PTLLS: Roles, responsibilities and relationships in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests that a paragraph will be sufficient for describing each key aspect of legislation, regulations and codes of practice. Analyse, in 1.2, means that you should also ‘extract’ aspects of legislation, regulations and codes of practice that focus on equality and diversity issues. PTLLS: 1.3 Evaluate own role and responsibilities in lifelong learning Evaluate in this criterion means that you should be able to explain the ‘value’, or contribution, to society of being a teacher in the lifelong learning sector. PTLLS: 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Before reviewing your role and responsibilities, for 1.4, you will need to be clear about what is meant by ‘the needs of learners’. Once you are clear about
Pedagogy is the art of education. Education includes more than an expert’s knowledge. It is no longer an impartation from expert into an empty vessel, the student. Education involves concepts like how students learn, in what order or with what cues they might learn, and how to deliver content for enduring learning. These concepts are the basis that every teacher needs.
The mechanisms of choice are PowerPoint, the Internet, dictionaries, text signs and written responses. Kinesthetic Learners: Individuals who prefer this learn better by doing activities, which helps them to experience/practice the concept by attempting to learn. The crucial point to effective learning for them is that the instruction gives them solid opportunities to apply the information. The best materials that meet the requirements of kinesthetic include simulations, case studies, demonstrations and videos. Multimodal: Learners might prefer a particular mode or a dominant mode; multiple modes are frequently used in learning situations.
Kolb’s Experiential Theory of Learning The Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called “Experiential Learning” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term “experiential” is used therefore to differentiate ELT both from cognitive learning theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process. Another reason the theory is called “experiential” is its intellectual origins in the experiential works of Dewey, Lewin, and Piaget. Taken together, Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitive-developmental genetic epistemology form a unique perspective on learning and development.
Jane Humphries DTTLS MODULE 2 Select an assessment cycle from a course on which you teach. Using appropriate assessment terminology and relevant theories, critically evaluate the assessment cycle in terms of: * The overall purpose and type of assessment processes used * The appropriateness and effectiveness of the assessment. How assessment is recorded and used to promote learning * How inclusivity is maintained within the cycle. Assessment measures the success of learning, teaching and achievement and guides the next steps to be accomplished. Assessment is integral to the planning process and is a tool for reflection on programme construction and teaching.
VARK is a magnificent tool online that simply helps identify the different types of learning styles that are out there and helps guide individuals in the right path as far as learning goes. VARK stands for Visual, Aural, Read/write, and last but not least Kinesthetic. Visual, Aural, and Read/write mean exactly what they say. These individuals learn best by doing just that. Visual learners need to see things in order to learn, aural learners are better when they hear the information, and reading/writing learners perform best reading information and writing it down.
Motivation and determination by the doctoral student will ensure studying and critically thinking concerning scholarly peer-reviewed research they obtain. The learner should have time to practice the information literacy capability through critical writing and analyzing the subject matter. Doctoral students must overcome information literacy to succeed in the doctoral program. References Donald, J. (2002).
1.1 Functions of assessment in learning and development Assessment Assessment can be defined as the systematic gathering of information regarding the knowledge and ability of learners which enables learners to obtain feedback on the quality of their learning and enables teachers or assessors to evaluate the effectiveness of their teaching/assessment. In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by collecting feedbacks. Hence Assessment is an ongoing process and it can be carried out in different stages or different times of a course or apprenticeship programme. Assessment also contributes to evaluating the strengths and weaknesses of a course or apprenticeship programme and improving the quality of learning delivery. Assessing plays a big role in learning and development.
Contents 1. Key Information 2 2. Introduction to the Module 2 3. Intended Learning Outcomes 3 4. Outline Delivery 4 4.1 Attendance Requirements 4 5.
Assessment for learning should be part of effective planning of teaching and learning A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned. Assessment for learning should focus on how students learn The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted.