and the goals clear and match the requirements of the learner. Immediate goals break down the specific goals into manageable tasks in the order that they are achieved. Ann Gravells & Susan Simpson (2008) Agreeing targets should
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Bibliography: Gravells‚ Ann “Preparing to Teach in the Lifelong Learning Sector” Third Edition‚ 2008. Cowley‚ Sue “Guerilla Guide to Teaching” Second Edition‚ 2007. http://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functionalskills/index.aspx
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Responsibilities of the Teacher‚ Professional Boundaries and the Learning Cycle Responsibilities of the Teacher The responsibilities of the Teacher will include: • Completing attendance records • Maintaining records of student progress eg: interview‚ tutorials‚ assessments etc • Having a duty of care for your students • Inducting students to the organisation and course • Carrying out one-to-one tutorials and reviews with students • Following professional values and ethics • Acting and
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required and if the course is appropriate for them. If the candidates are struggling and not fully prepared or able to complete the assessment it is demotivating for them and you as their Assessor because the best possible results will not be achieved. Gravells‚ (2012 p98)‚ Initial assessment is a check on learners’ prior skill‚ knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal‚ and mainly internal task which is produced by the
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Explain how you could promote inclusion‚ equality and diversity with your current/future learners‚ which underpin appropriate behaviour and respect. Inclusion learning is about acknowledging that each of the learners is different from other learners in many ways‚ and should not be excluded from the activities delivered for and with the other learners. Inclusive learning should ensure a match between the individual’s learner needs and the provision made for them. A way to promote this would
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Level 4 PTLLS Unit 012 Principles of assessments in lifelong learning Zoe Swinger Gravells (2012) describes an assessment as a way of finding out if the learning has taken place. Petty (1998) also describes an assessment as “collecting‚ measuring and interpreting information relating to students responses to the process of instruction”. Assessments main function is to see what learning has taken place. Assessment should be valid and reliable‚ and ensures trainers as well as learners have a correct
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Level 4 Unit 008 Roles‚ responsibilities and relationships in lifelong learning Introduction: While I recognise that as a teacher‚ my role would involve wearing many hats‚ my primary role is as Reece and Walker have stated in “Teaching Training and Learning‚ A Practical Guide “2007 p.3” to ensure that my learners do actually learn “ Other roles include being a mentor‚ assessor‚ verifier‚ and record keeper among others. It is also imperative that I identify learner needs and any barriers to
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Unit 2 Planning and Enabling Learning – Level 4 Theory Assessment I am at present teaching Management and Team Leader BTEC courses at Level 3 and 2 respectively. I also teach a bespoke “Colleague to Team Leader “ course that I have written for the NHS in Derbyshire. The learners I am teaching have varied background‚ experience and ability and ages range from 22 to 64. The purpose of this assignment is to show how the topics discussed have affected my teaching. The first subject covered is
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(2004) Teaching Today a Practical Guide – Forth Edition. Nelson Thornes The Internet TESL Journal‚ Vol. IX‚ No. 4‚ - Using PowerPoint for ESL Teaching (April 2003) [Online] Available : http://iteslj.org/Techniques/Fisher-PowerPoint.html (28.03.11) Gravells‚ A. (2011) Preparing to Teach in the Lifelong Learning Sector Forth Edition Exeter: Learning Matters Books LLUK (2007) [Online] Available : http://www.lluk.org (28.03.11)
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Alexandra‚ Educational Leadership Gravells‚ A (2009) Principles and Practice of Assessment‚ Exeter‚ Learning Matters LTD Gravells‚ A (2011) Preparing to Teach in the Lifelong Learning Sector‚ Exeter‚ Learning Matters LTD – forth edition Kolb‚ D (1984) Experiential learning; experience as a source of learning and development Race‚ P (2005) Making Learning Happen‚ Sage. London Wilson‚ L (2008 Practical Teaching; A guide to PTLLS and CTLLS Bibliography Gravells‚ A (2011) Preparing to Teach in the
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