Auditory learners’ may benefit from discussion‚ listening to presentations and questions and answers. Visual learners may benefit from whiteboard drawings and handouts. 1.2 Explain how approaches to learning and teaching in own specialism meet the needs of the learners Within the practical sessions of physical intervention‚ I always gave additional breaks if needed‚ particularly in the more tiring and exhausting exercises. If I saw an individual struggling to keep up or appearing tired‚ I would either
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Identifying Organic Compounds 2. Purpose/Problem: I am doing this experiment to find out what kind of organic compounds are in test tubes A‚ B‚ C and D. I am curious to know if substance D was the lipid because it seemed thin and had a slightly yellow tint of color to it. 3. Research: In my research I was informed about facts and appearances of lipids. First of all lipids are non-polar compounds‚ thus they won’t dissolve in water. This is also known as being hydrophobic. They are made with one
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& Handling‚ Data Protection‚ and Safeguarding Vulnerable Adults & Children to name a few sessions. So the question had to be asked: What is the role and responsibility of the teacher in the lifelong learning sector? To find this out I would need to do some research to find the evidence as well as go to college to gain the relevant qualification to support my role as a teacher. Gravells‚ A (2012) believes‚ it is not just about the teaching but also about the learning that takes place; and that
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Identify the range of needs your current/future learners may have: • Preferred learning styles – Visual‚ Audio‚ Read/write and Kinaesthetic • Disabilities – sight or hearing impairment • Equality and Diversity – may need to pray at intervals during learning‚ during Ramadan learners may lack concentration due to lack of food. • Confidence issues • Behavioural issues - ADHD 41 words Explain the methods and resources you would use to promote inclusion‚ equality and diversity that your
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Affairs. (2012). Protecting pets from cruelty [online]. Available at: http://www.defra.gov.uk/wildlife-pets/pets/cruelty/. [Accessed on 22/04/2012]. Grimsby Institute. (2012). City & guilds 6302 Preparing to Teach in the Lifelong Learning Sector (PTLLS) Handout Pack. Grimsby: Grimsby Institute. Grimsby Institute HSE: Health and Safety Executive. (2003). Health and safety regulation...a short guide (HSC13). [online]. Available at: http://www.hse.gov.uk/pubns/hsc13.pdf [Accessed on 23/04/2012] HSE:
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PTLLS Reflective Learning Log Writing your reflections helps you to remember something later and is a record to look back on (not least for completing assignment work). The act of writing engages our brains. To write we have to think which‚ in turn‚ will prompt us to consider topics further enabling deeper learning. To be completed after each college session and following your own research throughout the PTLLS programme. At the start of each PTLLS session you will be asked to share your reflections
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requirements and Codes of practice used within the Lifelong Learning Sector. Also within this document is information and advice on the boundaries between the teaching role and other professional bodies‚ the point of referral to be able to meet the needs of the learner and ways to promote appropriate behaviour and respect for others. The Learning Cycle Key Aspects of Legislation The six main Acts of Legislation we must take into account in
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employed in a role which did not allow this kind of input‚ a barrier would be the annoyance of staff who have already delivered photography courses or units (as I have little teaching experience) so consideration and good interpersonal skills would need to come to the fore. This information would feed into my role of preparing my own subject ‘schemes of work’‚ it would be my responsibility to analyse the requirements of the syllabus‚ making sure that I understood it myself by carrying out research
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work (e.g. external support agencies‚ external regulatory bodies‚ internal administrative support‚ internal quality assurance teams)‚ limits of responsibility. Identify points of referral available to meet individual learning needs. Understanding strengthens needs of learners‚ screening‚ starting evaluation‚ diagnostic of the evaluation‚ recognising key staff inside within organisations responsible for referral‚ identify the student specialises support and learning
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course is suitable for a student and meets the learner’s needs or not. Formative assessment can be taken during the programme or a course. Teachers use assessments in their teaching sessions to make judgement about their learners. Summative assessment is used to outline or work out the level of achievement. Summative assessment is used for a final judgement about the learning achievements. Formal assessment is used where there is a need to assess learners under controlled conditions. Informal
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