Pttls_Assignment_1

ASSIGNMENT 1 Traditionally the role of the teacher has been as a purveyor of information, this however, is no longer the case and now the teacher is seen as a facilitator, a person who assists students to learn for themselves. It is very important to recognise that all students are individuals and no two students learn in the same way. The key purpose of the New Professional Standards for Teachers in the Life Long Learning sector is to create effective and stimulating opportunities for learning through high quality teaching. These standards are based on the teaching/training cycle, and this assignment describes my own role, responsibilities and boundaries in relation to these terms. 1. IDENTIFYING NEEDS AND PLANNING Students that express a desire to enter into the Automotive industry are invited into the ACE to attend an initial interview in order to assess suitability. The interview process is designed to be as informal as possible, with question and answer being the format. During this interview the learner’s needs are assessed in the following ways:- a. Candidate projected grades are assessed for course suitability. b. Disability / Medical problems that may affect ability to learn. c. Special needs requirements. d. Student’s aspirations for further education which could be either academic or vocational. The ACE adopts an open door policy that allows the student access to tutors or course leaders for advice or concerns. This ensures that the candidate can be offered peace of mind. They are enrolled and given provisional place at an early stage to enable course planning to be as accurate as possible. A copy of the Student Handbook is given to all potential students which covers all aspects of Equal Opportunities, Support services and Health & Safety to mention a few. Once the potential candidate has the results of his/her exams another interview is arranged to ensure the grades awarded are suitable to begin the course. This is assessed as Accreditation of Prior Learning. During the Induction week a practical application test for most vocational courses will be carried out. 2. DESIGNING As a lecturer the course planning involves developing a Scheme of Work for the duration of the course for both Classroom sessions and Practical sessions in the workshop. The balance of classroom and workshop sessions is 50/50 and broken down further involves 3 hour sessions. Once a scheme of work has been produced lesson plans, handouts and resources can be produced or procured to ensure the course content is delivered smoothly and effectively. 3. FACILITATING I need to consider the learning objectives, likely stumbling blocks (i.e. lack of understanding, concentration), what to assess, when to give feedback, right from the start it is important to set the boundaries of the relationship. (i.e. confidentiality, expectations, topics of conversation, acceptable and unacceptable behaviour). At the end of each session it is important to give feedback, appropriate praise for the student and ensure the student is clear about the performance achieved and that the student knows how to improve. Due to the very nature of the automotive course requirements the following techniques are used within the ACE by all lecturers:- a. 3 hour workshop practical sessions to develop the students knowledge and manual dexterity. Work packs are developed for this area to ensure the scheme of work is adhered to. b. 3 hour formal technology sessions are designed to ensure that the underpinning knowledge is delivered and involves class participation both individually and group tasks. Although predominantly classroom sessions they are designed to deliver the technology module of the course. 4. ASSESSING I assess the students learning by re-capping what we have learnt today, asking questions and giving the learner the opportunity to give feedback on the sessions outcomes. We then discuss what we cover in the next session. Formal assessments for the students take the form of both practical and formal exams. During the workshop sessions students are assessed on their ability to carry out work in a systematic manner using the correct tools and equipment. During the technology sessions the students are phase tested to ensure they fully understand the area being taught. These ensure the underpinning knowledge is there prior to the formal examinations with the awarding body. 5. EVALUATION The lesson planning system allows for reflective thought to be assessed, although being new to teaching it is my aim to actively encourage people to give constructive criticism to me personally in order to improve my delivery. Regular team meetings ensure that good practice is shared across the lecturers. In conclusion, being new to the profession I knew that I had a lot to learn about my role as a purveyor of information, however I had not realised that it was an ongoing process and that all teachers whether new or old were all part of the continual learning process.