• Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence. • Assessment discussion and feedback - an explanation to my students, a breakdown of their achievements and feedback. • Reviewing their progress - an overview, update and amend if necessary, until my students have full understand of the lesson. During this process, progress is recorded throughout all aspects of the assessment cycle. 1 UNIT 012 Principles of assessment in lifelong learning Furthermore the assessment could be formal (with constraints and validation of knowledge) or informal (any time by oral questions to know how much learning is taking place) depending on area being assessed.
The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas. In the case of teaching assistants who support individual pupils, this can be particularly beneficial since they will be able to identify any difficulties with planned activities at the earliest stages and will also know in advance if they will need to find particular resources b) Delivery: How a learning support practitioner would contribute on the delivery of a learning objective,
City and Guilds 6502 Level 3 Award in Education and Training – AET Unit 301: Understanding roles, responsibilities and relationships in education and training Assessment Task A: Information Booklet You have been asked to produce a leaflet that mentors within your organisation can use when supporting new members of staff. The leaflet needs to outline some of your organisation’s procedures and be a useful reference point. In this document you will: a) explain the teaching training role and responsibilities in education and training. Follow the SMART teaching theory, setting Specific Measurable Achievable Realistic and Time bound goals for students. Marking and assessing students work and progress.
To better understand this aspect of the role of the teacher, one would have to understand the teaching and learning cycle The teaching and learning cycle The teaching and learning cycle enables training to be effective if all the stages in the cycle if followed through. Identification of needs: As a tutor, my first role in the teaching and learning cycle would be to identify learners’ needs and the needs of the organisation. It is suggested that this is carried out before teaching starts. In an ideal situation, the learner would have completed some documentation that will provide the tutor some advance information on the learner. An example of this would be in a case of a learner who requires extra support i.e.
According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”. He also stated that “students need to know what you expect from them and what they expect from you during the course; that they need to know where the boundaries lie and what will happen if they step over the boundaries”.
In the design stage, lesson plans are created to provide directions for learners to apply their knowledge and skills. The design phase would be specific to the content at hand by documenting the projects visual, technical and instructional strategies. There would be order so the project goals could be met in an organized fashion. It is important that Bloom’s domains be utilized to fit all types of learners. Using Affective, Cognitive, and Psychomotor strategies, my training program be tailored to reach all audiences.
As a teaching assistant I have to ensure that the appropriate resources are available, also with working with SEN students as appropriate, I need to ensure that there is differential work available as all work set in lessons is usually to a generic standard. I would achieve this by prior discussion with the teacher that will be delivering the lesson. It is my job to know which students need supporting in different areas of the work, for example numeracy or literacy support. I can achieve this by using an in house computer system to research each individual student I would be working with. I would need to know if I will be working on a 1:1 basis or with a group so I can plan accordingly.
I will create this environment through an engaging curriculum, personable interaction, topic orientated discussions, and group work. Since my license will include an endorsement in Special Education my classroom management will include a focus on flexibility defined as the ability to respond to the moods, emotions and the capabilities of my students on any given day. Meeting the needs of my students, based on their individual need, will be a crucial part of my classroom management structure. I will accomplishment this by promoting self-management and self-efficacy in my students to the best of their abilities. Creating a predictable, consistent, and success-oriented environment will promote self-management in my students by creating, basic, daily routines with limited changes (Savage & Savage, 2010).
Unit one in this class first involved the class picking values we thought were important to make a caring learning environment. As we shared our reasons for picking the values on a discussion board, the class was involved in cooperative learning. In other words, we helped others evaluate their own values by providing input and suggestions. In this way, I believe this section in particular of Unit one and the discussion boards in general addressed our continuing professional development: TPE 13. Another aspect of Unit one was identifying and categorizing our intelligences.
Ptlls level 3 Gregg Keattch Assignment 1 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. I first need to identify the needs of my learner (s) and using the theory of the teacher/training cycle (ref - Anne Gravells, ‘Preparing to teach in the lifelong learning sector’ - 2011) Identifying needs and planning. As a tutor my first responsibility is to liaise with the set course co-ordinator and discuss who has been enrolled on the course I will be delivering, initial needs will have to be discussed during any interview process where specific information about my learners will have been disclosed in application forms (knowledge of health and safety and relevant induction/introduction to location specific emergency procedures) My own appearance is also important – being smart as first impressions count. I will always set some ground rules to the group, for example – no mobile phones or they remain on silent during class, arriving on time, no swearing, agreeing break times and lesson close. Once all this information has been established, planning of the lesson can commence, which will include a scheme of work, lesson plans and organisation of the room is important too - for example; Including but not limited to, Computer access, flip charts, television for power point or black board/white board and screen for slides.