Name: TAQA L3 Unit 1 outcome 1 evidence doc Subject: Write an account to demonstrate your knowledge of your understanding of the assessment process, covering key concepts of assessment, roles of the assessor, and what regulations an assessor has to adhere to. When a learner is being recruited into a programme it is important that the TA ensures all relevant documentation is completed which should include eligibility checks and initial assessments. As TA It is my opportunity to speak with the learner to discuss in depth the units chosen, to identify learning for skills and knowledge, to explain what is required from them what development plans are needed and how I will support, coach, guide and assess the learner. It is important to discuss with the learner what needs they have and what support as TA I can give them. I would at this stage have their folder and go through all their mandatory and relevant units with them.
Essay 1 ‘World view’ Beliefs and attitudes, particularly to education and learning that you bring to your learning now. Human beings as a group and as a singular identity see our world in a very different and unique ways. Points such as educational experiences, knowing, personal responsibility and family-heritage, traditions no matter how small in cultural structures, have influenced my beliefs and attitudes. A world view comes about as a result from growth through which learned knowledge and understanding is collected in one’s life-time. My experiences of being a mature age student “now” and gathering life skills from early childhood years, primary and secondary learning, raising a child and household skills, to part-time work force, and obtaining a diploma in Early Childhood have undoubtedly prepared and planted in me the seed, shared cultured world view.
Unit 001: Essay on the Roles, responsibilities and relationships in lifelong learning. This is an analysis of roles, responsibilities and relationships in Lifelong Learning; by defining them in the context of teaching, and explaining the importance of promoting appropriate behaviour in the classroom. I will explore teachers responsibilities for identifying and meeting the needs of learners by encouraging and enabling all learners to reach their full potential; roles and responsibilities in promoting equality and diversity; relationships between teachers and other professionals, identifying boundaries and reviewing points of referral to appropriate support persons/agencies to meet the needs of learners; responsibilities for establishing and maintaining a safe and supportive learning environment; and compliance with key aspects of legislation and codes of practice relating to the role of teachers. There are numerous roles and responsibilities are numerous that teachers will undertake daily. According to Wilson (2009), roles describe functions of teachers.
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.
As a child I attended a very small private school whose curriculum was entirely based around the Christian religion. I attended this school from kindergarten all the way through the fifth grade. I wasn’t allowed to interact with any children who didn’t share the same belief system I did. For years I never even knew that other religions existed. As a result I became a very sheltered person, never experiencing anything that didn’t have a direct correlation with God.
Primary socialisation is during the early years of our life and is the most important developmental stage a human being can go through. Secondary agents of socialisation such as the school we attend, peer groups and the work place are more formal and less intimate; however it enables us to learn more in wider society. Socialisation runs continuously through a person’s life, as we are always learning new skills, values and norms. Our personal values may evolve and develop through the experiences we have, and the knowledge we gain during our life course. Our values are very deep rooted and a very important part of ourselves, they make us who we are.
Theories of learning underpin teachers’ classroom practice. Critically examine two or more theories analysing their implications for classroom teachers. Introduction Theories of learning fill the pages of books related to education and classroom practice, with each one offering a different account of how people learn. One of the root causes of this variation in theory is due to the fact that each theory presents its own definition of learning. However, what unites these theories is their aim to provide a guide to strong teaching practice that will lead to an improvement in the knowledge of learners.
Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The teacher’s role, responsibilities and boundaries are permanently changing, evolving and being assessed in order to give the best possible learning experience to all students. Using the teaching/training cycle can benefit your personal development if you refer to and use its principles. The first stage of the cycle is Identify needs, this begins with the initial assessment where we can determine the learners needs and the correct course for them to achieve. We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic).
In IT class, the most used resources are the computer, overhead projector, handouts, whiteboard/flipchart and voice. To select the resources to be used depends on the session task and objectives. In order to include all learners, the learning styles of the group is considered when planning the session and choosing appropriate resources is essential. These have to be tested, be readable, computerised resources, also knowing the strengths and limitations of specific resources. In planning my lesson, I will envisage learners that did not disclose their additional needs and what extra support they required, in order for the session to be inclusive; some steps will be taken to ensure that learners will still be able to participate.
We also are taught some communication skills directly through education, and by practicing those skills and having them evaluated. Communication as an academic discipline relates to all the ways we communicate, so it embraces a large body of study and knowledge. The communication discipline includes both verbal and nonverbal communication. These two disciplines differ in many ways. When we communicate verbally with others, either in a conversation or in a presentation, our usual goal is to have people understand what we are trying to say.