1.3 Explain Own Role And Responsibilities In Lifelong Learning Analysis

City and Guilds 6302 Award in Preparing to Teach in the Lifelong Learning Sector
Unit 002 Understand Inclusive Learning and Teaching in Lifelong Learning
Assessment Task 2
By
Allan Birch
28/03/2012

Longman Dictionary defines Understand as fact/idea “to know or realize how a fact, process, situation etc. works, especially through learning or experience”.
1.1 Summarise learning and teaching strategies used in own specialism
To ensure all students gain the most from the learning taking place, consideration must be based on the particular learning style for each individual. This is done on the initial assessment to determine the various styles of learning. Fleming (2011) stated that people can be grouped into four styles of learning:
My role as a teacher/trainer is to teach the subject in a way that actively involves and engages students during every session, whilst using clear language at an appropriate level and in terms the students will understand and motivating them to want to learn more.
I am responsible for following the training plan and the designing of lesson plans and course structure which fulfil the student’s requirements and course outcomes required by the Awarding Bodies for teaching and assessing standards. I am only able to Teach, Assess or train in the areas where I am fully qualified either as a subject matter expert or trained and qualified to teach a subject.
1.4 Explain own role and responsibilities in identifying and meeting the needs of the learners.
The teaching and learning cycle (A. Gravells, Edition 5 PTLLS p10/11) is a continuous cycle that can start at any stage, however all stages must be addressed for teaching and learning to be effective. Ensuring that you are on time, organised and enthusiastic will show the students you are professional and reliable. By establishing routines and following up any queries will help in building a rapport with the students and make the session comfortable, fun and encourage participation from all involved. Figure 1.1 below shows the learning cycle. Also an explanation on each phase will be
Ann Gravells identifies this area as “finding out the needs of the organisation and the learner”.
The second stage of the Teacher/Training Cycle is Planning or Designing. Ann Gravells describes this phase as “preparing the environment, suitable delivery resources and hand-outs.”
The third part of the Teacher/Training Cycle is Facilitating Learning. Ann Gravells describes this section as “teaching and facilitating learning using a variety of approaches”.
The fourth stage of the Teacher/Training cycle is Assessing Learning. Ann Gravells describes this as “ensuring your learners have learnt the necessary skills and knowledge”.
The final stage of the Teacher/Training Cycle is Quality Assurance and Evaluation. On this stage Anne Gravells describes it as “obtaining feedback from the others and evaluating yourself in order to modify or make changes for the future”.

Using the Teacher and Learning cycle will assist in learning but other factors need to addressed such as Organisational needs, Teacher needs and Student’s needs. Being proactive and noticing potential needs before they become issues, might alleviate student’s concerns. Table 1.1 below shows examples of potential