6302 Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning Name: Date: Word Count: 1.1 Summarise learning and teaching strategies used in own specialism As a First Aid Instructor‚ I deliver a variety of courses lasting between one to three days in duration. I try and vary my teaching styles depending on the subject and also on the learning styles of the students. Achieving the correct balance is
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The Duluth campus of the University of Minnesota Medical School has healthcare goals that closely reflect my own. This campus is well-known for training physicians to serve rural Minnesota‚ which is the type of community I wish to be a part of. I love how this school emphasizes the ability of its medical students to be compassionate‚ empathetic‚ and be good communicators as there is more to being a physician than diagnosing patients. Duluth’s goal to produce physicians who provide for rural Minnesota
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What is meant by assessment? What are the strengths and weaknesses of the assessment types and methods you use? How would you involve your learner into the assessment process? Why do we need to keep records of assessment? Assessments are a critical part of the education system; highlighted by Black and Wiliams’(1998) who define assessments as activities providing “information to be used as feedback to modify the teaching and learning activities in which they are engaged”. There are two forms
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ASSESSMENT METHODS What is assessment? Black and William (1998) declare that the term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress. There are many different forms of assessment‚ however they can generally be divided into two main categories; formative and summative which can be formal or informal. Formative assessment focuses on the gap between where a learner is in their learning‚ and where they need to be. Marshall
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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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Different assessment methods available within NVQ’s in the transport industry. Most of my job requires me to record evidence of a person carrying out their daily work routine and sees me recording them doing it using a range of assessment methods. The main assessment method that I prefer to use is Holistic. The reason I prefer using this method above other methods available to me is because it allows me to record any evidence as I see it occur in the workplace naturally. As no two assessments are the
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Learning Outcome Be able to conduct and record assessments in accordance with internal and external processes and requirements 2.1 Review the assessment requirements and related procedures of learning programmes (AQA. 2012).Assessment is the process by which a learner’s skills and knowledge are reviewed in order to evaluate what they have learnt or in the case of NVQs‚ how they are performing against the competencies they are required to demonstrate. I see classroom assessment as having four main
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Methodologies Programme: MBA Part Time Groups: 9‚10‚11‚12 & 13 Module Period: 22 February 2013 - 23 March 2013 Lecturer: Dr. Lester Massingham Tutor: Dr. Kui Juan Tiang Date of Completion and Submission: 23 March 2013 Submission Method: Online via turnitin Assessment Type: A type-written assignment Assignment Question: The aim of the module is to equip students to plan and conduct a research project leading to the production of a Masters level dissertation. The general goal is to introduce and develop
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City & Guilds Preparing to Teach in the Lifelong Learning Sector Unit 001 Roles‚ Responsibilities and Relationships in lifelong learning. The main role of the teacher is that of facilitator of learning by leading discussions‚ asking open-ended questions‚ guiding process and task and enabling participation of the learners. They must also provide students with the opportunity to take charge of their learning‚ encourage the discovery of new ideas‚ to gain insight into their studies and make
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City and Guilds 6302 Preparing to Teach in Lifelong Learning Unit 008 Responsibilities and Relationships in Lifelong Learning Unit 008 – Roles‚ responsibilities and relationships in lifelong learning 1 Understand your own role and responsibilities in lifelong learning 1.1 Summary of key aspects of legislation‚ regulatory requirements and codes of practice that relate to the role of a ‘trainer/teacher’ at a secondary school and responsibilities to ‘learners’ and employer
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