Ctlls Theory Assessment 4 Rationale

Topics: Education, Educational psychology, Learning Pages: 6 (1706 words) Published: August 28, 2013
THEORY ASSESSMENT 4

CERTIFICATE IN TEACHING IN THE LIFE LONG LEARNING SECTOR

Rationale outlining research in the following areas:
Negotiating with learners
Inclusive learning
Integrating functional skill into subject areas
Communication – Verbal/ Non verbal

By

Stuart McDonagh

When starting the assignment I had to ask as myself a few questions; where do I start initially to get the required information? I separated the points individually to allow me to find information pertaining to each subject within the overall planning and enabling learning scope.

I initially thought books would provide the most directly comprehensive insight into the subject matter but soon decided that because of the plethora of books available and limited amount time to research each one in turn would cause significant confusion.

I then searched the internet using various search engines and specialist sites (IFL. etc) this threw up even more information but allowed me to narrow down my research into particular areas and compare author’s theories, a lot of which have been taken from well known and proven academic research. This allowed me to quickly filter and sort any “red herring” material and allowed me to better focus my efforts in established theory.

Another source of research was to talk to other teachers and get their individual take on the subjects. This allowed for up to date first hand experiential information to be discussed. This proved a little more difficult than I first thought, however, because of the need for others to give their valuable time freely. I did manage, however, to get very good feedback from one or two individuals that I have contact with on a daily basis and could gain information in useful sized chunks.

Finally, I used my own experiences within each of the research areas to show exactly what has or indeed has not worked for me and my teaching style in the past and allowed me to make informed decisions that would have a direct impact on my own teaching and development.

Rationale

One of the first areas that I came across when I started researching was that of the role of a teacher in the Lifelong Learning sector. This was explained in a number of ways on LSIS (Learning and Skills Improvement Service) website which introduced the 10 pedagogy of teaching. It acknowledges that; “Teachers are now expected to support the learner, directly or indirectly, in all aspects of their learning journey. This means teachers:

* collaborating with other individuals, agencies and organisations * planning, organising and managing varied learning experiences * giving feedback and guidance
* maintaining an inclusive, equitable and motivating learning environment. This expanded role is also reflected in the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. It is important that you work with these 10 pedagogy approaches as part of your CPD (Continued Professional Development) and reflect on their impact; you will find they contribute naturally to your key purpose as a teacher:

"The key purpose of the teacher is to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners." LLUK (2007) Initially whilst researching on the LSIS website I read about planning learning and found what the site called “Toolkits” for a number of different subjects. One in particularly struck me though was a toolkit to enable expert learners. This method used planning as a collaborative tool to engage the learner in their learning experience. This would automatically require negotiation between the learner and the teacher thereby furnishing them with the tools to do the job [learning]. This method means that both the teacher and learner must enter into co-operation about the learners needs.

In certain conditions these efforts may be expected to...

Bibliography: 5. Mager (1955)

[ 5 ]. Johnson, D.W., Johnson, R. (1994) An overview of co-operative learning. Brookes Press: Baltimore
[ 6 ]
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