Unit 1 Pgce

Topics: Education, Educational psychology, Learning Pages: 15 (5418 words) Published: February 27, 2013
Unit 1: Planning and Preparing for Teaching and Learning
Word count:5150

At present my role is of a hairdressing teacher in a further education college. I currently teach hairdressing on the NVQ level 1, 2 and 3 programs. Gravel’s, A (2006, p5) suggests that it is all about helping someone to reach their full potential, whether this is for personal or professional reasons, and for me, helping to make a difference to someone’s life can be very rewarding.

Within this assignment I am aiming to discuss the learning outcomes as outlined in Unit 1 - Planning and preparing for teaching and learning to define the roles and responsibilities of a teacher.

Reece and Walker (2003, P4) describe a modern teacher as being a facilitator and when comparing a modern teaching role to more traditional teaching methods, I agree that this is true. As the modern role requires the teacher to be able to communicate with the learners in such a way as to inspire and encourage all learners to engage within their chosen subject. To be able to do this is vital when teaching within further education as groups consist of not just different age ranges but also learners from different learning backgrounds, with individual needs and abilities. Due to this diversity, it becomes more important for teachers to explore new and inventive ways when approaching schemes of work and session plans, whilst ensuring it covers all the aims and outcomes of the syllabus set out by the awarding body (VTCT) and follows an internal strategy which is monitored by an external verifier to ensure that standards are being adhered to. By doing this it will ensure that the aims and objectives planned in a session are meaningful and relevant to all learners.

One of the roles of a teacher is to identify learners’ needs thus ensuring the learners are not only on the correct course but also on the correct level for their ability. It is my responsibility to facilitate initial assessments, assessing and monitoring the various learning styles for each individual learner, taking into consideration the learners prior experiences, knowledge and motivation both academically and within their home life in order for individuals to achieve their full potential. During this initial assessment the learner is encouraged to disclose any disabilities and/or learning difficulties so that any need for additional support may be identified and the appropriate measures can be put into place to support them. This could be in class support, adapted or specialised equipment or resources or referring them to a specialised department for support or guidance. It is also the responsibility of the teacher to know what will need to be disclosed and what is to be kept confidential.

Due to government requirements, to improve basic core skills further assessments (BKSB) are carried out which identify learners’ levels in numeracy, literacy and ICT. The completion of these tests allow for any additional learning needs to be identified thus ensuring that support is put into place to assist the learner. This allows for more effective learning to take place and will allow the teacher a deeper insight into the learners’ level of learning therefore allowing the teacher to challenge the more capable learner whilst allowing the less able learner to be encouraged.

Another role of the teacher would be to plan for the academic year. This would include producing a scheme of work for each unit covered. The scheme of work is a working document and is frequently evaluated and reflected throughout the year and adapted as I gain a deeper knowledge of each learner’s requirements. This knowledge is gained through the initial assessments which would include a learning style questionnaire, observations carried out during sessions and from each learner’s ILP (individual learning plan) which is a document produced by each individual learner that takes into...

Bibliography: Brookfield, Stephen. D (1995), Becoming a Critically Reflective Teacher, Published by Jossey-Bass, A Wiley Imprint, 989 Market Street, San Francisco, CA 94103-1471
CfBT Education Trust (2008), Guidance for Assessment and Learning, Reading, UK
Gravells, Ann (2012), 5th Edition Preparing to Teach in the Life Long Learning Sector, Learning Matters, an imprint of SAGE Publications Limited, London
Equal Opportunities Policy
Inclusive Learning, Principles and Recommendations: A Summary of the Findings of the Learning Difficulties and/or Disabilities Committee, (1996), published by the Further Education Funding Council.
Lifelong learning UK
Wallace, Susan (2001, reprinted 2004), Teaching and Supporting Learning in Further Education
Reece, I and Walker, S
Rogers, A. 2002. Teaching adults. 3rd edition. Buckingham, England.
QIA, 2008
Reference
Rogers, Alan (2002), Teaching Adults, Third Edition, Open University Press
Nordmann, L. 2002. Therapy: the foundations. 3rd edition. England, Macmillian Ltd.
No Author. 2011. [online] Equality and diversity legislation http://idea.gov.uk/idk/core/page.do?pageId=5145524 Date accessed on: 28/09/2012
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Petty, G. (2009) Teaching today. A practical guide. 4th edition. London, Nelson
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Trautmann, N.M., Carlsen, W.S., Eick, C.J., Gardner, F.E., Kenyon, L., Moscovici, H., Moore, J.C., Thompson, M., and West, S., 2003, Online peer review, learning science as it 's practiced. Journal of College Science Teaching. P. 443-447.
Walkin, L. 1990. Teaching and learning in further and adult education. 1st edition. Cheltenham, England. P. 71 - 72.
Wolf, K. 1996. [Online] Reflective Practice Available:
http://vfc5.project.mnscu.edu/index.asp?Type=B_BASIC&SEC=%7B848F7546-AD85-4B8E-9C20-E2475CAE341A%7D Date accessed on: 21/09/2012
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