Introduction_to_Teaching_and_Learning

Introduction to Teaching and learning (part 1) Level 4 Assignment Contents Introduction to Teaching and learning (part 1) Level 4 Assignment 1 Roles, responsibilities and boundaries 2 Key aspects of current legislation 4 Codes of Practice 6 The Role of Initial Assessment 7 Points of Referral 10 Equality, Inclusivity & Diversity 10 The use of Assessment methods 11 Embeding Functional Skills 12 The Importance of Record Keeping 13 Biblography 14 Task 1 Roles, responsibilities and boundaries In my role as an assessor/trainer in a financial services environment, it is important for me to understand the roles contained within this occupation and also the business sector in which I am involved. In terms of assessing and training, it is my role to provide information and guidance to the learners in my care. I must make sure that all planning is accurate and tested which will ensure that teaching sessions run smoothly and have the desired outcomes. It is also within my role to provide objectives which are specific, measurable, achievable, realistic and time-bound (SMART). This helps gives my learners clear guidance on their current position, and gives clear goals for achievement within the syllabus area. As my role is within a technical area of the insurance market, it is imperative that I keep up to date with current developments in industry specific legislation such as the Financial Services Authority (FSA) regulations and also any market developments/trends. I maintain my knowledge in this area by maintaining my continuous professional development with our professional body which is the Chartered Insurance Institute (CII) of which I am a qualified member. By doing all of this, it ensures that I can demonstrate my competence and expertise to my learners which in turn will give them confidence in me as their tutor. When developing training material for my learners, it is important that I take into account the correct technical level and diversity of the proposed group of learners. This will mean looking at the diversity issues within the group and the different learning styles I may encounter. A good tool which I have found to use in this respect is the Honey & Mumford Learning Styles Questionnaire. This questionnaire helps ascertain whether my learners styles of learning are as an activist, reflector, theorist, pragmatist or a mixture of all four. This then gives me the information required to accommodate all learner styles when constructing and developing my learning materials. During my training it is important to give and accept feedback. This helps with further development of training for myself and also helps learners with encouragement and inspiration to achieve further. My responsibilities as a teacher is to ensure deadlines are met and results are positive. Recording and reporting are an important aspect of this as this will show the outcomes of each training program so that progression can be strived towards and individual targets can be met. It is important that positive behaviour is encouraged and that negative behaviour is challenged and resolved. It is also important that I recognise changes in behaviour immediately and that steps are put in place to act upon these to ensure any disruption is kept to a minimum. As a part of my responsibilities as a teacher, I must also ensure that my learners an I abide by the Data Protection Act particularly as the information of this sort in the insurance industry is readily available and in abundance. As a member of the CII, I must also abide by their code of ethics. These include: • Behaving responsibly and which integrity. • Complying with relevant laws. • Demonstrating professional competence. • Upholding professional standards. • Respecting confidentiality. • Apply objectivity in making professional judgments. http://www.cii.co.uk/downloaddata/2.3._Code_of_Ethics_and_Conduct.pdf It is important for me to know where the boundaries lie when speaking and delivering to my learners. I must make it clear to my learners from the outset that the relationship that we have and are building is purely professional. It is not acceptable for me as a teacher to get involved in personal/social issues which my learners may have and may confide in me. If this situation was to occur I would politely but firmly signpost them to a person or organisation who specialise in the particular area. Key aspects of current legislation As a teacher, I need to be aware of current legislation that are relevant to their subject area and organisation: - Health & Safety at Work Act 1974 This Act sets out the general duties which employers have towards employees and members of the public, and employees have to themselves and to each other. These duties are qualified in the Act by the principle of ‘so far as is reasonably practicable’. In other words, an employer does not have to take measures to avoid or reduce the risk if they are technically impossible or if the time, trouble or cost of the measures would be grossly disproportionate to the risk. What the law requires here is what good management and common sense would lead employers to do anyway: that is, to look at what the risks are and take sensible measures to tackle them. Race Relations Act 1976 (amended 2000, 2003, 2004) The Race Relations Act protects individuals from racial discrimination and harassment and creates a right to challenge discrimination in the courts or at an employment tribunal. It is unlawful for a person to discriminate against another person on racial grounds - this means race, colour, nationality, or ethnic or national origins. The Act also makes racial discrimination by public bodies and organisations illegal and requires them to have policies to promote racial equality. Sex Discrimination Act 1975 (amended 1986,2003) This Act makes it unlawful to treat a woman or a man less favourably in employment, training and related matters, education and the provision of goods, facilities and services on the grounds of their gender or marriage. Disability Discrimination Act 1995 (amended 2004, 2005, 2006) Requires all students are given the required adjustments to allow them to fully take part in their learning. Age Discrimination Act 2006 Making it illegal to discriminate on the grounds of age Children’s Act 2004 Provides the legal underpinning for ‘Every Child Matters’ based on five outcomes • www.ifl.ac.uk • www.equalityhumanrights.com • www.direct.gov.uk • www.hse.gov.uk • www.dfes.gov.uk • www.everychildmatters.gov.uk Codes of Practice All professional bodies produce a code of practice to which their members must adhere. The aim is to give public confidence in the work of particular professions and establish ethical practices for members. Codes of conduct do not hold any legal status, although there may be penalties for non-compliance. Codes are designed to provide a framework of appropriate behaviour. Below is a list of Codes of Practice that could be relevant: - IFL Code of Professional Practice 2007 Defines the professional behaviour the institute expects of its members. The CII Code of Ethics & Conduct Sets out the principles which all its members should follow. The NVQ Code of Practice 2006 For use by awarding bodies, specifying the additional quality assurance and control requirements that apply to, and reflect the distinctive characters of NVQ’s. The QCA Code of Practice 2007 Provides the criteria and processes applicable to the regulation of national curriculum assessments. The AAT Code of Practice Provides guidelines of professional ethics for Accounting Technicians. The Role of Initial Assessment As a teacher it is important for me to recognise and understand the role of initial assessment. All learners should undergo an initial assessment, the purpose of which is to identify their learning and support needs. The identification of the learners’ learning and support needs are critical, as it represents the first stage in the learning cycle on which all other stages depend. Initial assessment involves the collection of a wide range of information to form a coherent picture of the individual. This information should be used to place them on an appropriate learning programme which matches their skills, knowledge and abilities. There are a number of initial assessment methods available which should include:- • Initial diagnostic assessment ( Application forms ) Pre programme screening and diagnostic assessment to help learners on the correct programme and to gather information to accredit their prior learning. • Pre-programme guidance (Interviews) To gain information about the individual’s aims and to identify help they may require, including and individual learning plan and possible pre course training. • Diagnostic testing To assess knowledge, understanding and skills, along with the level of support they may require. • In programme assessment Informal reassessment to identify guidance required to ensure individual’s aims are being met and any further assistance offered. Points of Referral • Citizen’s Advice Bureau • NHS Direct • Samaritans • Shelter • Jobcentre Plus • Social Services • Drinkline • Drugs Helpline Equality, Inclusivity & Diversity As a teacher it is important to recognise and value the individual needs of students, offering help and support where necessary. All students have the right to be treated with respect and dignity. Students are individuals with different abilities, experiences and needs. As a teacher it is important that I recognise this when delivering and ensure equal support is given to all students, without any preferential treatment. A teacher should not discriminate in any way and not impose their beliefs. This applies equally to students, so the teacher should ensure that the students treat each other fairly, without harassment. Equality means that students have the right to attend and participate in education regardless of their gender, race, ethnic origin, religion, disability, sexual orientation and age. Inclusivity is about involving all students in activities and not excluding them for any reasons either directly or indirectly. Diversity is about recognising people are individuals and have individual needs and differences. Everyone should be treated with an equal level of respect and should have equal access to services and training. Entitlement means that all students should have the opportunity to attend and partake in their selected educational route. Differentiation is about using a range of different approaches and resources to meet the needs of different individuals and groups The use of Assessment methods As a teacher it is important that before I start assessing learners I recognise the difference between formative and summative assessment:- Summative Assessment means at the end. Formative Assessment means it is ongoing. Formative assessment should improve learning by enabling progress to be regularly monitored and reviewed. The learner can then see what they need to develop, before a final summative assessment takes place. When planning assessment it is important to consider who, what, when, where, why and how. I would also need to take into account equality of opportunity when deciding which methods to use. To do this there is no requirement for me to change the assessment criteria, just the methods I use and the environment in which I assess. There are several different methods of assessment to choose from when deciding which is most suitable for my learners. These include:- • Observation • Written or verbal questions • Professional discussion • Past experience and achievements • Tests • Assignments • Simulations • Written reports • Witness testimony • Learning journals • Portfolios • Electronic assessment • Puzzles / quizzes Embeding Functional Skills As a teacher it is important that I embed functional skills into my subject areas. Numeracy, literacy and ICT are all transferable skills which provide the learners with the knowledge understanding and skills that will enable them to operate in both life and at work. An embedded approach is seen to raise learners’ achievements in vocational qualifications and to enable progression in employment or higher-level programmes. The Importance of Record Keeping As a teacher it is important to keep records of what is being delivered and also the progress of students. Record keeping is directly related to assessment and goal setting. It is also important to keep original records for a certain period of time for audit purposes. Good record keeping practices enable me to make better evaluations of student progress with authentic evidence to justify this. Also, if I am unable to deliver a session for any particular reason, someone should be able to cover if there are up to date records available. Such records could include: - • Delivery material including schemes of work, lesson plans, handouts, assignments, activities; • Attendance records; • Application forms; • Interview notes; • Initial assessments; • Action plans; • Reviews; • Who, what, why, where and when, how they have been assessed; • Any further action required; • Student progress – including grades if applicable; • Discussions Biblography Gravells, A (2008) Preparing to Teach in the Lifelong Learning Sector, 3rd Edition, Exeter: Learning Matters www.ifl.ac.uk www.equalityhumanrights.com www.direct.gov.uk www.hse.gov.uk www.dfes.gov.uk www.everychildmatters.gov.uk http://www.cii.co.uk/downloaddata/2.3._Code_of_Ethics_and_Conduct.pdf [pic][pic]