my own specialism. Having watch these being delivered on our employability courses I feel these are the ones that work the best with our range of learners. A well written project will help the learner provide evidence of knowledge and skills” Ann Gravells 2008 On the employability courses we find observation is a good way to assess skills and attitudes. Observing your learners enables us to see just how well they are doing. The activity for this would be in the shape of team building exercise
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PTLLS UNIT 008 ROLES‚ RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING 1. Understand own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities. Important to define the terms prior to listing the entities which may impact on my work: Legislative requirement: A duty to act according to the law as defined in an Act of Parliament and usually enforceable through
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Assessment criteria Analyse the role of initial and diagnostic assessment in agreeing individual learning goals Use methods of initial and diagnostic assessment with learners In order to ascertain a student ’s knowledge and skill set‚ it is essential to use initial and diagnostic assessment. It is a journey of personal discovery for the student with their learning experience‚ with the tutor finding out about the abilities of the students to match the curriculum to the student ’s needs. The initial
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student’s knowledge and understanding. Assessments come in many different forms and use many different methods‚ each are important in obtaining an outcome to which the tutor can obtain positive outcomes. Gravells (2008) suggests that assessment is a process of determining if learning has taken place. Gravells (2008) adds that assessment enables the assessor to find out if a learner has gained the required skills and knowledge needed at a given point towards a course or qualification. This is important
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CERTIFICATE IN TEACHING IN THE LIFELONG LEARNING SECTOR (CTLLS) Unit 5 : Assessing Learners in Lifelong Learning Contents 1.3 Assess how questioning and feedback contributes to the assessment process Page.2 2.1: Review the assessment requirements and related procedures of learning programmes Page.3 2.2: Carry out and record assessments to meet internal and external processes and Page.5 requirements (Appendix A) 3.1: Review ways in
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to first define the terms ‘inclusion‚ equality and diversity. According to Ann Gravells inclusivity is “involving all learners in relevant activities rather than excluding them for any reason either directly of indirectly” Gravells defines equality as “ the rights of learners to attend and participate‚ regardless of their gender‚ race‚ ethnic origin‚ religion‚ disability‚ sexual orientation and age. And finally Gravells definition of diversity is “valuing the differences in people‚ whether that
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DTLLS: Task 2: Scheme of work and session planning The assignment requires me to explain why scheme of work and session plans are appropriate to the learners and their qualification. As a tutor teaching BTEC Business studies at Stoke on Trent College‚ my duty is to ensure that I meet the needs of all learners and that they progress with the course well. To achieve this‚ a scheme of work is drawn for 12 weeks and that will help me to convey lesion plan for each topic on a weekly basis throughout
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assessment. BTL and AlphaPlus Consultancy Ltd. * ELDRED‚ J. (2005). Developing embedded literacy‚ language and numeracy: supporting achievement‚ NIACE lifelines in adult learning no. 21‚ National Institute of Adult Continuing Education‚ Leicester. * GRAVELLS‚ A.‚ & SIMPSON‚ S. (2010). Planning and enabling learning in the lifelong learning sector. Exeter‚ Learning Matters. * © Key Skills support programme 2004. Supporting communication: guide to good practice. * Lawton‚ T. and Turnbull‚ T.‚ Lifelong
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Shelley Griffiths – unit 8 Facilitating learning and development in groups 1. Understand principles and practices of learning and development in groups 1.1 Explain purposes of group learning and development. Generally group learning is cost effective for employers‚ employees/learners and providers. Enabling continued and multi use of materials‚ resources and facilities. Group learning also ensures a consistent‚ common message and programme. It allows groups to use the situation in the
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References: Gravells‚ A. (2010) Passing PTLLS Assessments. Exeter‚ Learning Matters Kolb‚ D. A. (1984) Experiential Learning: Experience as the source of learning and development‚ New Jersey: Prentice Hall Laurillard‚ D. (2010) An Approach to Curriculum Design: London‚ Institute
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