Name: Caroline Randall Date: 06-03-13 PTLLS Describe what your role‚ responsibilities and relationships would be as a teacher in terms of the teaching/training cycle T1 unit 1 1.1 1.2 1.3 1.4 Unit 2 2.1 2.2 2.3 Unit 3 3.1 3.2 I am working as a tutor‚ within a catering department‚ at a specialist Autistic school for learners from age 5- 22. I am currently teaching entry 3 to level 1 City and Guilds NVQ in Hospitality and Catering and level 2 City and Guilds professional Cookery. My
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Unit 009 Understanding inclusive learning and teaching in lifelong learning I currently teach yoga to adults at the level of beginners‚ I have been teaching yoga classes for the past eighteen months. I have another year of study to undertake on the British Wheel of Yoga Diploma. My typical class sizes ideally should be between seven and fifteen students. Unfortunately I did not have enough students for my adult education course to run last term. My ideal yoga class would be ninety minutes in
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Unit 001 – Roles‚ responsibilities and relationships in lifelong learning LO1. Understand own role and responsibilities in lifelong learning o Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities The aviation industry is highly regulated and many bodies issue legislation‚ requirements and codes and practice that cover the business. One of the main pieces of legislation for all areas of employment‚ including aviation‚ is
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K Smith October 2009 PTLLS Assignment 1 Describe what your role‚ responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle As teachers‚ we are committing to a lifetime of personal and professional learning and development. I remember a conversation that I had with my son when he was about six. I told him that nobody knows everything. He replied ‘What‚ even teachers?’ I laughed at the time but it made me think about the fragility of knowledge
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Appropriate Teaching Strategies Teachers classroom these days we do have some challenging position when making sure to use developmentally appropriate teaching strategies with all different children. I have seen that we do not have all children learning and understanding the information the same way. When they come from different cultures is when it is harder for them to learn and understand the information we are giving. Developmentally appropriate practice (DAP) teaching strategies can aid teachers
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Instructional Strategy Three – Modularized Teaching Modularized instructional format. Modularization requires that the curriculum be divided into modules‚ or areas of specific content coverage‚ to allow for acceleration through the developmental math sequence. Students are placed into modules based on placement scores or other competency programs‚ and are given a set of modules to complete prior to a college level course. There are generally up to eight or nine total modules that students may
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equalityanddiversity.co.uk/samples/sample-embedding-equality-and diversity-into-everyday-practice.pdf Date assessed 31/05/13 Wilson‚ L. (2008) Practical Teaching: A guide to PTLLS and CTLLS‚ Andover: Cengage. Gravells‚ A (2011 &2012) Preparing to Teach in the Lifelong Learning Sector Exeter: Learning Matters ptllsresource.co.uk/resources/ptlls-assignments Date acsessed4/06/2013 McColl‚ H. (2010) ‘why aren’t they learning? Some common barriers’ www.hilarymccoll.co.uk/resources/wtcommon%20barriers
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organisation but also with the teacher. Equality Act (2010): states that it is unlawful to discriminate against a person on the grounds of race‚ colour‚ disability‚ gender‚ age‚ sexual preference or any other similar circumstance. An legal requirement of teaching practice is the promotion of inclusion. Human Rights Act (1998): gives all people basic human rights. Data Protection Act (1998): states that all personal information held on record must be protected‚ strictly controlled in line with regulations
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Learning & Teaching Strategies in Lifelong Learning Unit 5 Steve Coyle (EL57424) Contents Section Pg 1.1 – Key aspects of legislation 1.2 – Promoting equality and valuing diversity 1.3 – Own role and responsibilities in lifelong learning 1.4 – Identifying and meeting the needs of the learners 2.1 – Boundaries between the teaching role and other professional roles 2.2 – Points of referral to meet the needs of the
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PTLLS Assignment |Using the teaching and training cycle |Identifying needs and planning | |as a model‚ discuss one responsibility|One role/ responsibility of a teacher is to initially assess the students in order to identify their current skills; their preferred learning styles and any barriers or| |which would come under each part of |challenges to learning
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