Ptlls Level 3

Topics: Educational psychology, Learning, Assessment Pages: 38 (11397 words) Published: April 21, 2013
ASSESSMENT 1
a. Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching cycle. Why are these necessary? b. Identify the legislative requirements and codes of practice that directly impact on your teaching.

c. Identify the legislative requirements and codes of practice that directly impact on your learning environment.

ANSWERS 1.1.
• Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching/training cycle.

I intend to continue to be a trainer in management and in the security sector.

The role, responsibilities and boundaries of a trainer are ever changing and adapting to changes in the society. It is more than simply lecturing and marking students works. Learners come from different backgrounds and with different problems, hopes and expectations which have to be understood and addressed before effective learning can take place. As such in addition to my primary role of being a facilitator, I will have to play the roles of parent, psychologist, protector, motivator, role models to some learners. I will also have to collaborate with some agencies and organisations in order to facilitate effective learning. Boundaries are anything that may have direct impact to my teaching or delivery. This may include time constrains, my subject knowledge, the size of my class and location of the training room, the ability to cater for students with learning disabilities. In this I must have a reasonable evaluation to know what I can do and what are outside my ability and to call for supports.

Reece and Walker describe a modern teacher as being a facilitator. Unlike the traditional teaching methods which encourage learners just to be talk into, the modern method places more emphasis on the ability of the teachers to motivate and encourage students to be actively involved in the process of discovery, exploitation of issues and be able to think around the subject matters without being a mere regurgitation of given facts (Reece & Walker, 2002, P4). For this to take place, I will have to be able to facilitate an environment where learners fill safe and without any feelings of internal or external threats, discriminations or insensitivity to language or cultural barriers to learning. Coffield, F (2008) supports this line of thought when it states that teaching and learning are not separate activities but “intertwined elements of a double sided, interactive process” which is enabled by the understanding and implementation of the key stages of the teaching/training cycle. The Constructivism theory (Jean Piaget, 1967), also support this line of reasoning.

Despite the ever expanding or the elastic roles of trainers, it is essential that in order to be effective at impacting knowledge and to act within the law, trainers are aware of their roles, responsibilities and boundaries. In this respect, they are guided by the teaching/training cycle which provides a systematic approach to teaching and a cohesive structure within which roles, responsibilities and boundaries can be assessed and reflected upon (Gravells, 2010: 11). Gravells (2008) describes teaching as a cycle made up of five points- Identify needs and planning, designing, facilitating/deliver, assessing, and evaluating.

When planning to train learners, I would be guided by the teacher’s cycle. I will first seek to identify needs; training is about satisfying needs, therefore a good beginning point at preparing a training programme is to know the task to be performed. I will then identify the existing skills possess by learners and then produce the training content that would be required in order to close the known gap. This is known as training-needs-analysis. Information about the existing ability of learners can be drawn using various methods such as asking them to complete purposely...

Bibliography: Coffield, F. (2008) Just suppose teaching and learning became the first priority. Learning and Skills Network, UK (www.LSNeducation.org).
Fleming, R.W (1987) in: Ann Gravells (2008) Preparing to teach in the lifelong learning sector. 3rd ed. Kent: Learning Matters.
Gravells, 2008 & 2010, Preparing to Teach in the Lifelong Learning Sector, 3rd edition, Learning Matters, Exeter.
Kolb, D (1984) Experiential Learning: Experience as the source of learning and Development. New jersey: Prentice-Hall.
The Health and Safety at Work Act 1974 Available at: http://www.hse.gov.uk/legislation/hswa.htm
Malcolm Shepherd Knowles (1973) The modern practice of adult education: andragogy versus pedagogy, Associated Press.
Piaget Jean (1967) Logique et Connaissance Scientifique, Encyclopedie de la Pleiade and Piaget, J., and Piaget Jean & Inhelder, B. (1967). The Child 's Conception of Space. New York: W.W. Norton.
Reece I. & Walker S. (2002) Teaching Training and Learning: A Practical Guide. Business Education Publishers Edited by David Clues & Maureen Charlton
Question 2.
Armitage, Andy et al (1999), Teaching and Training in Post Compulsory Education, Open University Press.
Bloom, B.S. (1956) Taxonomy of educational objectives. Handbook I: Cognitive domain. David McKay Co Inc, New York.
Gravells, 2008 & 2010, Preparing to Teach in the Lifelong Learning Sector, 3rd edition, Learning Matters, Exeter.
Fleming, R.W (1987) in: Ann Gravells (2008) Preparing to teach in the lifelong learning sector. 3rd ed. Kent: Learning Matters.
Honey and Mumford (1986) Manual of Learning Styles Maidenhead, Peter Honey
Minton, David (1991), Teaching Skills in Further and Adult Education, Macmillan Press Ltd.
Newcastle College (2008), Blackboard,
Skinner B.F
Tight, Malcolm (1996), Adult Education and Training, Clays Ltd.
Gravells, Ann (2008), Preparing to Teach in the Lifelong Learning Sector, Learning Matters Ltd.
Minton, David (1991), Teaching Skills in Further and Adult Education, Macmillan Press Ltd.
Fenton, Judy (2008), Setting Norms with Your Students, www.teachingexpertise.com Newcastle College (2008), Blackboard, www.ncl-coll.ac.uk.
Armitage, Andy et al (1999), Teaching and Training in Post Compulsory Education, Open University Press.
Gravells, Ann (2008), Preparing to Teach in the Lifelong Learning Sector, Learning Matters Ltd.
Malcolm Shepherd Knowles (1973) The modern practice of adult education: andragogy versus pedagogy, Associated Press.
Minton, David (1991), Teaching Skills in Further and Adult Education, Macmillan Press Ltd.
Morley J & Wordsworth M. (2010) PTLLS made easier, Highfiled Ltd, UK.
Newcastle College (2008), Blackboard,
Functional Skills, www.qca.org.uk
Tight, Malcolm (1996), Adult Education and Training, Clays Ltd.
Rogers, C (1983) Freedom to learn for the 80’s. Columbus, OH: Merrill.
Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector 3rd
Edition Exeter: Learning matters.
Morley J & Wordsworth M. (2010) PTLLS made easier, Highfiled Ltd, UK.
Susan M. Brookhart (2008) How to Give Effective Feedback to Your Students. The Association for Supervision and Curriculum Development (ASCD). Alexandria, VA, USA
Question 7.
Armitage, Andy et al (1999), Teaching and Training in Post Compulsory Education, Open University Press.
Crooks, T. (2001), The Validity of Formative Assessments, Paper presented to the British Educational Research Association Annual Conference, University of Leeds, 13-15 September
Kim, Jong Suk 2005
Minton, David (1991), Teaching Skills in Further and Adult Education, Macmillan Press Ltd.
Newcastle College (2008), Blackboard,
Tight, Malcolm (1996), Adult Education and Training, Clays Ltd.
Fenton, Judy (2008), Setting Norms with Your Students, www.teachingexpertise.com> Newcastle College (2008), Blackboard,
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • Ptlls Level 3 Assignment Essay
  • Level 3 Ptlls Unit 001 Essay
  • Essay on Ptlls Level 3 Unit 6
  • STLIS level 3 CACHE Research Paper
  • Essay on childcare qcf level 3
  • PTLLS Level 3 Essay
  • Ptlls Level 3 Essay
  • Ptlls Level 3 6302 Essay

Become a StudyMode Member

Sign Up - It's Free
Susulima | 20 STAINLESS STEEL CABLE TIES METAL STRIPPING HEAT EXHAUST WRAP TIE 4.6mmx360mm | HWMC-BKS系列磁控电抗器