6.1) Analyse ways in which minimum core elements can be demonstrated in planning‚ delivering and assessing inclusive teaching and learning. "Functional skills are practical skills in maths‚ English and ICT for all learners aged 14 and above." Being a teacher we should give opportunities embedding the functional skills to assist the learners to develop their skills in literacy‚ numeracy‚ language and ICT throughout the programme of learning to enable them to use their skills effectively and confidently
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“Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language‚ literacy‚ numeracy and ICT (LLN & I) that are essential to teachers who work in the lifelong learning sector.” City and Guilds (2008) Learners’ particular literacy‚ language‚ numeracy and ICT needs can be established through initial assessment‚ talking to learners‚ observing them completing activities or using simple self assessment tests. “Recognizing and using a variety of different teaching
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the Lifelong Learning Sector (CTLLS) City & Guilds 7304 |CTLLS | |Initial Assessment | John Neil First Please replace the “Candidate Name” one the above page with your name‚ thank you. The purpose of this document: City and Guilds require that a “thorough” initial assessment is carried out prior to the start of a CTLLS course. Consequently we are giving you
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progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand‚ some learners might have very advanced personal skills or abilities in relation to the minimum core and teachers should be able to ascertain which of their learners would need to feel more challenged during the programme and plan different activities to meet the needs of these learners. Results from initial and diagnostic assessments should be
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in the Lifelong Learning Sector. Maidenhead: Open University Press. Wallace‚ S. (2007) Teaching‚ Tutoring and Training in the Lifelong Learning Sector. 3rd ed. Exeter: Learning Matters Ltd. Wilson‚ L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. Andover: Cengage Learning EMEA. Moser‚ C. (1999) Improving Literacy and Numeracy: A Fresh Start [online]. Department for Education and Skills. Available from: http://www.lifelonglearning.co.uk/mosergroup/ [Accessed 1 February 2011]. Leitch‚ S. (2006)
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my presentation I tried not to speak too fast‚ tried to make eye contact with the whole group and ensured that I didn’t remain static. I chose to include graphics in my power point and used handouts to help my audience understand how I embed minimum core in my subject delivery. The handouts that I provided were used as a visual aid to support my presentation. I felt that they gave clear examples of the content of my presentation and noticed that at one of my peers asked if they could a copy away
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CTLLS Unit 3 Learning Journal 13th July 2008 Principles and Practice of Assessment In my teaching I am constantly assessing the learners on how they are doing and this is through questioning techniques such as can they describe what was learnt last week‚ what did we do‚ who can explain the word construction and how does this word fit in to this sentence. This is a good method of checking to see if learners have picked up on what has been taught and it also gives the tutor reassurance
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Key Concepts and the Principles of Assessment “Assessment focuses on the learners’ performance. It is about measuring achievement‚ both ongoing (formative) and at the end of the programme (summative).” Wallace. S (2007: 118) Assessment is a process through which we gauge a learners level and progression‚ ensuring learning is taking place and the learner is developing their skills and knowledge. Susan Wallace recognises the importance of assessment as more than a means of determining learner
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Assessments are used so that we can check that learning has taken place and to what extent. I use assessments at all stages of the learning process in line with organizational requirements. In order to prepare effective assessments we need to think about the key concepts and principles. It starts with validity. We need to make sure learners understand what we are actually assessing or measuring. For example are we assessing learners’ writing and reading skills when it is an assessment in Maths
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PPA Level 4 Assignment 2.3 Theory 1 Produce a methodology for the chosen area of research‚ the approach taken and a précis of findings. Research the following points and produce a written rationale for each of the following Principles of assessment‚ different methods‚ strengths and limitations of these‚ relevant to their subject area‚ which can effectively meet the individual needs of learners. Peer and self-assessment; how this can promote learner involvement and personal responsibility
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