Identifying the learner’s need: We can identify the learner’s need from the application process‚ from interview or when they commence the programme. This process is really important as it will be helpful to design the plan and resources to fulfill the learner’s need. Once we have identified the needs of the learners‚ if any student require special support we should discuss the requirements of the qualification with our student‚ along with the range of services and agencies that are available to
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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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legislation‚ regulatory requirements and codes of practice that directly impact on your teaching and on your learning environment. In order to summarise key aspects of legislation‚ regulatory requirements and codes of practice‚ we need to firstly understand what these terms mean. Legislation‚ regulatory requirements are a duty to act according to the law as defined in an Act of Parliament and usually enforceable through the courts. Codes of Practice are rules outlining how a person in a particular
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PTLLS Research Report 012a. In this report I will describe what types of assessments there are and how they are used in my job role. I will also talk about peer and self-assessment and reflect on how they may be used in the assessment process. I will then talk about how I would involve my learners in the assessment process. Initial – everyone should undergo an initial assessment at the start of any learning. These will help to define at what stage their needs are and if any additional help
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Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in lifelong learning
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plan and design‚ deliver and facilitate‚ assess and the final stage is evaluate. As this is a continuous cycle‚ it is the main role of a tutor to constantly adapt my teaching practices to suit each individual. When learners begin our course‚ they undergo certain assessments as well as discussions with tutors to help identify their individual learning needs. This helps when planning my sessions as there are many circumstances that I need to consider to ensure that all learners’ needs are catered
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Describe what your role‚ responsibilities and boundaries would be as a teacher in terms of teaching and training. Role‚ responsibilities and boundaries as a teacher would be to be prepared for the learners. This would include making sure that the work stations are correct‚ such as computers‚ chairs and desks. The room temperature should be at a suitable temperature. Lighting must also be suitable. I would also have handouts ready to give the learners once they have arrived and my knowledge of
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In this assignment I will be looking at the five stages of the teaching cycle. I will also identify the legislative requirements and codes of practise that directly impact on teaching and the learning environment. The cycle can be followed by teacher and learner alike and must be followed for learning to be truly effective as described in the following quote: Ann Gravells (2008: 27) “It’s called as cycle as you can start at any point‚ but you must follow through all the other points for teaching
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adult and community education centres‚ private training provides of different work based learning and prisons. Francis and Gould (2009). Teaching within the lifelong learning sector is seen as helping learners meet their full potential within a subject area so that they are able to progress onto the next level. Gravells (2008). According to Gravells (2012) in order to be a successful and ‘good’ teacher it is essential that you teach your specialist subject in a way that will actively involve‚ engage
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Assignment on Preparing to Teach in the Lifelong Learning Sector (PTLLS) Understand own role‚ responsibilities and boundaries of role in relation to teaching. Review own role and responsibilities‚ and boundaries of own role as a teacher. Role‚ responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment‚ planning and review. The main role of the teacher is to facilitate communication
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