appropriate pedagogy and targeted learning to more effectively scaffold the learning needs of their students. Consequently‚ diagnostic assessment is used ‘for learning’ where taking action to adjust teaching plays a significant role in improving learning outcomes for all students. Gravells (2012 p98) explained that diagnostic assessment could be used to ascertain information regarding practical/basic skills and minimum core like literacy‚
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planning to teach in the lifelong learning sector in this country (e.g. at a further education college rather than in a private language school)‚ then you will need to do the PTLLS extension which is now incorporated into all our CELTA courses. Course option Length and Timing of course Option to do PTLLS extension? (Please see over) Venue Full-time intensive These courses run from 9.30 am to 5.30 pm over four weeks‚ starting and ending on a Friday.
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contact name Kendal College Paul Smith Carlisle College Paula Hastie Furness College Liz Mayes Lakes College Sandy Harrison or Sue Johnson Courses are accredited via UCLAN or Ascentis If you have already done Level 4 PTLLS you can move straight onto CTLLS. If you have already done a Level 3 PTLLS then you can Accredit Prior Learning (APL) and need to: • do 2 observations of an experienced practitioner and write up what you have learned from the observation – approx 500 words‚ •
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Malcolm Baggott ASSIGNMENT 401 PLANNING TO MEET THE NEEDS OF LEARNERS IN EDUCATION AND TRAINING TASK A Rationale Analyse your role and use of initial and diagnostic assessment in agreeing individual learning goals with learners. The proactive use of initial and diagnostic assessment is the most valuable process that can decide on the success of whole years teaching and the student learning journey. What can be more important than getting the students on to the right courses at a level that
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PTLLS Resource PTLLS Resource Menu Search Inclusion‚ equality and diversity Jan 19th‚ 2011 @ 12:19 pm › Frances ↓ Skip to comments On to T3! As I said for the previous essay you may well have had this bundled in with T2 and be doing them both the same week. It pulls out from that question on legislation and codes of practice to focus closer on these particular and important issues. Check out the full list of Ptlls assignments if you need a different one. Level 3 – Explain how you could
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organization‚ leadership models ought to reflect that the members are both leaders and followers in spite of being distinct (Bishop‚ 2005). Educators regardless of their racial and cultural associations need to be equipped with competencies and pedagogies to effectively manage the dynamic population of students. Native teachers have their own cultural affiliations which coupled with unique personal stories‚ form a basis in creating a general mix of a school’s diversity. Teachers can best establish
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PTLLS Portfolio Preparing to Teach in the Lifelong Learning Sector Contents Page 2 Contents 3 What’s next after PTLLS? 4/5 Pre-Course Appraisal 6/7 PTLLS Syllabus (Level 3) 8/34 PTLLS Candidate Individual Learning Record 35/36 Micro Teach Session Plan Pro-forma 37/38 Micro Teach Observation Feedback 39/40 Observed Peer Assessment Form 1 41/42 Observed Peer Assessment Form 2 43/44 Observed Peer Assessment Form 3 45/46 Micro Teach
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that can interfere with successful completion of educational objectives. Many of the adult learners work full time and do not live on campus. Andragogy is a study of how adults learn best and emphasizes and values the process of learning. Collaboration and problem-based approaches to learning is used rather than didactic approaches in andragogy. Andragogy also emphasizes more equality between the educator and the student. Malcolm Knowles‚ an American practitioner and theorist of adult education
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! Online Training V Face to Face Training. ! ! ! ! ! ! Our first mistake could be thinking that one is better than the other. Or that one exists without the other. However‚ progress comes from adapting to the environment in which we find ourselves and training like everything else in our lives is going “online". So anyone who wants to make a difference in vocational education can now raise their sights to master the “classroom on the cloud”.! ! So what do we want to bring with us‚ from the old
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Lifelong Learning Sector (Achieving QTLS). Exeter: Learning Matters. Wallace‚ S.‚ 2008. Teaching‚ Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS). Glasgow: Learning Matters. Wilson‚ L.‚ 2008. Practical Teaching: A Guide to PTLLS & DTLLS. Hampshire: Cengage. Websites: www.edexcel.com [last accessed 10/04/2013 www.infed.org[last accessed 22/04/2013 www.legislation.gov.uk [last accessed 21/04/13
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