Contents Glossary of terms Section 1 • Introduction • Learner 1 Profile • Learner 2 Profile • What the learning theories tell you about different ways to help learners learn most effectively • How different types of assessment help in supporting and monitoring learning and helping learners to make progress • How applying learning and assessment theories might help you to develop and extend your current approaches to enabling and assessing learning Section 2 • Scheme of Work
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Gould‚ Jim (2009) Achieving your PT”LLS Award” Gravells‚ Ann (2008)‚ “Preparing to Teach in the Lifelong Learning Sector” Minton‚ D (1997) Teaching Skills in Further and Adult Education” Wilson‚ Linda (2008) “Practical Teaching a Guide to PTLLS & CTLLS” Watson‚ Sue “Promoting Learning in The Inclusional Classroom” from www.about.com “Helping Students with Orthopedic‚ Hearing‚ or Visual Impairments Succeed in the Classroom” Heart of Illinois Low Incidence Association‚ 2008 CSIE summary of the 1996
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Peer Assessment Form 2 43/44 Observed Peer Assessment Form 3 45/46 Micro Teach Self Evaluation Form Page 2 of 46 What’s next after PTLLS? PTLLS Level 4 TAQA Assessors Award Institute for Learning (IFL) Membership PTLLS CTLLS CPD =ATLS DTLLS CPD =QTLS Page 3 of 46 Section 1 Please complete all sections 1-7 & Sign & Date 7 Course: Start Date: Venue: Section 2 Personal Details (Please print name clearly) Name: Address: Town/City: Postcode:
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PLANNING TO MEET THE NEEDS OF LEARNERS Be able to agree individual learning goals with learners 1.1 Analyse the role of initial and diagnostic assessment in agreeing individual learning goal Gravells‚ (2012 p98)‚ Initial assessment is a check on learners’ prior skill‚ knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal‚ and mainly internal task which is produced by the school (ILP) to identify learners existing skills & achievements
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QUALIFICATION HANDBOOK Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (PTLLS) (6302) October 2011 Version 1.0 Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Preparing to Teach in the Lifelong Learning Sector 6302 19+ There are no formal entry requirements. Learners are required to have evidence of level 3 vocational skills for the area in which they will teach if they are to progress into teaching in the
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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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MP A R Munich Personal RePEc Archive Natural hazards and disaster management in Pakistan Himayatullah Khan and Abuturab Khan 12. October 2008 Online at http://mpra.ub.uni-muenchen.de/11052/ MPRA Paper No. 11052‚ posted 12. October 2008 23:59 UTC Natural hazards and disaster management in Pakistan Himayatullah Khan Professor‚ Department of Development Studies COMSATS Institute of Information Technology‚ Abbottabad and Institute of Development Studies NWFP Agricultural University‚ Peshawar
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http://ptllsresource.co.uk/blog Starting Ptlls This is a post for people at the beginning of their Ptlls journey – next week will be a long article for people who have finished and are looking at where to go next. So‚ on to my little guide if you are getting started with your Ptlls course. There are all the Ptlls essays with notes but this is more an overview of how I would tackle things at the beginning of the course if I were doing over. If anyone has any pointers please leave a comment
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Level – 4 (Prepare to teach in the lifelong learning sector) - PTLLS The following are headings for broad areas students will have to research to show evidence of competence in PTLLS. GROUP A: Roles and responsibilities and relationships in lifelong learning GROUP B 1: Understanding inclusive learning and teaching in lifelong learning GROUP B 2: Using inclusive learning and teaching approaches in lifelong learning GROUP D: Principle of assessment in lifelong learning
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