Ptlls Edexcel
According to Minton (2003) establishment of good practice in teaching means a repeated cycle of preparation, teaching and review”. “Teaching is a continuous process which follows a series of steps to ensure effective learning and (Wilson, 2009). There are five steps in the teaching/training cycle; identifying needs, planning/designing, facilitating, assessing and evaluating. Teachers have a role/responsibility and boundaries. Each step in the cycle requires specific roles and responsibilities of the teachers to enhance the overall results. Similarly at each stage the teacher has to perform within certain boundaries.
Figure: The Teaching Cycle
The foremost responsibility of the teacher is to identify the needs of those learners before the course starts. According to Walklin (1994) “A needs analysis is client-centred and may include training needs related to an individual, group, industrial or commercial enterprise institution or other external agency”. Generally every student has some common needs such as the need for good lighting, heating or a chair to sit on, etc. But their are certain individual needs, normally such needs are assessed by the help of the information gained from the student enrolment form. Such needs include learning support for students with learning difficulties Minton (2003) argued that “these needs are less tangible or observable and there for more difficult to analyse”.
Once the needs of the learner are identified, it is the role and the responsibility of the teacher to ensure that these needs are met effectively. While planning and designing the scheme of work, lesson plans, presentations and handouts the teacher should keep in mind generalised and individual student needs. As every learner has a different learning style, teacher should also consider the methods of teaching that will best suit the learners and the size of the group. There are many tangible and intangible boundaries that will affect the teachers planning such as
Figure: The Teaching Cycle
The foremost responsibility of the teacher is to identify the needs of those learners before the course starts. According to Walklin (1994) “A needs analysis is client-centred and may include training needs related to an individual, group, industrial or commercial enterprise institution or other external agency”. Generally every student has some common needs such as the need for good lighting, heating or a chair to sit on, etc. But their are certain individual needs, normally such needs are assessed by the help of the information gained from the student enrolment form. Such needs include learning support for students with learning difficulties Minton (2003) argued that “these needs are less tangible or observable and there for more difficult to analyse”.
Once the needs of the learner are identified, it is the role and the responsibility of the teacher to ensure that these needs are met effectively. While planning and designing the scheme of work, lesson plans, presentations and handouts the teacher should keep in mind generalised and individual student needs. As every learner has a different learning style, teacher should also consider the methods of teaching that will best suit the learners and the size of the group. There are many tangible and intangible boundaries that will affect the teachers planning such as
References: ASEC (2010). http://www.asec.net/tses/referral.htm (accessed on 30/04/2010) Curzon, L. B. (2003) Teaching in further eduction, 6th edition, London, Continuum. P 412 Gravells A. (2008) Preparing to Teach in the Lifelong Learning Sector 3rd edition, Exeter: Learning Matters Ltd. P. 513 Minton, D. (2003) Teaching skills in further and adult eduction, revised 2nd edition, London, Thomson. P. 5 The Department of Children, Schools and Families (2010) http://nationalstrategies.standards.dcsf.gov.uk/node/41710 (accessed on 30/04/2010) Walklin, L. (1994) Teaching and learning in further and adult eduction, 3rd edition, Cheltenham, Stanley Thornes (Publishers) Ltd. P. 109 Wallace S. (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector 3rd edition, Exeter: Learning Matters Ltd. Pp. 67-68 Wilson, L. (2009) Practical teaching, A guide to PTLLS & DTLLS, 1st edition, Andover, Delmar Cengage Learning. P. 15 -----------------------