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    City and Guilds 7305 Diploma in Teaching in the Lifelong Learning Sector Levels 4/5 Optional Unit: level 4: Teaching a Specialist Subject This assignment ‘teaching a specialist subject’ will refer to teaching ESOL in the lifelong learning sector. Preceding 2001 no regulations were in place to ensure that teachers in further education were trained in the skills of teaching. Therefore the further education teachers were a mixture of skilled professionals with or without a qualification in

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    | 2012 | | Blackpool and the Fylde College Leigharna McKenzie | [an examination of the roles and responsibilities and boundaries of a contemporary subject specialist teacher.] | Within this essay the author discusses the roles and responsibilities of a teacher within the context of the teaching cycle and makes reference to legislation and codes of conduct‚ internal and external points of referral and record keeping. | As a contemporary teacher in Academic Studies

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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.

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    References: Gould‚ J.‚ Francis‚ M. 2009. Achieving your PTLLS Award: A Practical Guide to Successful Teaching in the Lifelong Learning Sector. SAGE Publications Ltd: London. Gravells‚ A. 2008. Preparing to Teach in the lifelong Learning Sector. Learning matters: Exeter.

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    Qazi Zohaib

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    PTLLS LEVEL 4 (6302-18) PORTFOLIO INDEX No. Section 1 2 3 4 Housekeeping Documents 5 6 7 8 9 Unit 8 Documents & Forms 11 Unit 9 Documents & Forms 14 15 Unit 10 Documents & Forms 17 18 Form 5 – Tutor Observation record Form 6 – Self-evaluation of Microteach 21 * To be completed IMMEDIATELY AFTER the microteach BEFORE receiving any other feedback. Form 7 – Peer group evaluation (minimum 3) Form 10 – Reflective Learning Journal 22 23

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    PTLLS – Assignment 3 Analyse different ways in which you would establish ground rules with your learners‚ which underpin behaviour and respect for others. Within my area of teaching in counselling‚ establishing ground rules early on helps avoid group disruption. Gravells (2008:7) states ‘Without ground rules‚ disruption may occur and affect the learning of your group.’ There are many different types of ground rules that can assist in creating mutual respect from tutor to students and vice a

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    multiculteral Assessment Systems. Wilson‚ L www.psy-gla.ac.uk. (2010‚ April). www.qualityresearchinternational.com. (2010‚ April). Government‚ H. (2004). Every Child Matters: Change for Children. Stobart‚ G Wilson‚ L. (2009). Practical Teaching: A Guide to PTLLS & DTLLS. Cengage Learning EMEA. www.lsneducation.org.uk. (2010‚ April). www.psy-gla.ac.uk. (2010‚ April). www.qualityresearchinternational.com. (2010‚ April). www.teachernet.gov.uk. (2010‚ April).

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    `Summarise the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organisation within which you would like to work. Health and Safety at Work Act (1974) Everyone has a responsibility for their own safety at work and also aduty to protect the safety and welfare of others. As a teacher I need to be fully aware of these rules and ensure that any learners I teach are too. I should always make the class aware of the nearest fire exists

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    what makes a good teacher

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    References: Wilson‚ L. (2009) Practical teaching: a guide to PTLLS and DTLLS pp.4-6‚ 413-432 646-648‚ Platten‚C. (2003). What makes a good teacher. http://www.ldonline.org/article/5696 (accessed on 9/9/12) Teaching.org. (2012).Top 10 qualities of a great teacher. http://teaching.org/resources/top-10-qualities-of-a-great-teacher

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    The Stages in Learning

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    Delegate Michael Crosby Date 18/12/13 Course PTLLS 3 Unit 1 Understand own role and responsibilities in lifelong learning 1.3 Explain own role and responsibilities in lifelong learning The four stages of the learning cycle are as follows 1) The Initial assessment Identifying needs can be accomplished by reviewing previous courses attended Depth of knowledge‚ experience‚ perceptions and level of ability‚ disability awareness‚ Considering learning needs/styles which can help produce

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