Roles Responsibilities as a Teacher
Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle
The Teaching/Training cycle is a model of assessment of needs, planning and review set out to guide teachers in their roles, responsibilities and boundaries.
Initial assessment and the identification of individual learners needs is a crucial part of the learning journey. The initial assessment of individual needs helps to identify both learners’ skills against national standards and further diagnostic testing can identify preferred learning styles. The analysis of results can then be used to design an individual programme of learning for the learner which underpins the success of a course and act as a benchmark from which the learner’s progress and achievement can be measured.
Initial assessment can be carried out in a number of ways. Learning styles assessment originated in the 1970’s with the most commonly used being Honey and Mumford’s Learning styles Questionnaire based upon David Kolb’s Experiential Learning Theory. Other methods of needs assessment can be tutor observations, self assessment exercises, group discussion and one to one tutorials.
The Learning and Improvement Service (LSIS) state that
“Initial assessment will help identify a learner’s skills against a level or levels within the national standards. Learners may have different levels of reading, writing, numeracy and language skill. Initial assessment is often used to help place learners in appropriate learning programmes”
It is therefore the role and responsibility of the teacher to carry out effective initial assessment with learners and to use this to inform the delivery of the course.
The teachers role and responsibilities now move to the formal process of planning and design.
LSIS Learning Skills and Improvement Service use it to gather information to support the whole of the learners’ experience and
The Teaching/Training cycle is a model of assessment of needs, planning and review set out to guide teachers in their roles, responsibilities and boundaries.
Initial assessment and the identification of individual learners needs is a crucial part of the learning journey. The initial assessment of individual needs helps to identify both learners’ skills against national standards and further diagnostic testing can identify preferred learning styles. The analysis of results can then be used to design an individual programme of learning for the learner which underpins the success of a course and act as a benchmark from which the learner’s progress and achievement can be measured.
Initial assessment can be carried out in a number of ways. Learning styles assessment originated in the 1970’s with the most commonly used being Honey and Mumford’s Learning styles Questionnaire based upon David Kolb’s Experiential Learning Theory. Other methods of needs assessment can be tutor observations, self assessment exercises, group discussion and one to one tutorials.
The Learning and Improvement Service (LSIS) state that
“Initial assessment will help identify a learner’s skills against a level or levels within the national standards. Learners may have different levels of reading, writing, numeracy and language skill. Initial assessment is often used to help place learners in appropriate learning programmes”
It is therefore the role and responsibility of the teacher to carry out effective initial assessment with learners and to use this to inform the delivery of the course.
The teachers role and responsibilities now move to the formal process of planning and design.
LSIS Learning Skills and Improvement Service use it to gather information to support the whole of the learners’ experience and
Bibliography: Danes C and Graham B. Adult Teaching Adult Learning (Continuing Education Press, University of Nottingham, 1997) Hall L