ways to offer effective support for learning • recognising learner entitlement in the learning process • enhancing learners’ access to and participation in programmes of learning • motivating learners and fostering an enjoyment of learning • identifying and implementing the appropriate methods and strategies for teaching and supporting learning and learning objectives • developing effective communication and interaction skills • designing a teaching and learning session • choosing or designing
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Form 2 Assessment front sheet and feedback record PTLLS Level 4 This form is mandatory Theory Assessment No: _______________________________________________ Learner name: Kerri McCann____________________________________ Enrolment number: ____________________________ Date issued: 17/09/2012___________________________________ Date submitted: 12/11/2012____________________________________ I confirm that the evidence for this unit is authentic and a true
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Creating an inclusive learning environment is an extremely important aspect of modern education‚ which‚ according to Gravells (2008: p18)‚ ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual‚ with different experiences‚ abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18)‚ which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion
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agencies that are available to assist them. The resources: The items being used for the lesson‚ for instance; book‚ handout‚ people‚ diagram etc are known as the resources. However‚ we need to make sure all the resources should be accessible and inclusive to all students. While choosing the resources we need to consider any dyslexia and physical or mental difficulties of the students. Location‚ cost and challenges of the resources are other factors that should be considered while choosing it.
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PTLLS CHAPTER ONETeaching and Learning Adult Learning They are aged 16 and above and do the courses for many reasons such as: further education‚ work-based‚ adult and community learning centre‚ etc in order to learn for their own benefits or to enhance their job role. Here is some important aspects of adult learning you should consider: Adults are more confident to ask questions and challenge theories. If you cannot answer their questions‚ say you will find out and make sure you do. So be
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in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in lifelong learning 1.1 Summarise key
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to teach in the lifelong learning sector) - PTLLS The following are headings for broad areas students will have to research to show evidence of competence in PTLLS. GROUP A: Roles and responsibilities and relationships in lifelong learning GROUP B 1: Understanding inclusive learning and teaching in lifelong learning GROUP B 2: Using inclusive learning and teaching approaches in lifelong learning GROUP D: Principle of assessment in lifelong learning Each group (Group A
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All learners are different and each will develop their knowledge and skills at different times depending on numerous practices: the learning methods I include into my sessions‚ the individual training and information they receive at their place of work and their past knowledge and life experiences. With this there are also five main challenges and barriers to learning that I also must take into account; these are disability‚ emotional behaviour‚ language‚ technology and ability. These challenges and
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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 and the various aspects such as identifying needs‚ planning and designing‚ delivering or facilitating‚ assessing and evaluating How could I develop my practical skills as a result of this session? • Be more conscious of the reactions of others and giving them an opportunity
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http://ptllsresource.co.uk/blog Starting Ptlls This is a post for people at the beginning of their Ptlls journey – next week will be a long article for people who have finished and are looking at where to go next. So‚ on to my little guide if you are getting started with your Ptlls course. There are all the Ptlls essays with notes but this is more an overview of how I would tackle things at the beginning of the course if I were doing over. If anyone has any pointers please leave a comment
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