weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and “know what is expected of them” (Gravells‚ 2012‚ p.50) to progress and meet the requirements of a course or programme. In order to determine “the level and which specific aspects learners need to improve on” (Gravells‚ 2012‚ p.50)‚ teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and
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Explain how you could promote inclusion‚ equality and diversity with your current/future learners‚ which underpin appropriate behaviour and respect. Inclusion learning is about acknowledging that each of the learners is different from other learners in many ways‚ and should not be excluded from the activities delivered for and with the other learners. Inclusive learning should ensure a match between the individual’s learner needs and the provision made for them. A way to promote this would
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and Relationships as a Teacher 1.1 Roles: Being a Business Studies teacher on the topic People Management which is one of the functions of the Business Studies‚ I have to follow certain roles and responsibilities as a teacher. According to Ann Gravells in his book (The Award in Education and Training‚ 2014‚ Page 3)‚ he stated the below cycle for the role as a Teacher: Therefore as a Business Studies teacher on People Management‚ I will initially identify the needs by
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Continuum Gravells‚ A. (2009) Equality and Diversity in the Lifelong Learning Sector‚ Exeter: learning Matters. Gravells A (2011) Preparing to Teach in the Lifelong Learning Sector (4th Ed) Exeter: Learning Matters Gravells A (2012) Passing PTLLS Assessments‚ (5th ed) London: Learning Matters Gravells A and Simpson S (2010) Planning and Enabling Learning in the Lifelong Learning Sector‚(2nd ed.) Exeter: Learning Matters Ltd Williams J and Gravells A (2010) Study Skills for PTLLS‚ Exeter:
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City & Guilds 7303 Level 3 Award Preparing to Teach in the Lifelong Learning Sector (PTLLS) At Level 4‚ candidates need to demonstrate in their assessments a depth of knowledge and understanding appropriate to that level. This should be reflected in: • an understanding of the relationship between theory/principles and practice • evidence of research and reading • evidence of consideration of practice that is in accordance with professional values • an academic style of writing‚ in which
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levels of work or business. The Company also works with external education bodies to help members of staff to achieve National Vocational Qualifications and train towards BSc in Management. For Lifelong Learning the educational requirements range from Ptlls course level 3 and 4 along with Ctlls the Certificate to Teach Lifelong Learning Studies and Dtlls the Diploma to Teach Lifelong Learning Studies‚ you could also undertake other teaching qualification with Adult literacy training or Teaching Employability
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Preparing to Teach in the Lifelong Learning Sector 5th Edition – Ann Gravells Equality and Diversity in the Lifelong Learning Sector 2nd Edition – Ann Gravells-Susan Simpson Pamphlet No. 5C Infantry Training Volume II Skill at Arms (Cadet Weapons) Pamphlet No. 21-C Regulations for Cadets Training with Cadet and Infantry Weapon Systems and Pyrotechnics http://www.anqdevelopment1-linux.co.uk http://www.emcett.com/site_files/uploads/PTLLS JSP 535 Cadet Training and Safety Precautions
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all times and try no to become too personal with them. I value them as individuals and support them. There are boundaries and limitations. “Boundaries are about knowing where your role as a teacher stops and working within the limits of that role” (Gravells‚ 2012‚14). It’s imperative that I maintain a professional relationship with my co-workers and fellow professionals. I ensure I remain professional when in contact with others and do not overstep
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City and Guilds 7305 Diploma in Teaching in the Lifelong Learning Sector Levels 4/5 Optional Unit: level 4: Teaching a Specialist Subject This assignment ‘teaching a specialist subject’ will refer to teaching ESOL in the lifelong learning sector. Preceding 2001 no regulations were in place to ensure that teachers in further education were trained in the skills of teaching. Therefore the further education teachers were a mixture of skilled professionals with or without a qualification in
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required and if the course is appropriate for them. If the candidates are struggling and not fully prepared or able to complete the assessment it is demotivating for them and you as their Assessor because the best possible results will not be achieved. Gravells‚ (2012 p98)‚ Initial assessment is a check on learners’ prior skill‚ knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal‚ and mainly internal task which is produced by the
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