This will ensure that every student has the highest possible chance of success. • Plan and design The roles here is to be an organiser and researcher. It's a teacher’s responsibility to plan and design a course in such a way as to ensure that it meets the specific needs of the learners. Some courses are constrained by the subject of the material and can only be delivered in a certain manner. Following a syllabus becomes essential as it enables the teacher to map the learning outcomes, and the aims
Theseinformations can then be used to ensure that training programs are job specific and useful to the recipient. The process of collecting information for use in developing training programs is called as job needs analysis. The analysis method used should include questions specifically designed to assess the competencies needed to perform the job. c. Person need analysis
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.
The teacher should have the ability to check learners understanding during lessons. It is important that the teacher recognises learners may respond in different ways to feedback and should adapt techniques accordingly. Evaluation of the course is essential to ensure it is up to date and still relevant, that it meets the needs of the learners, and that objectives and learning outcomes are being achieved. Self-evaluation is also important to ensure teaching techniques are appropriate and that the
Coaches must be open and honest with others. To be honest that person needs to be truthful when giving information. According to DuBrin (2005), "A starting point in developing a sense on honesty is to follow a variation of the Golden Rule: Be as honest with others as you want them to be with you." The coach that continually demonstrates their technical and professional knowledge shows the credibility of their skill and resourcefulness to teachers (DuBrin, 2005). Planning and selecting instructional strategies with cultural proficiency is required for the educational success of students of all cultures.
In order for learners to be able to safely work and learn, certain rules and conditions must be established, these are known as Ground Rules. They should support the expectations of behaviour of everyone in a group including the teacher and ensure that lessons run smoothly. Ground rules demonstrate a professional and organised manner, set the tone of a lesson and the routines to be followed. Health and safety requirements can also be imposed. All students require appropriate conditions to work and by setting the atmosphere and boundaries from the outset avoids potential disruption that could lead to misunderstandings.
A. Method Assessments Summary of responses: All interviewees agree that educational assessment is to determine prior knowledge and skill level of the students or employees. They acknowledge the primary purpose of evaluation is to gain insight into prior or existing knowledge and to enable reflection in the identification of future changes. B. Development of Assessments Summary of responses: According to the instructors or trainers a pre-class questionnaire or training needs analysis is critical for the development of an assessment or program.
The job analysis would point out the duties of the HR Trainer, along with the tasks, responsibilities, and specifications needed to perform in the position. Developing the learning objectives would be a means of setting goals for the training to ensure the training’s purpose has been fulfilled. Developing the training content would go hand and hand with the learning objectives. Once the learning objectives are determined, the trainee can easily develop the training content. As with all training methods, there are advantages and disadvantages to self directed learning.
It ensures that you articulate learning clearly for students. Learning outcomes allow students to know what they are learning what at they are expected know at the end of instruction. Student Learning Outcomes specify an action by the student that must be observable, measurable and able to be demonstrated. Within this unit of instruction
Maximum participation can be achieved by ensuring that the employees affected by the training are involved in some manner in the decision to provide training. This may be in the design or development of the training or simply running a skills audit on the individual or team to determine what training is required and if the proposed training is directly related to the needs of the individual, team or organisation. However some barriers may need to be overcome such as reluctance to change or urgency of tasks. Question 3 What role do managers play in facilitating and promoting learning? Managers play an important role in fostering workplace learning.