Pttls_Assignment

Theory Assessment 1 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle The teaching/training cycle comprises of five processes; 1) Identify Needs 2) Plan and Design 3) Deliver/Facilitate 4) Assess 5) Evaluate Identify Needs Role: Assessor, Reviewer, Sign poster Responsibilities: To identify the needs of your learners so you can design the course to reflect individual differences. This is often the first stage in the teaching/training cycle process, it may have to be delayed until you meet your learners for the first time and it should be an ongoing requirement throughout the learning journey and teachers have a responsibility throughout this process to monitor their practice and ensure that their learners needs are met. Boundaries: Learners may not want to divulge certain sensitive information and as a teacher you must be able to respect this. Learners have a right to expect that personal information is kept confidential and is not discussed with others unless permission has been granted to do so or there are safeguarding concerns in relation to vulnerable people. Plan and Design Role: Planner, Designer, Reviewer, Scheduler, Organiser, Researcher Responsibilities: To plan and design a course of learning that meets the needs of the learners and requirements of the course. Most teachers/trainers are responsible for designing their own courses, however some courses are prescriptive and must be delivered in a certain way and for those teachers there can be limited scope at this stage in the teaching/training cycle. Writing a syllabus for the course ensuring outcomes, aims and objectives are covered in an appropriate way, this is where preparing a scheme of work and/or session plans are part of your responsibility; encompassing-order in which outcomes are planned, delivery strategies, appropriate resources and assessment methods. Boundaries: An awareness of the requirements of the awarding body, their own organisation and legal obligations. Courses must be planned so that all of the learning outcomes are met in the time allowed, resources and methods must be appropriate (don’t plan for resources that may be too expensive or not available). Deliver/Facilitate Role: Teacher, Tutor, Facilitator, Coach, Instructor, Lecturer, Presenter, Mentor, Trainer, Assessor, Demonstrator, Guide, Listener, Communicator. Responsibilities: To deliver a course that is appropriate for the learners, takes account of individual needs and has clear aims and objectives. Activities should be appropriate and varied to take into account individual learning styles. Resources should be well prepared and sufficient in number to support the learning activities. Activities and strategies should ensure that all learners are able to access the learning and learners should be advised at the beginning of each session what the lesson objectives are and how they relate to the overall course outcomes. To ensure that learners are kept physically and emotionally safe and that no learners are harassed or discriminated against. To ensure that their knowledge and skills are sufficient to deliver the course and answer any questions. To ensure that records and paperwork are kept up to date and filed securely where necessary. Boundaries: To act in an appropriate and professional manner during teaching sessions. To dress appropriately in general, but also appropriate to the subject being taught and to behave and communicate in an acceptable way. To keep a professional distance and not become too friendly with their learners, although the basis of the teacher/student relationship should be one of mutual trust and respect. Assess Role: Assessor, Recorder, Marker, Reviewer, Provider of Feedback, Guide Responsibilities: To ensure that both formative and summative methods have been used throughout the learning and at the end of the learning process. That assessment methods are fair, reliable and valid and are linked to the planned activity tasks. To give clear, concise and accurate feedback to learners on their progress and achievement, as well as developmental content. That this information is recorded according to organisational or awarding body procedures. To ensure that any feedback given to learners is done so quickly and is based on the quality of the submission. Boundaries: Teachers should not set assessment tasks that do not link directly to the learning objectives. Teachers must ensure that their planned assessments are at the correct level for the learners and assess what the learners should be able to achieve and that they are not setting learners up to fail. Evaluate Role: Checker, Reviewer, Evaluator, Researcher, Questioner, Adaptor, Reflector Responsibilities: To continually review the effectiveness of the course including the content, delivery methods, resources, assessment strategies, environmental issues and learner satisfaction. A lesson evaluation should be completed after every session; learners could be asked to reflect on the success of the sessions and could be done verbally, through an evaluation form or an activity. Learner achievement and progression can give a good indication of the effectiveness of sessions and it is the responsibility of the tutor to implement any changes that are considered to be beneficial for either to ongoing course or for the next scheduled one. Boundaries: To be aware of learner feedback but that any changes that are being proposed to be implemented are in accordance with the awarding body or organisational policy and that they will benefit the majority of learners.