Role of Teacher
PTLLS course
May 2013
Evaluate your role of teacher/trainer explaining its responsibilities (including the promotion of equality and valuing diversity) and limits. A/1.2 A/1.3 A/1.4
There are 5 stages to the teaching Learning Cycle.
Enabling Learning
Planning Learning
Assessing Learning
Quality assurance & evaluation
Identifying Learning
The learning cycle can start and finish anywhere on the cycle. There is no start and finish point.
Identifying needs
Before the students start the course a lot of pre assessment work can be completed, this can take the form of application forms and / or a pre course interview. The student needs can be clearly identified to ensuring the correct course has been identified for the student. The pre-entry criteria on pre-enrolment can be checked to ensure the student is undertaking the correct level of course. At the interview stage notes are kept to ensure any support requirements that are needed are communicated to the relevant people e.g. epilepsy, diabetes.
The course could be offered at different times e.g. evenings and during the day’s to enable students to attend if they have other commitments. The college could offer support for the student in way of advice for childcare and finances. The student could also have physical problems accessing the college facilities and will need support to overcome these barriers. E.g. developing a PEEPS (Personal Emergency Evacuation Plan) for the students who may be hard of hearing or wheel chair bound. The initial assessments can be used to plan the individual learning promoting inclusivity and diversity.
Planning Learning
The lecture may have to organise off site visits for example if the student is undertaking a NVQ in plastering then the onsite work needs to be assessed. The lecturer has to be aware of individual differences in students and adapt the speed the course is rolled out and the different levels it is taught at. The scheme of work that is developed has
May 2013
Evaluate your role of teacher/trainer explaining its responsibilities (including the promotion of equality and valuing diversity) and limits. A/1.2 A/1.3 A/1.4
There are 5 stages to the teaching Learning Cycle.
Enabling Learning
Planning Learning
Assessing Learning
Quality assurance & evaluation
Identifying Learning
The learning cycle can start and finish anywhere on the cycle. There is no start and finish point.
Identifying needs
Before the students start the course a lot of pre assessment work can be completed, this can take the form of application forms and / or a pre course interview. The student needs can be clearly identified to ensuring the correct course has been identified for the student. The pre-entry criteria on pre-enrolment can be checked to ensure the student is undertaking the correct level of course. At the interview stage notes are kept to ensure any support requirements that are needed are communicated to the relevant people e.g. epilepsy, diabetes.
The course could be offered at different times e.g. evenings and during the day’s to enable students to attend if they have other commitments. The college could offer support for the student in way of advice for childcare and finances. The student could also have physical problems accessing the college facilities and will need support to overcome these barriers. E.g. developing a PEEPS (Personal Emergency Evacuation Plan) for the students who may be hard of hearing or wheel chair bound. The initial assessments can be used to plan the individual learning promoting inclusivity and diversity.
Planning Learning
The lecture may have to organise off site visits for example if the student is undertaking a NVQ in plastering then the onsite work needs to be assessed. The lecturer has to be aware of individual differences in students and adapt the speed the course is rolled out and the different levels it is taught at. The scheme of work that is developed has