Assignment 1 diploma in education and training

Topics: Education, Learning, Educational psychology Pages: 18 (7714 words) Published: May 21, 2015
Unit 2: Teaching, Learning and Assessment in Education and Training

1. Understand roles and responsibilities and relationships in education and training 1.1 Analyse own role responsibilities in education and training Teaching is an essential part of knowledge. Therefore it is important to have the skills required to teach When the word “role” is mentioned people instantly think of playing a part, or acting in some capacity. A role involves some idea of expected behaviour associated with a position. I will have expectations of the students that I will teach. These may include an expectation that they will study and undergo assessments. Traditionally the role of the teacher has been as a source of information and trusted to be the well of all knowledge. This means that the teachers are the one in control of passing of the knowledge onto passive students. Role, responsibilities and boundaries are key part of a teacher’s role as an educator, which are used within the assessment framework of a teacher. In each profession there are responsibilities to adhere to. Responsibilities are important as this will allow personal and organisational objectives to be met. Those with responsibilities are accountable to their functions. Roles of a teacher is often mistaken as to just conveying knowledge. But it also includes being a role model. Which mean listening and giving them a positive impact. As a teacher you should be able to overcome any problems in a positive way that may arise.

Why do teachers need skills to teach:
Teachers need skills to teach to ensure competency in teaching and to make the session interesting. Teaching Skills prevents confusion, To enable the teacher to understand individual differences in learning Teaching skills are these acts put together to enable students to receive knowledge in a process made easier by the teacher. Essential skills are needed, be able to listen what the students are saying to unable you to acknowledge what the students have understood. You have to be able to advice your students accordingly, guiding them through e.g assignment writing. Able to provide support (support on finding a job e.g. going through their cover letter and cv) Asking open ended or closed question. Negotiate with student on deadlines of assignments, motivating by giving praise allow them to view the bigger picture after succeeding.

There are 5 parts the training cycle:
Identify the needs of planning-before planning the lesson you will need to identify the learning objectives for the class Designing-by designing lessons that focus on that students activities including listening, directs instruction, reading, writing, discuss, illustrating, conducting experiments etc. teachers can create an interesting mix of activities that are likely to have high participation levels. Facilitating-facilitated learning is to encourage students to take control of their own learning. Assessing-students assessments are evaluating students through learning assignments, exams and portfolios. Evaluating-The purpose of assessment and evaluation is to inform teaching and promote and encourage learning to promote individual growth. Guidelines are to help managers and tutors of essentails skills to understand assessment process. Types of assessment

Initial assessment
Learners have to undergo an initial assessment process will allow you to know the learners skills and if they are competent against the national standards the initial assessment process determines what level the student is working at.Core skills basic key skills builder (BKSB) Identify

Responsibilities of a teacher:

✜Motivating pupils with enthusiastic, imaginative presentation ✜Keep up to date with changes and developments in the structure of the curriculum ✜Preparing and marking work to facilitate positive pupils development Professional yet sympathetic towards students needs

Generous with advice and guidance
Partial and promotes equal opportunities...
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