Pttls_1

Understand own Role, Responsibilities and Boundaries of role in Relation to Teaching Identify needs Part of my role as an assessor is to sign learners on to the programme. This is the first section of the teaching cycle where i identify my learners’ needs. This includes finding out their preferred learning style, if it is the right course for their job role, what their job entails and matching this to the appropriate optional units. At this stage I also assess my learners’ literacy and numeracy skills and where needed with learner’s consent refer them to our company’s skills for life assessor who then gives extra support to the learner. This means another part of my role is as a referrer. Plan and design Once the learners have been inducted on to the programme I then plan with how we will complete these units, adapting the assessment methods according to their learning style. The assessment methods I use include: • Observation • Discussion/ oral questions • Workbooks/case studies • Demonstration • Reflective account writing • Witness testimonies A lot of my learners prefer to learn through doing, so by doing observations and asking questions during the observation is better for them than writing a reflective account, so another way of avoiding reflective accounts and case studies is to have a discussion with their manager about when they have observed the learner carrying out practical tasks. Sometimes it is unavoidable to use workbooks but i can adapt these so I am asking the learner questions or as a discussion, this is a good method if the learner does not like writing. When planning sessions with my learners i need to be aware of their working hours, when they feel the best time is for them to learn (e.g. some learners focus better in the afternoon as others work better in the morning) Wherever possible when planning a session I try to incorporate visual, auditory and kinaesthetic material as according to Fleming(1978) these are the three main learning styles for learners. An example of using these in practice, when discussing joints and movement: • Visual- pictures of joints • Auditory- discussing the range of movement and the names of joints • Kinaesthetic- getting learners to demonstration how their joints move and feeling their own joints. Deliver and facilitate Most of the learning i deliver is on a one to one basis at the learners’ place of work. Part of my responsibilities is to ensure the learning environment is safe and appropriate for the learner. Another part of my role is to assess the health and safety of my learners’ workplace which involves speaking to the manager and ensuring things like, health and safety policy in place and insurance. I facilitate my learners learning by regularly meeting with my learners and offering them support and advice, not just at sessions but also through the telephone and emails. Assess I assess my learners at every session, through the most appropriate assessment method; this demonstrates their learning and competency. According to Ofsted 2008 “And continuous assessment of students ensured individuals were placed on the right courses, set appropriate targets, and identified for support when at risk of falling behind." Evaluate Learners and I evaluate each session at the end, discussing what they have achieved during the session and how we are going to progress through their NVQ. I complete the company individual learning review sheet which includes any changes in their job role, any training they have attended, what activities have been carried out during the session and what is the next session and the date and time of next session. The form also includes a section for the learner, I and manager to make a comment on the learners progress. The learner then keeps a copy of this for their portfolio, so they have a record of the session and their achievements.