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. (Please attach any additional sheets and supporting evidence.) There are certain responsibilities a teacher has when in the educational environment, this is from the needs of learners to the expectations of an awarding body. A teacher will take into account the needs of an individual alongside the group’s needs. This can be done by pre assessment screening, information can easy obtain from these and help
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.
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
Task 2: Legislation, policies and procedures Home Study Written Task Introduction This task prepares you for working in a school. It will help you to understand the reasons for key legislation, policies and procedures which are followed in schools and how schools operate within a wider context. Assessment You can either use the templates that follow to record your work, or produce your own. You will be assessed on your knowledge and understanding, through your assessor looking at your written records. All your research and written work should be stored in your Learner Pack alongside the task.
Physical, cognitive/intellectual, social/ emotional, and moral development will be examined. The course focuses on defining the various stages as they impact instructional practice and decisions in a preK-8 environment. (3 credits) Prerequisite: GEN 200. EDU 310 Models and Theories of Instruction This course focuses on the theoretical models that underlie teaching and learning for all learners. Effective teaching strategies that promote student learning will be examined.
As a student, in the beginning of my professional career, writing reflection seems a sensible idea to record learning experience. The early stages of any career would play important role in learning as one settles into the ways of profession. The complex part is recognizing such experience and implementing on practice. In this reflection, I will be discussing about the role play we have had last week in our classroom. Gibbs (1998) reflective cycle will be utilized as it illustrates a clear structure for the process of reflection which includes six main stages; description of the event, feelings, evaluation, description (analysis to make sense of the experience) conclusion and action plan (Jasper, 2003) respectively.
One of my weaknesses is that I tend to over analyze/stress too much. This has been in my nature since I was a child. This fear has always held me back in speaking in front of an audience whether it is two or twenty. I fear has always been that I do not want to embarrass myself and seem like a failure in front of my peers. Another weakness I have as a public speaker is that I tend to stumble and skip sentences.
Roles, responsibilities and relationships in lifelong learning Mandatory Unit 01 Guided Learning Hours: 12 Credit Value: 3 Level 3 Roles, responsibilities and relationships in lifelong learning In this section you will learn about: • Role, responsibilities and boundaries • Relevant legislation and codes of practice • Promoting inclusion • Identifying points of referral to meet learners’ needs • Record keeping Role responsibilities and boundaries What do teachers in the Lifelong Learning Sector do? The lifelong learning sector covers a range of learning environment: • Colleges • Training organisations • Community centres and organisations • The workplace • Public services training centres, for example, prison, health-care settings, the uniformed services. You may be able to think of many other learning environments that are not covered on the list above. You may have been surprised at the range of different environments in which adult learning takes place. Are you or any of your peers teaching in the following circumstances?
Contents Page 3 – Section 1 - Breakdown of the Unit Page 5 – Section 2 - Assignment Briefs, Rules and Deadline Dates Page 6 - Section 3 - Grade Tracking Sheet Page 7 – Section 4 - Tutor Information Page 8 – Section 5 - Lesson Materials Page 9 - 1: What is learning and lets find more out about your abilities. Page 21 - 2: How do we improve you? Action Plans and Reflective Practice. Page 33 - 3: Health and Social Care Organisations and their careers. Page 39 – 4: Evaluation Page 41 – Section 6 - Feedback sheets.
This means we tell them what they are going to lean, teach them, and tell them what they have learned. • Question learners to draw as much information from them as possible and fill in the gaps with your own expertise. 2. Learning styles & strategies Learning styles: Auditory - Teaching • Include auditory activities, such as brainstorming and buzz groups. Leave plenty of time to debrief activities.