References: Wilson L. 2009 Practical Teaching A guide to PTLLS and DTLLS p43. Zirinski. Croatia.
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Champion equality‚ diversity and inclusion CU2943 1.1 Examples of equality‚ diversity and difference in my home setting of responsibility. Here is how the three headings have an impact with my client group: Equality – A service user wishes to attend a college course‚ he has a learning disability and is aged over 55 years old. He has never attended a college course before and would like to go to this one as it is photography and he has his own camera and would like to take it to the course. His disability
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feel that they and the groups to which they belong (e.g. gender‚ social-class or attainment groups) are fully and equally accepted and valued by you‚ and the establishment in which you work’. 1.1 Summarise teaching and learning strategies in own specialism Key characteristics of active teaching and learning strategies A. The main advantages of active teaching and learning approaches are‚ amongst other things‚ that they may allow for‚ or encourage: High levels of participation Students
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Describe what your role‚ responsibilities and boundaries as a teacher would be in terms of teaching/training cycle. What is the teaching/training cycle? How is it relevant to what teachers do? What are teachers’ responsibilities to their learners? I.e. keeping up to date in subject area‚ awareness of codes of conduct‚ preparing sessions‚ keep records etc. An awareness of how not doing this might affect your learners What is a teacher role? What are teachers’ contractual obligations? Understanding
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1.1 Explain what is meant by: * Diversity * Equality * Inclusion * Discrimination Diversity is recognising that though people may have things in common‚ they are all different in many ways. Diversity is valuing and accepting those differences Equality is treating everyone in a way that is fairly to them. Not to be confused with treating everybody exactly the same. (e.g. if a person with difficulty walking wanted get to the second floor‚ you would provide them with other ways‚
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CU2943 Champion Equality‚ Diversity and Inclusion Level 5 Credit value 4 GLH 34 Unit summary The purpose of this unit is to assess the learner’s knowledge‚ understanding and skills required to enable a whole systems approach to equality‚ diversity and inclusion. The unit explores models of practice and requires demonstration of skills and understanding of systems and processes. Additional Assessment Requirements This unit must be assessed in accordance with Skills for Care and Development’s
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Diversity can be defined as people coming together from different races‚ nationalities‚ religions and sexes to form a group‚ organization or community. A diverse organization is one that values the difference in people. It is one that recognizes that people with different backgrounds‚ skills‚ attitudes and experiences bring fresh ideas and perceptions. Diverse organizations encourage and harness these differences to make their services relevant and approachable. Diverse organizations draw upon the
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I’ve been coming to ESY to make up my English class‚ we have been reading articles about valuing life. I have done some stuff that I regret. I want to make up the time lost that I could have with my family but because of basketball I was mostly tired all the time‚ so i didn’t want to go out with them. If I were to know that I had only thirty days to live and want to change something‚ it would definitely be valuing those who make my life so much easier and love me. Lately‚ we haven’t really been able
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the learners can effectively participate. This promotes a sense of inclusion‚ equality and diversity at an individual level‚ which translates to a more beneficial group learning experience during the course. ’Employers and providers can take many active steps to promote equality and diversity in everything they do ’(LSC 2003). Promoting inclusion by identifying variation in needs ensures that learners have equality throughout their learning experience. Data collection through assessment etc is
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Assignment 1 Roles‚ responsibilities and relationships in lifelong learning 1.1.3 Explain own role and responsibilities in lifelong learning I see my role as a teacher of beauty therapy as facilitating my knowledge through learning and following the learning cycle. I usually start by trying to identify the learners needs by arranging and carrying out suitable assessments‚ carrying out interviews‚ identifying any barriers to learning and to help my learners achieve their chosen program‚ by using
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