Demonstrate an Understanding of My Role, Responsibilities, and Boundaries. Identify Any Aspects of This Role Which Need Development.

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Demonstrate an understanding of my role, responsibilities, and boundaries. Identify any aspects of this role which need development.

My Role

My daily role is as an assessor, who is based at individual places of work. Due to this the resources I need are taken with me on a daily basis, I do have the facility to book rooms for tests and discussions.

I prepare my sessions in advance. It is important that I provide an effective structure for all sessions that promote the students learning. Ensuring lesson plan are completed in full and that all the following questions have been answered:-

What do the students already know?
What do I want them to have learnt by the end of the session? Do I want to identify an overall learning aim for the session? How do I intend to enable them to achieve this?
Are the learning outcomes SMART

To teach effectively involves many factors that go before the session starts and after the session ends. This includes the planning, preparing resources and materials, assessing students and evaluating how I as a teacher deliver.

Identifying Needs

This can be achieved either in a group or individual setting. As part of my role I identify needs by completing a initial assessment of the students. This is done by each individual completing a application form and also a document called a skills scan. These documents help identify the best award to place the learner on, and also through discussion with the student and their manager any areas for development.

Also each individual will complete the basic skills initial assessment tests, application of number and communication these assessments highlight any additional support that may be needed, the support is conducted using the basic/key skill builder books.

My boundaries are limited depending on what kind of needs the student requires. I am currently studying for my specialism in literacy, so if extra support was required for application of number I would ask a colleague who specialized in this area to support my student further. A further boundary within my role at the moment is working with deaf students, as my sign language is limited and I have not used this for sometime I use an interpreter when available.

Plan and Design

The first session is usually the induction, this is completed in a relaxed atmosphere and areas discussed are the award, key skills and technical certificate being completed. Other areas for discussion are individual learning styles, Health and Safety and Equal Opportunities.

When it comes to learning styles they tend to consist of three inter-related elements: Information processing – habitual modes of perceiving, storing and organizing information ( for example, pictorially or verbally) Instructional preferences – predispositions towards learning in a certain way ( for example, collaboratively or independently). Learning strategies are adaptive responses to learning a specific subject matter in a particular context. Visual learners learn best from pictures or written text.

Auditory learners prefer the spoken word.
Kinaesthetic learners think in terms of actions and bodily movement. Within my current role I use pictures and written text with my deaf students as these visual aids help them to learn and understand what is needed to complete the award, when Julie the interpreter is there this is kinaesthetic learning. This type of learning is also demonstrated by other students who I observe on a daily basis.

Taped discussions or taped questioning is used as well where students give information regarding a task they have completed. During my working time as an assessor I have found that people doing key skills use a mixture of visual and auditory methods to help them understand application of number.

Learning styles are at best one of a range of factors determining how students react to learning opportunities – environment, culture (both the learner’s and the institution’s) teaching methods and...
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