H.S. PTTLS Course Day 2 Assignment 4 2/3.3 Review ways to give constructive feedback to motivate learners “Probably the most effective barrier to communication is the learner’s lack of motivation”. P59‚ CURZON‚ L.B. (1980) 2nd Ed ‘Teaching in Further Education’. Cassell. Preparing to Teach in the Lifelong Learning Sector: Ann Gravells: “Providing feedback – informing the learners how they are progressing”. (P.27) “Constructive feedback doesn’t just mean positive feedback… Negative
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assignment will help assess the learners’ knowledge and understanding of the subject. Can be formative and summative. Observation is an excellent way of judging exactly how well your learners have absorbed the learning‚ by seeing how well they can put theory into practice. If mistakes are made‚ you can question them afterwards to ascertain whether or not they were aware of the error. If they are working in a group‚ you can also utilise other members of the group to give peer feedback. This is also
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Unit 008 – Roles‚ responsibilities and relationships in the lifelong learning sector. In this assignment I am going to talk about the roles‚ responsibilities and relationships and boundaries of a teacher in the lifelong learning sector. I will be talking about key legislations‚ regulatory requirements‚ codes of practice relating to my own role. I will explain how to establish and maintain a safe and supportive learning environment. I will mention the teaching and learning cycle and what I can do
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Unit 001/008 Roles‚ responsibilities and relationships in lifelong learning 1.1 Some of the key aspects of legislation‚ regularly requirement and codes of practice are covered in: * Health and Safety at Work Act 1974. * Race Relations (Amendment) Act 2000. * Disability Discrimination Act 1995 and 2005 (DDA). * Special Educational Needs and Disability Act 2001 (designed to bring education within the remit of the DDA through the addition of Part 4 DDA 1995). * Equality
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Affairs. (2012). Protecting pets from cruelty [online]. Available at: http://www.defra.gov.uk/wildlife-pets/pets/cruelty/. [Accessed on 22/04/2012]. Grimsby Institute. (2012). City & guilds 6302 Preparing to Teach in the Lifelong Learning Sector (PTLLS) Handout Pack. Grimsby: Grimsby Institute. Grimsby Institute HSE: Health and Safety Executive. (2003). Health and safety regulation...a short guide (HSC13). [online]. Available at: http://www.hse.gov.uk/pubns/hsc13.pdf [Accessed on 23/04/2012] HSE:
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Assignment 1 Roles‚ responsibilities and relationships in lifelong learning 1.1.3 Explain own role and responsibilities in lifelong learning I see my role as a teacher of beauty therapy as facilitating my knowledge through learning and following the learning cycle. I usually start by trying to identify the learners needs by arranging and carrying out suitable assessments‚ carrying out interviews‚ identifying any barriers to learning and to help my learners achieve their chosen program‚ by using
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PTLLS Understanding Inclusive Learning and Teaching in the Lifelong Learning Sector. Briefing Document In order to promote inclusive learning it is preferable to do an induction or selection process to identify the needs of all learners to avoid excluding anyone‚ either directly or indirectly. All students must be treated equally and fairly. Induction should include attitudes and behaviour of all attendees and notice must be given to all actions and behaviours which must be considered
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Justify the need for record keeping and describe the types of records you would maintain This essay will firstly define the meaning of record keeping. One will then justify the need for keeping records‚ then list and describe selective ones maintained as a Graphic Design teacher. Record keeping within teaching is a process of storing accurate data on a learner that can be easily accessed when required. It is an essential requirement of a teacher and it is acknowledged within a contract of
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There are two types of assessment‚ formal and informal. When a candidate is being formally assessed‚ questions may be asked or they may be asked to take a test‚ the candidate therefore is fully aware of being assessed. During an informal assessment‚ e.g. during an observation while carrying out their duties‚ the candidate may not be aware that they are being assessed. A trainer may use a number of different methods in these types of assessment‚ below are some examples: Formal Informal Written
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Review what your role‚ responsibilities and boundaries (where your job starts and ends) as a teacher would be in terms of the teacher/training cycle The training cycle consists of the following phases; identifying aims and objectives‚ planning‚ delivering the course‚ assessment and evaluation. The cycle can be started at any phase but should be followed all the way round for it to be most effective. The trainers role is to identify the aims of the course as defined by the examining board or syllabus
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