1.3 Evaluate own role and responsibilities in lifelong learning Any roles come with own responsibilities. We have to act within professional codes which involve knowledge of the Code of Professional Practice (2008). This was introduced by the Institute for Learning‚ to cover the activities of teachers in the Lifelong Sector. The code is based on seven behaviours: Professional integrity‚ Respect‚ Reasonable care‚ Professional practice Criminal offence disclosure Responsibility during institute
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responsibilities and relationships in lifelong learning This is a guideline of the roles‚ responsibilities and relationships in the lifelong education sector that will need to be followed. Upon teaching a new class all the students that you meet will come from different backgrounds and cultures and will have different needs and levels of abilities. There are many regulatory requirements‚ codes of practice and pieces of legislation within the lifelong learning sector that must be followed such
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Level 4 PTLLS Unit 012 Principles of assessments in lifelong learning Zoe Swinger Gravells (2012) describes an assessment as a way of finding out if the learning has taken place. Petty (1998) also describes an assessment as “collecting‚ measuring and interpreting information relating to students responses to the process of instruction”. Assessments main function is to see what learning has taken place. Assessment should be valid and reliable‚ and ensures trainers as well as learners have a correct
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make the teaching area a safe and fair environment to learn in and teachers should be aware of‚ and keep up to date with key legislation relating to this. The Health and Safety at Work Act (1974) covers a number of duties relating to teaching and learning. Risk assessments should be carried out and risks properly controlled to ensure a safe working environment. Besides the Health and Safety at Work Act itself there are important pieces of legislation that would apply to a sewing workroom environment
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Within The Life Long Learning Sector DTLLS Year 1 Introduction The roles‚ responsibilities and boundaries of a tutor within the FE/adult education sector are ever progressing qualities which are reflected upon using the teaching cycle. This cycle can be used by both tutor and learner as discussed in ’Prepare to teach in the lifelong learning sector’ – Ann Gravells 3rd Edition. Roles 1.0 The role of a tutor is to create a safe and healthy learning environment‚ where learners
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Needs – finding out the needs of the organization and the learners‚ preparing a scheme of work and session plans to deliver group or individual learning‚ based upon the needs of the organization‚ the syllabus and the learners. 2. Plan and Design – preparing the environment‚ suitable delivery resources and handouts. 3. Deliver/Facilitate – teaching and learning in a suitable manner. 4. Assess – ensuring your learners have learnt the necessary skills and knowledge. 5. Evaluate – obtaining feedback
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you value diversity in your job role? eg learning needs‚ experiences‚ background‚ visual or auditory impairment‚ physical disability‚ bilingualism 1.3 Evaluate own role and responsibilities in lifelong learning. Q5. Explain what you would do in an individual role ? Individual roles eg specialist teacher‚ trainer‚ tutor‚ coach‚ instructor‚ mentor. Q6. Explain what you would do in a professional role ? □ Professional roles‚ eg planning learning and assessment‚ record keeping‚ verifier
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Assessment 008 - Roles‚ responsibilities and relationships in lifelong learning research report. It is my role and responsibility as a health and social care diploma tutor‚ to guide the learner to achieve their qualification within the target date with a professional and respectable approach. When I am tutoring the learners I actively involve them by asking them questions‚ getting them to join in discussions‚ asking them their views or thoughts‚ this is so they engage in the activity to their
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worldwide successful teaching and learning is measured by academic performance. Academic performance refers to how well a student meets standards set out by education ministry and the institution itself. Academic performance is as a result of psychological‚ socio-economic and environmental factors (Syed & Raza‚ 2006). It relates to a number of interacting factors among which is ethnicity‚ gender‚ age‚ learning abilities‚ learning support‚ motivation of learning and achievement as reflected by Patricia
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------------------------------------------------- Preparing to teach in the Lifelong Learning Sector ------------------------------------------------- Unit 002 – Understand inclusive learning and teaching in Lifelong Learning Angie Alvarez Lorza 1.1 Summarise Learning and teaching strategies used in own specialism Within my own specialty field having a variety of teaching methods and strategies to potentiate learning is an absolute requirement. The field caters to people from all kinds
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