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    C&G Preparing to Teach in the Lifelong Learning Sector (PTLLS) Participant: Kristina Marinova Course Start Date: 27/01/2010 Level 4 Theory Assignment 1. Review your role‚ responsibilities and boundaries as a teacher in terms of the teaching/training cycle. My current role is limited to the learner support at the training centre that I am currently working. The courses that our learners do are English (Entry levels‚ Level 1 and Level 2)‚ mathematics (Entry levels‚ Level 1 and Level 2)‚

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    Ptlls Level 3 Unit 6

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    Pollyanna Steiner Unit 1: Learning Outcome 1 Roles‚ Responsibilities and Relationships in Lifelong Learning Summary -The whole unit must be completed to achieve the 3 credits available -Keep all relevant materials as evidence -The following units can help inform on this Unit:- Unit 2- Understanding inclusive learning and teaching in lifelong learning -Unit 4 - Using inclusive learning and teaching approaches in lifelong learning -Research‚ background‚ and reading sources should all

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    PTLLS Level 4 – Preparing to Teach in the Lifelong Learning Sector Assessment Question 1 Evaluate what you believe are the main roles and responsibilities as a teacher/trainer in relation to the teaching and learning cycle and in particular when meeting the needs of learners. How far do your responsibilities as a teacher/trainer go and how do these work in relation to other professionals you may encounter both internally and externally? What boundaries are there with your role and between

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    Record keeping is an important key role of a teacher and the main aspect is to assist planning and set future learning goals to the learner. Records may contain learner’s information as well as teacher’s observation on the learner’s performance. They need to continually reassess to meet changing needs‚ e.g. personal situations may change and they may need to be considered to assist the learner to complete their studies/training. Records can also assist the teacher or college to evaluate the teaching

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    Unit 9 Ptlls Level 4

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    Unit 9 The types of assessment in lifelong learning are: Diagnostic assessment: This is to assess past learning and is often used to assess the standards of students before work starts Formative assessment: This is an ongoing assessment to see how learners have taken in information and can be conducted as homework‚ quizzes or informal discussions. Summative assessment: The concluding assessment to a period of teaching such as A’ levels or GSCE’s Taking the above there are for’s and against’s

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    The main points I have learnt from this session are: • looking at ice breakers as a way of learners becoming more relaxed with each other and also as a way of beginning to interact with each other‚ ensuring that the topics are relevant to the learners and that they are not too controversial or likely to cause offence etc.‚ they also encourage team work and inclusion • They are also a way of establishing trust within a group and reducing nervousness (apprehension) • We looked at training cycles

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    Level 3 Ptlls Unit 001

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    Unit 001 Roles‚ responsibilities and relationships in lifelong learning Introduction As an experienced manager who has gained the DMS qualification (Diploma in Management Studies level 5) I have a clear understanding of leadership and a team environment and using people skills to promote good work dynamics. In addition I am a qualified beauty therapist with my own beauty business. My aim is to achieve another quality and qualification to enable me to promote and pass on skills to others within

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    Before any teaching session begins I would establish some ground rules with each new group of learners. I would explain the reasons for having these and promote discussion about what I expect from them as learners and what they can expect from me as tutor. I would most likely opt for a flip chart to write these down and use this activity to encourage participation by asking the group what they feel is important to them in terms of respect for each others individuality and what they feel is acceptable

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    Meeting needs of learners www.niacedc.org.uk Students have different learning needs‚ and as a training provider I need to identify these needs‚ as when you pay attention to students needs (within reason‚ and on a professional basis that I am qualified to do so ) ‚your student will work to the best of there ability‚ and their learning experience with you will be a positive one. Students also have a better commitment when they have an active part‚ in deciding goals‚ and they are told what

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    PTLLS Level 4 Unit 008

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    Unit 008- Roles‚ Responsibilities and Relationships in Lifelong Learning When thinking about primary roles and responsibilities as a tutor‚ you must take into account legislation‚ regulatory requirements and codes of practice. In the Spa sector key aspects of legislation are: Health and Safety at Work Act (1974). This act was put in place to ensure that everyone is protected against any risks and that all activities have been suitably risk assessed. In the beauty industry there are lots of processes

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