Award in Education and Training – Assignment One Learner name : Wesley Westaway Award in Education and Training – Assignment One Answer the below questions in paragraphs researching your answers from the course, books and the internet. Make sure you save your work to your computer. Learning outcome 1: Understand the teaching role and responsibilities in education and training Task 1 Unit 1 (U1) Assessment Criteria (AC 1.1) – Complete the following table and question to identify your roles and responsibilities as a teacher. (Please attach additional pagers and/or evidence as required.) Tick the box of those responsibilities that relate to your role: Teach/train learners – Large groups Teach/train learners – small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner’s work product Observe the learner in situ Mark the work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal assurance and standardisation Carry out internal quality assurance Attend training meetings and gain feedback Be a positive role model for your learners Tick Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training.
Through an extensive interview with Paul Simpson, Administrator of Human Resources, we were able to analyze their current practices, noting what they did well and also areas that could use improvement. See Appendix A for a list of the questions that were asked in the online interview. Purpose, Scope and Limitations The purpose of this report is to analyze the practices of the HR department at the Welling Country Catholic School Board. As primary research an interview with Paul Simpson, Administrator of Human Resources, was conducted. Other modes of research include the school board’s HR policies and practices book, the union’s CBA booklet, the internet, and the Management of Human Resources
------------------------------------------------- Compare and contrast one of the National Professional Standards for Teachers, for a graduate and lead teacher, and discuss how you might demonstrate achievement of this standard to a professional panel. This essay examines AITSL standard four: Create and maintain supportive and safe learning environments and interprets the five focus areas that underwrite it. In comparing the focus areas for a graduate and lead teacher, the essay discusses how a teacher at both career stages could demonstrate achievement in each area and how they may present themselves in an actual school environment. Standard four recognises that in order for students to be effective learners they must be engaged, feel valued, safe and confident in the knowledge that they are being treated fairly. The five focus areas within the standard contribute to these notions: 4.1 Support student participation, 4.2 Manage classroom activities, 4.3 Manage challenging behaviour, 4.4 Manage student safety and 4.5 Use ICT safely, responsibly and ethically.
(English, 2009). Subject positions emerged: (1) Classroom teacher: Too many responsibilities, time management, responsible for covering the curriculum, role of expert instructional decision maker, and role of learning facilitator; (2) ESL department: Completely responsible for all ELLs, responsible for constructing a fun community for ELLs, and supporting teachers with small group instruction and data; (3) English language learners: ELLs are responsible for their own success or failure, role of deficient and passive students who need special help, and the student’s role is determined by different labels either mainstream, ELL, or Special Education. (English, 2009, p. 6). What is your opinion of the literature review? Is it comprehensive?
Cognitive and Psychological Factors Underlying Secondary Students’ feelings Towards Group Work. Educational Psychology. 22, pp. 75- 91. Cheng, W. & Warren, M. (2000) Making a difference: using peers to assess individual students’ contributions to a group project.
Assig Number 00 Assignment Name Learning Unit & Format Type & place to submit Group Discussion. Submit in Discussion forum called Introduce yourself Group Discussion. Submit in Discussion Forum called Qualities of a teacher Unique No 000000 Description Introduce yourself and tell us who you are, where you live, what you do and your interests. Total Marks 0 Assig Weight From To Orientation, Introduction and Unit 0 Survey 01/12/2014 31/01/2015 01 The Best Teacher Unit 1 Forum 583325 02 Important Roles of a Teacher Unit 1 Written Written essay Submit via Assignments tool 583444 Discuss the difference between a good teacher and an outstanding teacher. Give examples from your own
QCF Level 5 | Unit:503 | Learner Name: Rafal Gac | Date of Evidence: 19/07/2012 | Expert Witness Name: Colin Telford | Relationship to Learner: Area Director | Learning Outcome 2.1, 2.2, 2.3abc, 2.4:Please explain, giving a minimum of 4 real examples of how the learner: Promotes equality, diversity and inclusion in policy and practice Challenges discrimination and exclusion in policy and practice Provide others with information about: (a) the effects of discrimination (b) the impact of inclusion (c) the value of diversity And how they support others to challenge discrimination and exclusion 1. Rafal has Level 3 Diploma in Equality and Diversity. 2. As a manager with different nationality background Rafal is promoting equality and diversity by example and also by carrying Company Policies and procedures which are discussed with staff during meetings and supervisions. 3.
Is it guidance, evaluation, or praise? For this paper, the definition of feedback comes from Wiggins (2005), where feedback is useful information about what happened in light of a specific goal, or “information about what and was not accomplished, given a specific goal.” This paper will discuss how feedback can be used most effectively in its implementation. Excellence is attained by the cycle of model-practice-perform-feedback-perform, and (according to the Academic Leadership Online Journal, 2007) research has “found that when teachers effectively employ feedback procedures, they positively and often powerfully impact the achievement of their students.” The journal article goes on to note, “Academic feedback is more strongly and consistently related to achievement than any other teaching behavior…This relationship is consistent regardless of grade, socioeconomic status, race, or school setting…When feedback and corrective procedures are used, most students can attain the same level of achievement as the top 20% of students.” Feedback is an important component of the formative assessment process. Brookhart (2008), describes the power of formative feedback as a “double-barreled approach” (pg. 2).
Criterion 1 The article given was written by Donald Christie, Andrew Tomie, Christine Howe and Keith Topping and focuses on supporting group work in Scottish primary classrooms: improving the quality of collaborative dialogue. This explored whether the students possessed the skills of collaboratively working with other children in a group setting, Six hundred children took part in this study over twenty four schools/classes and thirty one teachers volunteered to take part. The aims of the project were to find how the influence of the school context (urban/rural) and class ages (primary 6 and primary 7) could improve the quality of collaborative dialogue and support group work. The study aimed to gather data on the effects of the study on students, to assess the effectiveness of study, and to think about how the findings could be used in practice in the future. Piaget had a clear impact on developmental psychology.
www.prodait.org Peer Observation of Teaching ProDAIT Professional Development for Academics Involved in Teaching Contents page number Overview ..........................................................................................................1 What is Peer Observation of Teaching? ..........................................................1 What is Peer Observation of Teaching for? .....................................................2 Is peer observation of teaching really worth doing? .....................................2 Peer observation for development versus teaching observation for assessment ..................................................................................................3 Assessment Tools for Evaluating Teaching Quality .........................................4 Self-review....................................................................................................4 Student evaluation........................................................................................4 Peer review ..................................................................................................5 Peer Review of Pedagogic Practice.................................................................5 Guide to References ........................................................................................6 References ......................................................................................................7 Overview This section of the ProDAIT website gives an overview of current thinking on peer observation of teaching for professional development purposes. It takes a broad view of what constitutes 'teaching' and gives advice on good practice in carrying out peer observation.