In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development. Teachers can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of a role as a teacher may be: carrying out initial and/or diagnostic assessments; clear communication with your learners, other professionals and stakeholders; promoting appropriate behaviour and respect for others; identifying and meeting individual learners’ needs; being aware of the support mechanisms available; being organised; being reflective, which means learning from successes as well as mistakes. What are my responsibilities as a teacher? As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations.
The chief characteristic of a thinking curriculum is the dual agenda of content and process for all students. Characteristics that derive from this agenda include in-depth learning; involving students in real-world, relevant tasks; engaging students in holistic tasks from kindergarten through high school; and utilizing students' prior knowledge. Effective communication and collaboration are essential to becoming a successful learner. It is primarily through dialogue and examining different perspectives that students become knowledgeable, strategic, self-determined, and empathetic. Moreover, involving students in real-world tasks and linking new information to prior knowledge requires effective communication and collaboration among teachers, students, and others.
Learner's responsibilities are to learn that content in its authorized or legitimate forms. Good teachers take learners systematically through tasks leading to content Transmission mastery: providing clear objectives, adjusting the pace of lecturing, making efficient use of class time, clarifying
Explain the functions of assessment in learning and development Initial assessment in identifying learner needs The Initial assessment (IA) process could be classed as the most important information gathering process. It not only allows the teacher to decipher if the student is enrolling on the correct course for them but also to collect details about the learners past educational experiences, upbringing conditions i.e. a care environment and any particular learning issues. The initial assessment can be both formal and informal. Formal IA may be application forms, references and other relevant documentation.
Understanding the principles & practices of assessment Unit 1 1:1 Explain the function of assessment in learning and development The main function of an assessment is to ascertain if learning has taken place and that the learner has obtained the required knowledge, skills and understanding. Assessment needs to be a constant process which should take place every time you see the learner, either by watching what they are doing, asking questions or carrying out short coaching or training sessions. It should also focus on improving, re-enforcing learning and measuring achievement showing how the learner is developing and areas they need to improve on. Assessment can be formal which is when you use assessments, assignments, tests and workplace observation to assess learning and informal which can be by asking a few questions. When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment.
| |2. Understand how to plan for inclusive |2.1 Establish and maintain an inclusive learning environment. | |learning |2.2 Devise and justify a scheme of work which meets learners’ needs and | | |curriculum requirements. | | |2.3 Devise and justify session plans which meet the aims and needs of
Pupils must be familiar with learning objectives, outcomes and success criteria and feel confident in how to interpret them. Pupils should be involved in the target setting and assessment of their work. ( c) The learning support practioner Should be fully aware of the learning objectives. Will advise teachers of pupils who may need additional or consolidation work in order to enable them to achieve outcomes. Lead guided group sessions for explicit formative assessment opportunities.
Understanding the principles and practices of assessment Understand the principles and requirements of assessment. 1. Explain the functions of assessment in learning and development. The function of assessment in learning and development is mainly to provide a means of measuring the learners’ needs and progress. The assessments are carried out formative, continuing checks throughout the learning, testing against previous marks and summative at the end of the course.
Assessors are responsible for planning of the learning programme, delivering learning or coaching in an effective and timely manner, making judgements about what they see the learner do as part of their job role, record assessments and communicate assessment results to the learner and their mentor/manager.Internal Quality Assurance – responsible for planning of assessment visits, observations and verification schedules; monitoring learner progress and assessor planning; standardisation planning, ensuring up to date information is communicated effectively; developing delivery strategies. | Explain the regulations and requirements for internal quality assurance in own area of practice | My own area of practice includes classroom based teaching and work based learning. As part of the quality assurance process it is important to ensure that all relevant regulations are in place, current and are being followed. Regulations are closely monitored not only by the organisation but also by external regulatory bodies, whereby the impact of non-compliance can result in removal of claims status or withdrawal of services from the awarding body. Internal quality
Planning concerning how teaching and learning should take place should be linked to the whole school development plan. The curriculum forms the core of the school, and its implementation must support the school's vision and mission. The school management team and professional staff must do a SWOT analysis to determine the needs they should focus on in a particular phase. Other stakeholders, such as the learners, parents and community should also give their input in the process of selection. The broader context helps teachers to make selections based on identified needs and ensure that they do not ignore conceptual progression.