Unit 504 Factors which can affect learning & achievement Accommodation: The earlier you can arrive to prepare for the session the better; you may need to set up IT equipment before the trainees arrive. Prepare the room for the session‚ for activities tables may need to be re-arranged‚ flip charts moved or they may need to use a Wi-Fi hub. Handouts may need to be positioned ready along with exercises and the resources that are going to be used. Good preparation will allow the session to run more
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Name: Chris Moat Course: DTLLS Year: 1 Course Code: 1030801 ASSIGNMENT: A 3000 word assignment identifying the relevant theories and principles of learning and describe how these apply to my own area of teaching making links to effective communication strategies. INTRODUCTION I am going to discuss the different learning theories and styles there are and the tensions I will face as a teacher and a learner with them. In this assignment I will analyse my own
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1111111 Module 4 Jacqui Brooks Professionalism and Reflective practise. In order to answer the question for this assignment I am going to discuss the ways I use reflective practise. I will compare and contrast three models of reflective practise Donald Schon‚ Brookfield and Kolb. I constantly use “in action” reflective practices which are then followed by “on action” reflective processes as suggested by Donald Schon. I teach Health and Social Care and Vocational Studies to learners‚ aged
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Bibliography: Gravells A (2008) Preparing to teach in the life long learning sector‚ Exeter‚ Learning matters. Wilson L (2009) Practical Teaching: A guide to PTLLS & DTLLS‚ Andover‚ Cengage Learning EMEA. Petty G (2004) Teaching Today – 3rd edition ISBN 978074879549 Dreikurs‚ R http://wik.ed.uiuc.edu/index.php/Dreikurs‚_Rudolf#Signed_.22life_experiences.2C.22_testimonies_and_stories (Accessed October 2010) http://www
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Nelson Thornes Knowles A (1978) The Adult Learner: A Neglected Species‚ 2nd edition‚ Houston: Gulf Publishing. Petty G (2004). Teaching today a practical approach Cheltenham: Nelson Thornes Ltd. Wilson L (2009) Practical Teaching‚ a Guide to PTLLS & DTLLS‚ Hampshire: Nelsons Education ltd.
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43/44 Observed Peer Assessment Form 3 45/46 Micro Teach Self Evaluation Form Page 2 of 46 What’s next after PTLLS? PTLLS Level 4 TAQA Assessors Award Institute for Learning (IFL) Membership PTLLS CTLLS CPD =ATLS DTLLS CPD =QTLS Page 3 of 46 Section 1 Please complete all sections 1-7 & Sign & Date 7 Course: Start Date: Venue: Section 2 Personal Details (Please print name clearly) Name: Address: Town/City: Postcode: Tel: Mob: Email:
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Diploma in Teaching in the Lifelong Learning Sector DTLLS Module: Curriculum Development for Inclusive Practice Code: LL222 Year: 2009/2010 Name: Vicki Bootland Student ID: 165883 Tutor: Janis Noble Curriculum Development for Inclusive Practice The word ‘curriculum’ originates from the chariot tracks in Greece. In Latin ‘curriculum’ was a racing chariot; and ‘currere’ was to run. Therefore it was a course. ‘Curriculum is a body of knowledge-content and/or subjects
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ples Theories and Principles for planning and Enabling Learning – Flexible Mode TETA 1028 Contents Task 1 3 References 10 Task 2 11 References 13 Task 3 14 References 15 Appendix A 16 Appendix B 17 Task 1 Teachers need to be aware that there is a wide range of different theories‚ which are connected to both how students learn‚ and more importantly the way in which they teach effectively‚ often in their comfort zone. Whilst there is a wide range of different learning
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` Students can escape bad teaching but they cannot escape bad assessment` ( Boud‚ 1995) To fulfil my role as a hairdressing lecturer I am required to use a range of assessment methods. The first assessment activity that I have chosen to describe and evaluate is that of a setting technique. This is where a candidates’ performance is assessed by myself at the Hair Salon In this assignment I will describe and evaluate
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QUALIFICATION HANDBOOK Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (PTLLS) (6302) October 2011 Version 1.0 Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Preparing to Teach in the Lifelong Learning Sector 6302 19+ There are no formal entry requirements. Learners are required to have evidence of level 3 vocational skills for the area in which they will teach if they are to progress into teaching in the
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