During this process I would develop a realistic plan for learning and assessment with the learners. An initial assessment contributes to the learner’s professional development by high-lighting the learner’s skills, and experience, it can also identify any specific needs your learners have. Prior learning can also be taken into account, by focusing on observations and practical tasks, an initial assessment provides an individual plan based on the learner’s abilities and achievements, it is a basis for on-going informative assessments which ensure learners demonstrate progressive learning. For an assessment I would use two methods for gathering evidence; direct - such as observation or work product and
Student records, attendance, achievement and disciplinary details will be some of the information kept. By assessing need I can gather the information required to enable me to plan and design a suitable learning experience that can be delivered satisfactorily. My responsibilities are many and varied; from ensuring that the course delivers on its aims and outcomes to satisfying the students’ learning needs both from a course material perspective and any further assistance they may need to complete the course. By making good use of the assessment and evaluation parts of the TTC I will be able to ensure that I am meeting their needs and that the course is delivering the content and standard that is expected. Boundaries are ethical and course and student related.
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
1.1 Teaching Role and responsibilities in education and Training The teacher should be qualified to teach the learners, and be able to identify key aspects of related current legislation and know how to challenge discriminatory behaviour and attitudes. They should be well prepared for their lesson, be able to provide the correct resources and information relevant to the course and be knowledgeable about the subject or in the case of covering for another teacher, know where to find information in order to answer questions from learners. Teachers should make an initial assessment the needs of learners prior to starting the course in order to assess their suitability to the course there are delivering. Lessons should be prepared and sessions well planned. Establishing good ground rules at the start of the lessons are an important part of the teacher’s role to ensure everyone has clear expectations within the classroom environment, this helps to ensure appropriate behaviour and respect for others within the class.
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
How well a test reflects some criterion that occurs in either present or future is criterion validity. Criterion validity is separated into two types; concurrent (present) and predictive (future). The test and tools used to collect data must be reliable and valid, if not then the test results will be considered
This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays. Instructional strategies should include presenting clear objectives to the students, allowing students some way to capitalize on their learning styles, and encouraging students to build on their own experience and
Unit 001: Essay on the Roles, responsibilities and relationships in lifelong learning. This is an analysis of roles, responsibilities and relationships in Lifelong Learning; by defining them in the context of teaching, and explaining the importance of promoting appropriate behaviour in the classroom. I will explore teachers responsibilities for identifying and meeting the needs of learners by encouraging and enabling all learners to reach their full potential; roles and responsibilities in promoting equality and diversity; relationships between teachers and other professionals, identifying boundaries and reviewing points of referral to appropriate support persons/agencies to meet the needs of learners; responsibilities for establishing and maintaining a safe and supportive learning environment; and compliance with key aspects of legislation and codes of practice relating to the role of teachers. There are numerous roles and responsibilities are numerous that teachers will undertake daily. According to Wilson (2009), roles describe functions of teachers.
Newly graduates of nursing must be aware that there are some transitions that they have to undergo before they become full pledged nurses. During their initial practice, they will encounter different scenarios in the hospitals or clinics; nursing staff are ready to teach and facilitate the new graduates of the important transitions and development into a professional nurse who later on can make their own significant contributions to the working place. In this regard, the entire health care organization must have a strict orientation scheme that will stress to the newly nursing graduate about the goals and objectives of the organization. In the beginning, new nurse graduates are required to enroll into an orientation program which stresses the important strategies in building good relationships with their colleagues. By this way, all of them can get a solid support system from one another.
I note that their knowledge and experience from multiples years of nursing prepare them for position that they are now in. The staff nurse provided more direct involvement in her role on the team by educating her patients during care. The nurse educator, on the other hand, was involved with her team indirectly by educating the staff on patient care issues. The interviewees’ position on promoting quality care outcomes requires them both to be directly engaged in the plan of care for the patient’s on their respective units. Although national evidence based research effects nursing as a whole, the staff nurse believes that nursing research has greatly improved her area.