Ptlls_Assignment_1

Assignment 1 Describe what your role, responsibilities and boundaries would be as a teacher, in terms of the teaching/training cycle. Role The role of a teacher is to effectively communicate knowledge and ensure the knowledge has been learned by the learner. This is achieved through structured and planed sessions. This includes preparation of teaching materials, lesson plans, maintaining records of learner progress. Interact with learners individually and equally. To create effective and stimulating opportunities for learning the VARK (Fleing and Mills (1992)/ http://www.trainingfairy.com/Classroom+delivery/VARK+Theory.html 17/5/11) learning preferences can be applied. Example: Plan the lesson so activities would include taking notes (Read/write), with handout diagrams (Visual) verbal feedback with learners and myself (Aural) and relate the activity to the learners (hands on) experience (Kinaesthetic). Parts of the lesson would be group or individual work where learners are allowed to complete the set task after the teacher explained the theory. The task would be evaluated to ensure knowledge has been passed on to the learner. Responsibilities Teachers must be knowledgeable and competent in the subject. Ensuring knowledge has been passed on and learned in a safe and structured way. Example Ensure the learners know organisation rules such as no smoking and compliance with health and safety. Ensure learning materials are accurate and up to date. Boundaries: You must ensure professional and personal life is separate between learner and teacher. The teacher should not have a personal relationship with a learner on the same course. Example It would be inappropriate form a personal relationship with a learner. . The teaching/training cycle Below are roles, responsibilities and boundaries, in regards to Kolb’s teaching/training cycle. (http://pdp.bournemouth.ac.uk/u-how_to_study-i.htm(19/5/2011)) [pic] Planning  Roles: To formulate lesson plans and organise resources beforehand, to assess and accommodate reasonable learner requirements. If teaching a computer course I would ensure the computers are all logged in and ready to go. Experiencing (Activity)  Responsibilities: Ensure the time on each activity does not over run, this allows time for all of the lessons objectives to be met based on lesson plan. Boundaries: Encourage full equal participation of learners especially in group work. Reflection (Evaluation)  Responsibilities: To evaluate ones own performance and feedback from learners. Boundaries: Assess whether there could been any improvements to delivery. Also did the learners enjoy the lesson' [pic][pic]Conceptualisation (Conclusion)  Responsibilities: To self assess and assess learners to ensure the learning objectives have been met. Formulate recommendations ready for the planning of the next lesson. References (Fleing and Mills (1992)) VARK is a set of four categories suggested by Fleing and Mills to reflect the experiences of learners and teachers. http://www.trainingfairy.com/Classroom+delivery/VARK+Theory.html (19/5/11) http://pdp.bournemouth.ac.uk/u-how_to_study-i.htm (19/5/2011)) Learning styles - self assessment, learning from experience Glossary VARK : VISUAL- learners who would like to see it on the whiteboard, flip charts, walls, graphics, pictures, colour. They are probably your creative students, love using different colours in their workbooks; want to make their pages look pretty etc AUDITORY-learners who would like to sit back and listen. They don't make a lot of notes READ/WRITE- learners who need to read the information for themselves and they take a lot of notes KINESTHETIC- learners who can not sit still for long, they like to fiddle with things. They like to be actively involved in their learning.