1, B2, C3 & C4. The learners seemed to really enjoy this, and all learners achieved at least 70% when the quiz totalled their overall score from the test, which I think was a success in demonstrating their recall ability of things they had already learned. Moving onto the next part which was the development of a learning tool that would help them develop the gaps in their knowledge which was identified from their online quiz results. The learners were able to choose what type of learning/revision tool they create such as  a padlet, video, voice note, poster, prezi and the learners expressed that they liked being able to choose what type of revision tool they created. Once this was done, the learners created a revision crossword which would be the following lesson starter activity. This was something that the learners seemed to enjoy and perceived to be as a bit of fun. Finally, the last activity was a research task on advertising and the AIDA model in which they could work in pairs. The use of pair work was very effective at promoting inclusion and ensuring everyone was involved. Again, reflecting on this I could see that my allowance of letting learners work in pairs and use their mobile phones to research actively prevented them from using their mobile as a distraction, but working in pairs did sometimes mean the learners topic of discussion did at time go a little off track. However, overall the learners worked well in pairs and as it promoted inclusion and differentiation within the session I think it was a good practice. Reflecting on this session, it could be deemed as a success as everyone within the group participated and all of the planned activities were completed which resulted in the achievement of the learning outcomes.

# data[].attributes.attachment_link.title
Developing a marketing campaign lesson plan

# data[].attributes.body
(10) risk taking microteach feedback part 2

# data[].attributes.body
(10) risk taking microteach observation part 1

# data[].attributes.body
(10) risk taking microteach General Disclaimer

# data[].attributes.body
(10) risk taking Microteach lesson feedback forms

# data[].attributes.body
Peer obsvation

# data[].attributes.headline
The learning objectives for this session were; Identify the internal and external factors that may affect a marketing campaign and evaluate the impact of ethical and legal considerations. It will be discussed in more detail, however, these learning outcomes were achieved through the tailored activities in this session which the learners completed and resulted in the achievement of these outcomes. Moreover, differentiation and inclusive teaching was incorporated within this lesson through the use of pair work, supplying blue paper for dyslexic learners, extension tasks being available for the higher level learners and the use of video teaching methods.The beginning of this session started with lectured content around organisational goals. The majority of learners were actively listening but a few were dis-engaged and playing on their phones. Reflecting on this, I could have perhaps emphasised the importance of this first part of the lesson to get more of the learners on board. Moving onto the next part of the session which was a video explaining SWOT analysis. The learners expressed that they liked this and when I asked them questions about what was explored in the video the whole class were very responsive with detailed answers to my questions. Therefore, reflecting on this I could have perhaps started my session with the video to as it demonstrated to be more effective in engaging the whole class then my initial lectured content at the beginning of the session. Once this was done, the learners had to carry out a research task on PESTLE. Again, reflecting on this I could see that my allowance of letting learners work in pairs and use their mobile phones to research actively prevented them from using their mobile as a distraction, but working in pairs did sometimes mean the learners topic of discussion did at time go a little off track. However, overall the learners worked well in pairs and as it promoted inclusion and differentiation within the session I think it was a good practice. At the end of this activity, we re-grouped and the learners provided me with the information they gathered and I provided tailored feedback to the learners, which I could see actively promoted their sense of belonging and self-esteem in relation to their research skills and subject knowledge. Finally, the lesson was finished on a video that covered legal and ethical considerations. Again, the choice of a video to deliver this part of the lesson was very beneficial as it was a more visual and audio way of learning a particular topic, thus, catering to a wide variety of different learning needs within my class. Reflecting on this session, it could be deemed as a success as it incorporated elements of Maslow’s motivational theory by motivating the learners at the higher levels of love and belongings and self-esteem by me allowing the learners to work in pairs and providing the learners with tailored feedback that built the learners confidence and showed them that they are capable of achieving, which contributed towards the learners confidence and self-esteem.

# data[].attributes.subject
The learning objectives for this session were; Identify the internal and external factors that may affect a marketing campaign and evaluate the impact of ethical and legal considerations. It will be discussed in more detail, however, these learning outcomes were achieved through the tailored activities in this session which the learners completed and resulted in the achievement of these outcomes. Moreover, differentiation and inclusive teaching was incorporated within this lesson through the use of pair work, supplying blue paper for dyslexic learners, extension tasks being available for the higher level learners and the use of video teaching methods.The beginning of this session started with lectured content around organisational goals. The majority of learners were actively listening but a few were dis-engaged and playing on their phones. Reflecting on this, I could have perhaps emphasised the importance of this first part of the lesson to get more of the learners on board. Moving onto the next part of the session which was a video explaining SWOT analysis. The learners expressed that they liked this and when I asked them questions about what was explored in the video the whole class were very responsive with detailed answers to my questions. Therefore, reflecting on this I could have perhaps started my session with the video to as it demonstrated to be more effective in engaging the whole class then my initial lectured content at the beginning of the session. Once this was done, the learners had to carry out a research task on PESTLE. Again, reflecting on this I could see that my allowance of letting learners work in pairs and use their mobile phones to research actively prevented them from using their mobile as a distraction, but working in pairs did sometimes mean the learners topic of discussion did at time go a little off track. However, overall the learners worked well in pairs and as it promoted inclusion and differentiation within the session I think it was a good practice. At the end of this activity, we re-grouped and the learners provided me with the information they gathered and I provided tailored feedback to the learners, which I could see actively promoted their sense of belonging and self-esteem in relation to their research skills and subject knowledge. Finally, the lesson was finished on a video that covered legal and ethical considerations. Again, the choice of a video to deliver this part of the lesson was very beneficial as it was a more visual and audio way of learning a particular topic, thus, catering to a wide variety of different learning needs within my class. Reflecting on this session, it could be deemed as a success as it incorporated elements of Maslow’s motivational theory by motivating the learners at the higher levels of love and belongings and self-esteem by me allowing the learners to work in pairs and providing the learners with tailored feedback that built the learners confidence and showed them that they are capable of achieving, which contributed towards the learners confidence and self-esteem.

# data[].attributes.body
The learning objectives for this session were; Discuss the content of the marketing message and Identify appropriate methods of media to use within a marketing campaign. It will be discussed in more detail, however, these learning outcomes were achieved through the tailored activities in this session which the learners completed and resulted in the achievement of these outcomes. Moreover, differentiation and inclusive teaching was incorporated within this lesson through the use of supplying Blue paper for dyslexic learners, Extension tasks being available for the higher level learners and the use of video teaching methods.

The beginning of this session started with lectured content around promotional techniques. The learners were actively listening and making notes with minimal chatting. Reflecting on this, learners paid attention and made sufficient notes which could have been caused by me notifying the learners that this could be in their exam. Thus, making this a good piece of information to tell the learners to ensure they are all making sufficient notes and paying attention. Moving onto the next part of the session which was a video exploring target audiences. The learners expressed that they liked this and asked if we could watch more videos around demographics and segmentation. However, I did not allow this because I already had the next part of the session planned. Therefore, reflecting on this I could have perhaps negotiated with the learners and arranged to watch their suggested and then did my next planned task, which might have built an even greater rapour between myself and the learners. Once this was done, the learners had to carry out a research task on the marketing mix. Again, reflecting on this I could see that my allowance of letting learners use their mobile phones to research actively prevented them from using their mobile as a distraction, which can sometimes be an issue within this group and was a good decision as all learners completed the task. At the end of this activity, we re-grouped and the learners provided me with the information they gathered and I provided tailored feedback to the learners, which I could see actively promoted their self-esteem in relation to their research skills and subject knowledge. Finally, the lesson was finished on a video that covered digital marketing. Again, the choice of a video to deliver this part of the lesson was very beneficial as it was a more visual and audio way of learning a particular topic, thus, catering to a wide variety of different learning needs within my class. Reflecting on this session, it could be deemed as a success as it incorporated elements of Maslow’s motivational theory through reaching the learners at the self-esteem and self-actualisation levels by me providing the learners with tailored feedback that built the learners confidence and showed them that they are capable of achieving which contributes towards the learners idea of self-actualization and achieving the best grades they can on the course.

# data[].attributes.headline
The learning objectives for this session were; Identify the different types of sizes, structures and trends in the market and evaluate the focus of research and the effectiveness of the selection process. It will be discussed in more detail, however, these learning outcomes were achieved through the tailored activities in this session which the learners completed and resulted in the achievement of these outcomes. Moreover, differentiation and inclusive teaching was incorporated within this lesson through the use of peer reviewed work, pair work, supplying blue paper for dyslexic learners, extension tasks being available for the higher level learners and the use of video teaching methods.The beginning of this session started with lectured content involving market size. The majority of learners were actively listening, so it was a success but this lesson did have many absences and wasn’t as large as normal. Moving onto the next part of the session which was a video explaining market trends. The learners expressed that they liked this and when I asked them questions about the video I received a few good answers. Once this was done, the learners had to carry out a research task on market competition which they could work in pairs then they had to swap their work with the pair next to them when finished for marking. The use of peer reviewed marking actively promoted differentiation in this session and the pair work was very effective at promoting inclusion and ensuring everyone was involved. Again, reflecting on this I could see that my allowance of letting learners work in pairs and use their mobile phones to research actively prevented them from using their mobile as a distraction, but working in pairs did sometimes mean the learners topic of discussion did at time go a little off track. However, overall the learners worked well in pairs and as it promoted inclusion and differentiation within the session I think it was a good practice. Finally, the lesson was finished on a video that covered market structure Again, the choice of a video to deliver this part of the lesson was very beneficial as it was a more visual and audio way of learning a particular topic, thus, catering to a wide variety of different learning needs within my class. Reflecting on this session, it could be deemed as a success as everyone within the group participated and all of the planned activities were completed which resulted in the achievement of the learning outcomes.

# data[].attributes.subject
The learning objectives for this session were; Identify the different types of sizes, structures and trends in the market and evaluate the focus of research and the effectiveness of the selection process. It will be discussed in more detail, however, these learning outcomes were achieved through the tailored activities in this session which the learners completed and resulted in the achievement of these outcomes. Moreover, differentiation and inclusive teaching was incorporated within this lesson through the use of peer reviewed work, pair work, supplying blue paper for dyslexic learners, extension tasks being available for the higher level learners and the use of video teaching methods.The beginning of this session started with lectured content involving market size. The majority of learners were actively listening, so it was a success but this lesson did have many absences and wasn’t as large as normal. Moving onto the next part of the session which was a video explaining market trends. The learners expressed that they liked this and when I asked them questions about the video I received a few good answers. Once this was done, the learners had to carry out a research task on market competition which they could work in pairs then they had to swap their work with the pair next to them when finished for marking. The use of peer reviewed marking actively promoted differentiation in this session and the pair work was very effective at promoting inclusion and ensuring everyone was involved. Again, reflecting on this I could see that my allowance of letting learners work in pairs and use their mobile phones to research actively prevented them from using their mobile as a distraction, but working in pairs did sometimes mean the learners topic of discussion did at time go a little off track. However, overall the learners worked well in pairs and as it promoted inclusion and differentiation within the session I think it was a good practice. Finally, the lesson was finished on a video that covered market structure Again, the choice of a video to deliver this part of the lesson was very beneficial as it was a more visual and audio way of learning a particular topic, thus, catering to a wide variety of different learning needs within my class. Reflecting on this session, it could be deemed as a success as everyone within the group participated and all of the planned activities were completed which resulted in the achievement of the learning outcomes.

# data[].attributes.body
The learning objectives for this session were; Discuss and set SMART targets, Identify the different types of Data & Evaluate data research methods and their effectiveness in regards to data collecting tasks. It will be discussed in more detail, however, these learning outcomes were achieved through the tailored activities in this session which the learners completed and resulted in the achievement of these outcomes. Moreover, differentiation and inclusive teaching was incorporated within this lesson through the use of pair work, supplying blue paper for dyslexic learners, extension tasks being available for the higher level learners and the use of video teaching methods.

The beginning of this session started with lectured content regarding marketing objectives. The majority of learners were actively listening, so it could be deemed a success. Moving onto the next part which was mini test on the content just taught, all learners answered at least 5 out of 10 answers correctly which again shows good recollection and learning from the prior activity. Once this was done, the learners had to carry out a research task on data collection methods in which they could work in pairs. The use of pair work was very effective at promoting inclusion and ensuring everyone was involved. Again, reflecting on this I could see that my allowance of letting learners work in pairs and use their mobile phones to research actively prevented them from using their mobile as a distraction, but working in pairs did sometimes mean the learners topic of discussion did at time go a little off track. However, overall the learners worked well in pairs and as it promoted inclusion and differentiation within the session I think it was a good practice. Finally, the lesson was finished on a video that covered marketing planning. Again, the choice of a video to deliver this part of the lesson was very beneficial as it was a more visual and audio way of learning a particular topic, thus, catering to a wide variety of different learning needs within my class. Reflecting on this session, it could be deemed as a success as everyone within the group participated and all of the planned activities were completed which resulted in the achievement of the learning outcomes.

# data[].attributes.attachment_link.title
LTA Peer Walkthrough Form (Katherine Townsend)