PTLLS Unit 012 Principles of Assessment in Lifelong Learning Produce 1 Written Rationale of 1000 words for all areas of research in 1 to 3. 1.1 Analyse how types of assessment are used in lifelong learning: “Assessments should be a regular process; it might not always be formalised‚ but you should be observing what your learners are doing‚ asking questions and reviewing their progress throughout their time with you”. Gravells A. Page 113. Assessments are used to track not only
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References: and Bibliography Fawbert‚ F et al. Teaching in Post-Compulsory Education. London: Continuum‚ 2008. Gravells‚ A. Preparing to Teach in the Lifelong Sector. London: SAGE‚ Learning Matters‚ 2012. Gravells‚ A. Principles and Practice of Assessment in the Lifelong Learning Sector. London: SAGE‚ Learning Matters‚ 2011. Gravells‚ A & Simpson‚S. Equality and Diversity in the Lifelong Sector. Exeter: Learning Matters Ltd‚ 2009. Huddleston‚ P & Unwin‚ L. Teaching and
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Alexandra‚ Educational Leadership Gravells‚ A (2009) Principles and Practice of Assessment‚ Exeter‚ Learning Matters LTD Gravells‚ A (2011) Preparing to Teach in the Lifelong Learning Sector‚ Exeter‚ Learning Matters LTD – forth edition Kolb‚ D (1984) Experiential learning; experience as a source of learning and development Race‚ P (2005) Making Learning Happen‚ Sage. London Wilson‚ L (2008 Practical Teaching; A guide to PTLLS and CTLLS Bibliography Gravells‚ A (2011) Preparing to Teach in the
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Page 1 PTLLS 6302 Roles and Responsibilities and Relationships in Lifelong Learning‚ Task 1-4 1.2 Analyse own responsibility for promoting equality and valuing diversity According to Urdany L‚ (1991). The definition of Equality; Sameness‚ Similarity‚ Likeness‚ resemblance‚ Equivalence‚ comparability‚ and comparison. The definition of Diversity; Difference‚ Unlikeness
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Learning imposed 3. Negotiation between both parties The best way to establish ground rules is to negotiate them and this is how I set them in my training session‚ so all parties have ownership “take ownership of and hopefully follow the rules” (Ann
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* Form 2 Assessment front sheet and feedback record PTLLS Level 3 This form is mandatory Theory Assessment No: | Unit 002 – Understanding Inclusive Learning and Teaching in Lifelong Learning | Learner name: | Jessica Bell | Enrolment number: | | Date issued: | 23/10/2012 | Date submitted : | 06/11/2012 | I confirm that the evidence for this unit is authentic and a true representation of my own work. Learner Signature …………………………………………….. Date …………………
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groups. (Ann Gravells) Diversity - Diversity is about valuing and respecting the differences in students‚ regardless of ability and/or circumstances‚ or any other individual characteristics they may have. If you have 2 or more students‚ you will experience diversity. You are also different from your students in many ways‚ and they are different from each other; therefore they are entitled to be treated with respect‚ with their differences acknowledged and needs taken into consideration. (Ann Gravells)
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behaviour associated with a position’‚ whilst Gravells (2006‚ p. 9) states that ‘there are many roles‚ responsibilities and functions’ which may include ‘following professional values and ethics.’ Gravells (2012‚ p. 10) suggests that teaching and learning should be based on a cycle and teachers should follow the cycle to be effective. She calls this the ‘teaching and learning cycle’ and it is the writers aim to illustrate
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for others. 3.3 Explain ways to give constructive feedback that motivates learners Bibliography Akuro Ltd Learning Website http://ptlls-assessments.com/ [access 16 Nov 12] City & Guilds (2006) N/SVQ guide for centres and candidate‚ City & Guilds Gravells‚ A. [2012] Preparing to Teach in the Lifelong Sector‚ 5th edition‚ Learning Matters Gravells‚ A & Simpson‚ S (2010) Planning and Enabling Learning in the Lifelong Learning Sector‚ Exeter‚ Learning Matters Ltd. Home Office [2010]
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quality teaching. In the words of Gravells (2009:2) I aim to ‘be committed to lifelong learning and professional development‚ and strive for continuous improvement through reflective practice . . . creating effective and stimulating opportunities for learning through high quality teaching that enables the progression of all learners’. To achieve this I review and reflect on my roles‚ responsibilities and boundaries‚ using the below teaching and learning cycle‚ Gravells (2012:10) This cycle can
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