in ways that enable the student to learn better‚ or when students can engage in a similar‚ self-reflective process”(Principle 4). It has also been supported by several educationists such as Scales (2008 p.179)‚ Black and William (1998: 17) and Reece and Walker (2007 p.325). Formative assessments are not graded which allows flexibility to modify and adjust the teaching practices and reflect the needs and progress of learners as well as motivating them. However‚ formative assessment in its purist form
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Miliband‚ D. (2004) ‘Personalised Learning: Building a New Relationship with Schools’‚ North of England Education Conference‚ Belfast‚ 8 January. Petty‚ G. (2009) Teaching Today: A Practical Guide (4th Edition). Cheltenham: Nelson Thornes Ltd. Reece‚ I. and Walker‚ S. (2007) Teaching‚ training and learning: A Practical Guide‚ (6th Edition): Business Education Publishing. Schon‚ D. (1983) The Reflective Practitioner: How professionals think in action‚ Temple Smith: London.
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References: www.ashfordstpeters.org.uk/.../457 Reece and Walker (2002) – internet accessed 10th November 2012 Maslow’s Hierarchy of Needs (1954) Smith‚ J and Spurling‚ A 1st edition (1999)‚ Lifelong Learning: Group Learning‚ 44
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key role of a teacher is to ensure students’ learning‚ serving as a guide to access the process of learning‚ with an overall responsibility to help them achieve their goals and objectives. From this overarching role of learning “facilitator” (Reece and Walker‚ 2003)‚ several other roles and concomitant responsibilities develop as we progress through the five stages of the teacher/training cycle. Identifying needs: with any new student it is vital to establish their abilities such as literacy and
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Bibliography: LSC Brochure (2008)‚ Learner Voice: Equality and Diversity – What’s That Then? ‚ p.1 Not sure which is author and which is publisher - North West Regional Youth Work Unit or Learning and Skills Council Reece‚ I & Walker‚ S (2003) 5th Ed Teaching‚ Training and Learning: A Practical Guide‚ Business Education Publishers Limited. The Sector Skills Council for lifelong learning (2007)‚ New overarching professional standards for teachers‚ tutors and trainers in
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Skills in Further Education. Hampshire‚ UK. MacMillan Press Ltd. Pages 79- 80‚ 120 Petty G (2001) Teaching Today Pages 63 Reece I and Walker S (2003)5th Ed Petty G (2001) Teaching Today. Cheltenham‚ UK. Nelson Thornes Ltd. Reece I and Walker S (1996) 2nd EdTeaching‚ Training and Learning. A Practical Guide. Sunderland‚ UK. Business Education Publishers Ltd. Reece I and Walker S (2003) 5th Ed Teaching‚ Training and Learning. A Practical Guide. Sunderland‚ UK. Business Education Publishers Ltd. Minton
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to students helping them to progress and develop at a faster pace. The purpose of assessing is to find out if learning is taking place. “It is important for you to know where you want your students to finish and what you want them to learn” Reece‚ Walker (2003)“Teaching Training and Learning” Assessing enables me to see if students have gained the required skills and knowledge needed to pass a qualification in my case a vocational qualification (NVQ) level 1-2. Before a student takes an
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. Warm up sessions may be needed. Advantages. . All can participate. . Needs few resources. . Encourages team work. . Uses student experiences. . Seems to be part of the creative process. (Reece & Walker‚ 2003.131) TEXT BOOKS The next student activity is for the students to record their findings in their text books. This can be done either in pairs or individually. There are a couple of approaches which could be used for this activity
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(2011). What we do [online]. Available at: http://www.ifl.ac.uk/about-ifl/what-we-do [Accessed on 22/04/2012]. Legislation. (2003). The Data Protection Act. [online]. Available at: http://www.legislation.org.uk/ [Accessed on 23/04/2012] Petty‚ G Reece‚ I and Walker‚ S. (2007). Teaching‚ training & learning‚ a practical guide‚ 6th edition. Tyne and Wear: Business Education Publishers.
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period of time. It is a working document‚ just as building plans can be altered so too can a scheme of work‚ it is not binding. The lesson plan is a more defined document it looks at‚ in greater detail‚ what we are going to do within each lesson. Reece and Walker (2007‚ p15) suggests that there are two functions to a lesson plan A Strategy or plan for teaching A series of clues to be used during the lesson Lesson planning is a critical factor in the delivery of any session‚ it provides a structure
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