Unit 301 Understanding Roles leaflet

Topics: Education, Learning styles, Personal protective equipment Pages: 6 (1151 words) Published: February 16, 2015
Mr. Peter Bowen

Understanding Roles, Responsibilities and Relationships in Education and Training Unit 301
The areas covered within this leaflet are:
The teaching role and responsibilities in education and training How the teaching/training role involves working with other professionals The boundaries between the teaching role and other professional roles including points of referral to meet the needs of learners The key aspects of legislation, regulatory requirements and codes of practice relevant to the roles and responsibilities of our own professional role

As teacher’s we are committing to a life time of learning and development of ourselves and our learners.

The roles and responsibilities in education and training.
These are varied, as a teacher we should standardise our practices with others, prepare the material we wish to deliver. Have the ability to listen, be knowledgeable, support and guide. Ensure the security of learners whilst complying with the Data Protection Act (DPA) 1998. Maintain records of learner’s’ progress; make learning fun, interesting and informative.

There are 5 stages to the teacher/training cycle (ref. a) which identify the roles and responsibilities in education and training, they are:

• Identifying Needs

The roles here are to assess, interview and potentially be a curriculum developer. We have the responsibility of finding out the motivations and the expected level of achievement required for the course we aim to teach. Work out the level of knowledge and experience that the learners have and are capable of studying at in order to identify any additional needs. An initial assessment will show how much support may be required to ensure that every student has the highest possible chance of success.

• Planning

The roles here are to be an organiser, researcher or having to be a liaison with external bodies. We have the responsibility to plan and design a course to make sure it meets the needs if the learners. Our courses will have to meet the requirements of an awarding body or organisation and may have to be delivered in a set way. It's important to follow a syllabus as it ensures that the learning outcomes, aims and objectives are covered. For example, the length of time allocated, what order topics are planned, the possible delivery strategies, what recourses might be needed and the assessment methods used. In order to teach effectively we must pitch to the appropriate level.

• Delivery

Roles here would be as a teacher, subject leader, personal tutor and mentor. This is what's considered 'actual teaching'. As a teacher it is our responsibility to decide how the learning will take place through the activities and resources we have at our disposal. It's also a teacher’s responsibility to deliver a course which is motivating and appropriate to all learners and their learning needs.

There are several theories about learning styles, one of which is Fleming’s (2001) Visual Auditory Kinaesthetic (VAK) model (ref. b). According to this model, most people possess a dominant or preferred learning style however most people have a mixed blend of the three styles.

• Assessing

Here the roles would be as a record keeper, assessor, information and advice giver, marker and provider of feedback. The responsibilities as a teacher are to check the learner’s progress and achievement through fair assessment give clear, accurate feedback and record the learner’s progress.

• Evaluation

Here the roles could be described as verifier and reflector. It's a teacher’s responsibility to review the effectiveness of the course including content, delivery methods, resources, assessment policies and plans. It's important to complete lesson evaluation to determine the strengths of the lesson and find areas for development to make improvements for future delivery. Learners Achievement gives a good indication of effectiveness of the session.

According to Mary Francis...
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