Bibliography: Wilson‚ L [2009] Practical Teaching: A Guide to PTLLS and DTLLS. London: Engages learning. Quotes Wilson‚ L [2009] Practical Teaching: A Guide to PTLLS and DTLLS. London: Engages learning. Wilson‚ L [2009] Practical Teaching: A Guide to PTLLS and DTLLS. London: Engages learning.
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Preparing to Teach in the lifelong Learning Sector Unit 1 Roles‚ Responsibilities and Relationships in Lifelong Learning INDIVIDUAL LEARNING RECORD Na Registration number: Learner signature: Date completed: Tutor signature: Date completed: Individual Learning Record – entry 1 Outcome of individual research into legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities
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University Press. Cross‚ K. Patricia; & Angelo‚ Thomas A. (1993). Classroom assessment techniques: A handbook for college teachers (2nd Ed.). San Francisco: Jossey-Bass. (2012‚ 07). Ptlls Assignment. StudyMode.com. Retrieved 07‚ 2012‚ from http://www.studymode.com/essays/Ptlls-Assignment-1039403.html 2010‚ 12). Ptlls Assignment 1. StudyMode.com. Retrieved 12‚ 2010‚ from
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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: Learning Matters Ltd Huddleston P and Unwin L (2007) Teaching and Learning in Further Education‚ Diversity and Change
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numeracy (and where relevant) ICT skills in the learning sessions. • How you are using assessment to support learning and encourage learners to progress according to potential. Section 3 • References Glossary of terms PTLLS Preparing to Teach in the Lifelong Learning Sector AVA Assessing Vocational Achievement ICT Information‚ Communication‚ Technology SOW Scheme of Work SP Session Plan C&G City and Guilds CoP Communities of Practice
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[pic] [pic] City & Guilds Preparing to Teach in the Lifelong Learning Sector (PTLLS) Level 4 Assignment 1 Describe what your Role‚ Responsibilities and Boundaries would be as a teacher in terms of the Teaching / Training Cycle Index | | | |Title
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- Date Sheet For Term-End Examination – DECEMBER‚ 2012 ADCM/ADWRE/BTME/ DNS & BACHELORS DEGREE PROGRAMMES OF STUDY Permission for appearing in the examination is provisional and is subject to the following conditions : (1)Your registration for these courses is valid and not time barred. (2) You have submitted the required number of assignments in the courses by due date wherever applicable (3) You have completed the minimum time to pursue these courses as per the provision
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- TENTATIVE Date Sheet For Term-End Examination – DECEMBER‚ 2012 ADCM/ADWRE/BTME/ DNS & BACHELORS DEGREE PROGRAMMES OF STUDY Permission for appearing in the examination is provisional and is subject to the following conditions : (1)Your registration for these courses is valid and not time barred. (2) You have submitted the required number of assignments in the courses by due date wherever applicable (3) You have completed the minimum time to pursue these courses as per
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7307 PTLLS Theory Task 4 – Ground Rules ‘Analyse different ways in which you would establish ground rules with your learners‚ which underpin behaviour and respect for others’. Ground Rules Ground rules can be defined as a set of working parameters designed to allow learners to complete tasks. They are designed to take into account the subjects being covered‚ the expectations of the learners and the tutor‚ the age‚ ethnic background‚ gender and also provide a basic framework of what is considered
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Unit 008 and Unit 009‚ Assessment criteria 3.1 (theories of learning) 3.1 Explain how to establish and maintain a safe and supportive learning environment 3.1 Explain how to engage and motivate learners in an inclusive learning environment (please underpin your statements with relevant theories‚ word-count: 750-1000 Introduction “Ground rules” or “community norms” should provide the community within a workshop or class a framework to ensure open‚ respectful dialogue and maximum participation
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