References: Wilson‚ L (2009). Practical teaching: A Guide to PTLLS and DTLLS. Gengage learning publisher. Gravells‚ A (2012) preparing to teach in lifelong learning sector. Q 3.2 Summarise requirements for keeping records of assessment in an organisation. Keeping records is a legislative requirement‚ mandatory for
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Darren Jakobsen PTLLS Level 4 Unit 012 Principles of assessment in lifelong learning Task A There are different types of assessment; • Initial • Formative • Summative Initial assessment takes place before the start of the course or programme. Some parts are carried out on an individual basis and some can be done as part of a group. The information you can find out from initial assessments is very important for a number of reasons; • Planning • Special Educational Needs/additional
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Bibliography: * Scales‚ P (2008). Teaching in the Lifelong Learning Sector‚ McGraw-Education: Maidenhead * Wilson‚ L‚ (2008) Practical Teaching: A Guild to PTLLS & CTLLS: Business Education Publishers Ltd. * Reece‚ I. & Walker‚ S‚ (2004) Teaching‚ Training and Learning: Business Education Publishers Ltd. * Petty‚ G (2004) Teaching today - A practical guide: Cheltenham: Nelson Thornes. * Petty‚ G (2001) Teaching
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PTLLS 6302 Session 1 (Monday) Aim To explore teaching in a social purpose context Level 3 Learning Outcomes At the end of the session‚ the learner will be able to: ← Explain own responsibilities in maintaining a safe and supportive learning environment (1.3.1) ← Explain ways to promote appropriate behaviour and respect for others (1.3.2) Level 4 Learning Outcomes At the end of the session‚ the learner will be able to: ← Explain how to establish
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qualifications from the way in which I deliver the subject. I must take in to consideration the different learning styles and levels of the learners. ‘Teaching and learning should be a structured process’ cited by (Wilson‚ Practical Teaching a Guide to PTLLS & DTLLS‚ 2008‚ p. 15) Which leads to the teaching and learning cycle and the first stage that I will address is identifying the needs of the learners. To find out how I would do this in my area of teaching‚ I discussed with my mentor how the initial
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The roles‚ responsibilities and boundaries of a teacher and establishing ground rules within a learning environment In this assignment I will explore my role‚ responsibilities and boundaries as a teacher within the teacher training cycle and will analyse the different ways in which I would establish ground rules with students which may promote good behaviour and respect for other students who are participating within the same learning environment (Gravells‚ 2010). According to Clarke (2006)
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UNIVERSITY OF WORCESTER LLQT PARTNERSHIP LIFELONG LEARNING QUALIFICATIONS FOR TEACHERS (LLQT) Diploma for Teaching in the Lifelong Learning Sector (DTLLS) GENERAL TRAINEE & COURSE HANDBOOK INITIAL TEACHER TRAINING (ITT) DTLLS 2013-2014 The University of Worcester is committed to ensuring that disabled people‚ including those with specific learning difficulties and/or mental health difficulties are treated fairly. Reasonable
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Student: Mohammed Patel Tutor: Geoff Hughes Roles‚ responsibilities and Relationships in Lifelong Learning All people irrespective of age have different learning styles. All learning styles are influenced by their personality‚ culture‚ career choice‚ and current job role. Teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student’s learning style. Research conducted by the Lifelong Learning UK (LLUK) shows that ‘identifying needs’ is the
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Unit 403 Task A Understanding Inclusive Learning and Teaching in the Lifelong Learning Inclusion is a term that goes one step beyond equality; it generally means everyone is treated equally and fairly. Inclusion goes with the term diversity‚ which values the difference between individuals by ensuring that all learners are participating and that myself as a teacher am including everyone. Inclusive learning incorporates using a variety of teaching methods‚ resources and languages which gives the
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- https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice http://www.etfo.ca/ADVICEFORMEMBERS/PRSMATTERSBULLETINS/Pages/Professional%20Boundaries.aspx http://livingsta.hubpages.com/hub/Role-responsibilities-and-boundaries-as-a-teacher-PTLLS http://tutor2u.net/business/gcse/people_business_functions.html http://www.ukessays.com/essays/teaching/roles-and-responsibilities-as-a-teacher.php
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