Ptlls_Level_4_Assignment_1

Section 1 Introduction- In this assignment I am going to review what my role, responsibilities and boundaries would be as a teacher or trainer In terms of the teaching/training cycle. This cycle is set out in order to create structure and flow to a course and to ensure it is most effective. The cycle is made up of 5 key stages in which each stage flows well into the next. Identifying Needs- Firstly it is important to evaluate how I taught the learners before and if it worked well' If it is a new group then it is important to understand each learner’s individual needs, in order to progress to the next stage of the cycle which is course and lesson planning. I will need to take into consideration things like; disabilities and different abilities and levels learners may be at. I could do this by ‘‘carrying out initial assessments and agreeing individual learning plans’’ Gravells (2011:8) as some learners may be quicker to pick things up than others. A text to support this is that by Jane Owen Hutchinson (RNIB) SMILE-Supporting Mentors in Adult Learning Environments, Inclusive practice, Guidance on making information accessible for people with different learning requirements. There are three main styles of learning; visual, auditory and kinaesthetic. The visual learning style involves the use of seen or observed things e.g. pictures, demonstrations, handouts, films, flip-charts etc. Auditory learning involves the transfer of information through listening. Whereas the kinaesthetic style of learning involves physical experience e.g. touching, feeling, holding, doing practical hands- on experiences. Once these styles and needs are established it is time to move on to the next stage of the teaching cycle. Planning Learning- Factors to consider when designing a lesson or course plan include; setting some clear, appropriate and most importantly achievable aims and objectives. These should be stated both verbally and displayed in a way which learners understand, on a whiteboard. You must ensure that the lesson or course has a clear beginning, middle and an end, to prevent the lesson or course from over running. Also by breaking the lesson or course down into manageable chunks you are able to focus on specific areas in order to achieve the aims and objectives of the lesson or course. The source of information for the topics that are to be covered should be decided in order to ‘’ensure I have covered the requirements of the syllabus’’ Gravells (2011:8) The size of the classes should also be taken into account, in order to plan group sizes that may be required for certain activities. Enabling Learning- This next process is all about ‘’teaching and facilitating learning using a variety of approaches’’ Gravells (2011:8) for example I will need to carry out tutorial reviews and ground rules and by ‘‘maintaining an inclusive, equitable and motivating learning environment’’ LLUK’s New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector Equality, diversity and inclusion http://golddust.bdplearning.com/equality_and_diversity/indexphp Date accessed 21/03/11 ‘‘The teacher’s primary objective is to facilitate learning.’’ Wallace (2007:167) it is essential to keep learners engaged at all times, Icebreakers and energisers are also effective in motivating learners. Assessing Learning- This is evaluation of my teaching by assessing learners, it is important to make sure learners have fully understood what I have taught them and that I have met the needs of the learners. It is also important to make sure that the aims and objectives of both the lesson and course as a whole have been met. It is the teacher/trainers responsibility to be ‘’assessing work within an agreed time period’’ Gravells (2011:10) also to provide feedback to learners as well as receiving feedback from them. It is essential to be providing formative and summative assessments for my learners in order for them to progress and both myself and the individual to gain knowledge of their strengths and weaknesses. Evaluating Learning- This is the last stage of the teaching cycle which has been put in place as a way of ‘‘obtaining feedback from others’’ Gravells (2011:8). Also as a way of evaluating yourself as a teacher and the programme in order to make any future improvements. Personal feedback can be obtained from questionnaires, whereas formal data can provide information on things such as success rates, attendance, completion and delivery of coursework. It is also important to discuss further education or career paths with learners and give essential advice on how to progress further. Summary- I have found that it is vital that all stages of the cycle are covered in order for teaching and learning to be most effective. It is also important to work within professional boundaries and not become too personally involved with your learners. ‘‘Boundaries are about knowing where your role as a teacher stops and working within the limits of that role’’ Gravells (2011:11) Conclusion- I really like the structure and flow the teacher/training cycle brings to a course or lesson and believe these are very important factors when teaching or training a group of people. Because I haven’t any previous teaching or training experience I feel the cycle outlines clear stages in which to follow. ‘’The teaching and learning cycle’’ (Gravells, 2011:7) should be a primary tool of any teacher. It is not, however, the only tool needed to fulfill our roles and responsibilities in the field of learning. For example you must be enthusiastic about the subject you choose to teach and approachable to your learners, this will all be displayed to learners through your teaching approaches. Bibliography- Gravells A (2011) Preparing to Teach in the Lifelong Learning Sector Exeter: Learning Matters LLUK’s New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector, Equality, diversity and inclusion http://golddust.bdplearning.com/equality_and_diversity/indexphp Date accessed 21/03/11 Jane Owen Hutchinson (RNIB) SMILE-Supporting Mentors in Adult Learning Environments, Inclusive practice, Guidance on making information accessible for people with different learning requirements Wallace S (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector Exeter: Learning Matters