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    1.1 Analyse how types of assessment are used in lifelong learning: “Assessments should be a regular process; it might not always be formalised‚ but you should be observing what your students are doing‚ asking questions and reviewing their progress throughout their time with you”. Gravells A. Page 113. Has the outcome of my teaching been as expected; was there room for improvement? This can be measured through assessment; there are different ways to carry out this out. Initial Assessment

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    Unit 201 1.1

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    Alex Speed 8th January 2015 Award in Education and Teaching Understanding Roles‚ Responsibilities and Relationships in Teaching and Education In this assignment I am going to explain how to understand the roles‚ responsibilities and relationships in teaching and education and how they relate to the teaching cycle and the theories of learning. 1.1 Explain the Teaching role and responsibilities in Education and Training The roles and responsibilities of a teacher will differ during the

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    Unit 7 : Roles & Responsibilities in Lifelong Learning The roles and responsibilities of a teacher within in the lifelong learning sector have been shaped and developed by a range of factors. From cultural changes‚ greater understanding of learning styles and the laws which govern the education community as a whole. In this essay I will cover some of roles and responsibilities of a teacher and the relationships between teachers and the the various stakeholders in the LLS. I hope to illustrate

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    Unit 3 Delivering Lifelong Learning – Level 3 Assessment Criteria Units – 1.1 – 1.3‚ 2.1 – 2.2‚ 3.1-3.2‚ 4.1-4.2 & 5.1-5.3 Assignment 1 Research and produce a checklist and evaluate your current learning and teaching environment in relation to it for – a) Inclusive learning good practice b) Opportunities for learners to practise Literacy‚ Numeracy and ICT skills. Inclusive Learning Inclusive learning is as Wilson (2009) states is “about creating interesting‚ varied and inspiring

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    german history

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    Certificate in Education and PGCE (Lifelong Learning) Nationally endorsed (DTLLS equivalent) Coursework Documentation Pack Year 1 and CTLLS 2013-2014  IT tip: If you are using this document or the course handbook electronically‚ the Navigation Pane is helpful. On the View tab at the top of your screen‚ tick the box next to Navigation Pane in the Show menu‚ and the contents list will appear on the left of your screen. You can then click on different sections to

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    PLANNING TO MEET THE NEEDS OF LEARNERS Be able to agree individual learning goals with learners 1.1 Analyse the role of initial and diagnostic assessment in agreeing individual learning goal Gravells‚ (2012 p98)‚ Initial assessment is a check on learners’ prior skill‚ knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal‚ and mainly internal task which is produced by the school (ILP) to identify learners existing skills & achievements

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    Roles and Responsibilities Within The Teacher/Training Cycle Consider your own roles and responsibilities in the lifelong learning sector‚ provide an explanation of how the teacher training cycle applies to your present or future teaching circumstances. The definition of a role is‚ ’The part played by the person as a societal expectation’ Taylor (2013). Responsibility can be defined as‚ ’the person or thing for which one is responsible’ Taylor (2013). To place these definitions within the

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    PTLLS ASSIGNMENT 1 Review what your role‚ responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. As a teacher there are certain roles and responsibilities we must undertake in order to create a safe and healthy teaching environment for our students. The teaching/training cycle is an outline that helps identify various teaching methods that could be useful throughout a teaching program. It simplifies what the roles and responsibilities are in just 5 steps:

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    It is the intention of the writer to identify and assess the ‘Roles‚ Responsibilities and Relationships’ of teachers in the Lifelong Learning Sector. These are vast and far reaching which often makes it difficult to define a role or responsibility. Francis and Gould (2011‚ p. 5) describes roles and responsibilities as ‘expected behaviour associated with a position’‚ whilst Gravells (2006‚ p. 9) states that ‘there are many roles‚ responsibilities and functions’ which may include ‘following professional

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    Analyse the role and Responsibilities of the teacher and the boundaries of that role. Gold and Barentsen (2014)‚ illustrate that teaching‚ unlike many other professions‚ encompasses much more than the role suggests. They argue that when considering a role in the sense of ‘the activities’ associated by that given job or profession‚ a teacher’s is much more diverse. To suggest then that the role of a teacher is‚ quite simply‚ to teach‚ in the same way‚ for example‚ that a dancer’s role is to dance

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