PTTLS 7303: level3 award in preparing to teach in the lifelong learning sector. Q.7 State the different assessment methods available and explain the ones you world use for your subject area, including reference to initial assessment records you would complete and explain why. The assessment methods available for teaching are as follows: initial assessment, formative assessment and summative assessment. Summative assessment is assessing whether the student can apply knowledge taught within the lessons, this generally is the completion of a module or course, you will know with this assessment whether the student has passed, this assessment is usually formal. Summative assessments are also necessary to give feedback to the student if the feedback offered is adequate this can be also classed as formative assessment.
By interrogating, for example, teaching journals, evaluations, student/peer feedback, personal goals/outcomes, and/or role model profiles, teachers can reveal aspects of their pedagogy that may need adjustment or strengthening. Self-reflection is the foundation for reflective teaching. Going further than self reflection to understand student experiences is, for Brookfield, "of utmost importance" to good teaching (35). Teachers can reflect upon, for example, student evaluations, assessment
Summary of Chapters 1 & 2 Chapter 1 introduces the questions of what makes a good teacher and what should good education be. It basically explains the criteria they used define their variables, to select subjects, and to determine the validity and reliability of their sources. For the sake of the study described in this book, an outstanding professor was defined as one who is remarkably successful in helping their students learn in a substantial and sustained manner. In addition, they should be able to significantly influence the ways they think, act, and feel. The study also considered those who were able to motivate their students to learn and understand the material rather than just absorbing the information presented to them.
Unit one in this class first involved the class picking values we thought were important to make a caring learning environment. As we shared our reasons for picking the values on a discussion board, the class was involved in cooperative learning. In other words, we helped others evaluate their own values by providing input and suggestions. In this way, I believe this section in particular of Unit one and the discussion boards in general addressed our continuing professional development: TPE 13. Another aspect of Unit one was identifying and categorizing our intelligences.
These sub-scores scores will further help to identify your philosophy of teaching by highlighting whether your views within a perspective are grounded (differentially or equally) in what you believe, what you intend to accomplish, or what educational actions you undertake in your teaching settings. Effective teaching requires a substantial commitment to the content or subject matter. Good teaching means having mastery of the subject matter or content. Teachers' primary responsibilities are to represent the content accurately and efficiently. Learner's responsibilities are to learn that content in its authorized or legitimate forms.
When asking, “What is necessary for a meaningful and worthwhile teaching and learning experience,” Mrs. Hagel’s response referenced the engagement in learning, objectives, and instruction, whereas, Mr. Walker expressed collaboration with the school (teacher, CST, administrators) and the parents are critical to the success of a child as well as a positive learning enviroment. He also stated, “A student needs to know that they are being supported.” Are either of the answers correct, absolutely. In order to have what is necessary for a meaningful and worthwhile teaching and learning experience, teachers need to have passion for the topic and the enviroment needs to
The main responsibility of the teacher is to continually reassess development and changes during the course and create a seamless transition to ensure smooth delivery. As students develop better understanding of aims and objectives their needs change and this must be reflected in continual reassessment. It is the teacher’s responsibility to monitor, evaluate and improve the quality and effectiveness of their delivery by taking into account learners changing needs.
Michelle Hardwick Enrolment Number 9800135520 CITY & GUILD 7303 – LEVEL 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) Assessment 1 Review what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle and analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. The purpose of this assessment is to review the role, responsibilities and boundaries of a teacher in relation to the teaching/training cycle and analysing the different ways to establish ground rules with learner. The role I have undertaken most recently is a Learning Specialist for Lloyds Banking Group. Through my experience I believe the role of the teacher is to help the learner/s achieve their objectives. Gravells takes this one step further by saying adult learning is all about helping someone reach their full potential.
It will be my job to push them harder and to aid them whenever they need help or advocacy. If they are willing to push themselves, I will invest my time in them. My students will be my top priority and will have my full attention. I will provide an education for them that is fitted for them and not for a one size fits all. They deserve to learn in the least restrictive environment, which meets their needs and provides interaction with their peers.
The mentoring teacher searched for successful practices which could be developed in the new teacher’s teaching style such as tone, eye contact, body language or even learning activities which could create success in class. The study was similar to the student teacher/veteran teacher relationship. The data collected consisted of individual participant interviews, artifacts such as observing teacher’s guides, researchers’ field notes and observing teachers’ goal-setting documentation.