List examples of your own general and specific tasks. 5: Briefly describe the role of the teaching assistant in relation to the teacher. 1: Give examples of how you would plan activities. My role as a TA involves supporting the teacher with the planning, delivery and evaluating of learning materials. The steps for effectively planning learning activities is based on the 'pupils individual needs, abilities and interests'.
After reviewing the syllabus, a teacher’s responsibility is to plan the learning by preparing a work scheme, lesson plans as well as finding or creating appropriate materials that will cover the course requirements. A teacher must be able to liaise with colleagues as well as work autonomously to ensure the planning is sufficient. A teacher must use a variety of methods and approaches to facilitate
When working with students it is essential to maintain a professional boundary that stays within the job description and conforms to the organisations policies and regulatory code of practices. I would use the ‘Teaching Cycle’ model to generalise the roles of a teacher in regards to facilitating learning to the student. 1. Identify needs and planning 2. Designing 3.
This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school. Furthermore, children’s behaviour, development and current skills should be observed to identify and assess their progression in order to plan tasks that are suitable towards individual needs. Question 2: Make a list of how to perform pupil observations When making
It is important to be knowledgeable of the school curriculum and age related expectations of pupils. Different pupils have different needs; supported students may have specific learning needs (ALN Register) and some may be capable of exceeding expectations of age and curriculum. K4. It is important to know clearly what the teachers aims and objectives and where they fit in the shceme of work. Regular discussions with the class teacher regarding the scheme of work and knowing how they want you to support the class.
Michelle Hardwick Enrolment Number 9800135520 CITY & GUILD 7303 – LEVEL 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) Assessment 1 Review what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle and analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. The purpose of this assessment is to review the role, responsibilities and boundaries of a teacher in relation to the teaching/training cycle and analysing the different ways to establish ground rules with learner. The role I have undertaken most recently is a Learning Specialist for Lloyds Banking Group. Through my experience I believe the role of the teacher is to help the learner/s achieve their objectives. Gravells takes this one step further by saying adult learning is all about helping someone reach their full potential.
During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP. One of the most important parts of this unit was the field report, in which we had to describe and analyze teaching practices for students with an IEP. By having us adapt a content standard for the student we observed, we were able to address TPE 9, “Instructional Planning.” TPE 9 in particular deals with differentiated instruction, which is what we specifically observed and wrote
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.
Assessment of learning is summative and can confirm that learning has taken place, but assessment for learning is a formative process which determines the learners progress so far and can be used to plan any further learning or development that may be required. Assessment is used to determine if learning and development is taking place with regard to specific criteria. The criteria are usually set by the awarding body for each qualification the learner is taking and will be published on the awarding body’s website or in other course information i.e. the course handbook. The purpose of assessment in learning is to determine the learner’s level of competence by using a range of different methods.
Establishing each learners learning style is important when trying to identify learners needs, it is also relevant when considering how to structure lessons. Designing and planning a course When planning a course or session it is vital that the teacher keeps the above information on their learners in mind in order to create lessons and courses that are accessible to all learners and learning styles. Whilst keeping these considerations in mind it is also important that teachers refer to the course curriculum and syllabus to ensure that all topics and