Pttls_Summative_Essay

Part 1 1. The role of a teacher or trainer like myself is to facilitate communication in such way that all students are encouraged to enter a wider discussion on the chosen topic. To ensure the aims of the sessions are reached, I try to incorporate ongoing assessments starting with the initial which helps to understand and identify the varying learning styles of the students that can be useful throughout the learning programme. In my role I need to then continually reassess development of the learners to ensure that the computer systems I train them in relate back to the aims I set for the learners. The boundaries I face can be obvious, such as the relationships I have with the students as well as the disciplinary lines of misconduct. However it is the less obvious boundaries, such as that of learning abilities of the students that are beyond my remit. This is an important boundary as I can utilise this and obtain the necessary help so the learner is able to continue. 2. Respect and Reasonable Care, which are 2 aspects of professional codes of practise, (http://www.ifl.ac.uk/professional-standards/code-of-professional-practice) particularly relate to my teaching practise. I train on ICT systems and have varying audiences ranging from learners who are fresh out of education right through to professionals. My diagnostic assessments of the groups I train mean I understand the diversity and varying needs prior to the training session. This enables me to set up computers correctly and ensure I have the right kind of resources, whether this be in the form of translators, sign language teachers, correct visual aids or understanding of a pupils needs. Whilst I visit these business centres to train, I am aware of the health and safety issues which falls under the codes of practise that relates to Reasonable Care. Height of Monitors, chairs, light conditions and temperature can have effects on learners if not correct. Provoking initial assessment with the pupils and involving them can asses whether or not changes need to be made before the session begins. 3. ‘Functional skills are practical skills in English, information and communication technology (ICT) and mathematics that allow individuals to work confidently, effectively and independently in life’ (http://www.qcda.gov.uk/6062.aspx, Functional Skills, November 2009) . It is said that a learner s are much more likely to improve in their functional skills if it is going to help them within their chosen area of study or work. Within my subject, I educate users within ICT systems so these functional skills are essential to their development. Encouraging contribution to discussions and working in groups ensures the individual uses the literacy skills confidently in a range of contexts that will help in their everyday lives. Also, then using ICT to communicate, whether this be by email, or forum use etc would continually help improve their English and therefore written skills. 4. Equality means treating people differently so they have equally opportunity not treating everyone equal. This would include giving each learner the chance to learn despite any difficulties or set backs, ensuring they are all given the chance to be included and are not made to feel excluded. The Equality and Human Rights Commission states that ‘Human rights are based on core principles like dignity, fairness, equality, respect and autonomy. They are relevant to your day-to-day life and protect your freedom to control your own life, effectively take part in decisions made by public authorities which impact upon your rights and get fair and equal services from public authorities’ (http://www.equalityhumanrights.com/, Human Rights, 2009) To promote this in an environment where some students may have learning difficulties i.e. Dyslexia, a hearing impediment, the tutor needs to ensure that they recognise the students diverse experiences, abilities an skills, which can be done with and initial and diagnostic assessment. For a learner with Dyslexia I would suggest addressing their needs by using coloured paper, usually yellow but there is varying hues of colour that individual users find more useful to assist in their reading materials. Those with a hearing impediment would need supporting documents with the written speech for them, ensuring they feel comfortable in that environment, Ensuring they are seated correctly with the learning room is also a factor that needs to be considered. Within my teaching role I work with a varied group of people and tutor them in computer systems. To ensure the equipment and facilities that I am using during my training sessions I ensure I do an initial assessment prior to the event. This enables me to have correct preparation and know who my learners will. The tutor must encourage diverse perspectives, attitudes and beliefs especially with a group that has a wide range of backgrounds and beliefs. 5. Two points of referral for learners that issues such as hearing impediment or English as second language would be done before the session begins once the diagnostic and initial assessment has been completed. An experienced sign Language specialist would be invited to the sessions for the hard of hearing or a translator/English as a foreign language. This way, learners are able to be included, have the freedom to learn as others are without fear of exclusion. Many education establishments have a lecturer for the deaf and hearing impaired who works as part of the college team to ensure the monitoring and on-going assessment of the student and also to investigate and advise about options after college. If this resource is not available at the institute then Connexions will be able to offer advice and guidance. Dyslexic students can obtain funding that enables them to have an hour of tuition a week from a recognised and qualified special needs teacher. This tuition time can be spent correcting essay drafts. It is policy now for’ all universities and colleges have to produce a policy and provision statement for disabled students that should work to encourage students with dyslexia and other disabilities to enter further and higher education. ‘(http://www.timeshighereducation.co.uk/story) 6. Keeping records is a very important reflexive tool for both Teachers and Students. Accurate records taken throughout a course of learning enables both teacher and student to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against the learning objectives. Records indicate whether a pupil has learnt what has been taught and are making sufficient progress with the programme or whether they need help or further work. Monitoring skills, achievements and abilities are also a useful tool to the teacher and their teaching style and lets tem know whether or not they need to refine any aspects of their teaching. With a diverse group of learners where some may have learning disadvantages, recording special needs allows for the assessment of the effectiveness of interventions that have been put into place. These also help to tutor to provide feedback to the pupil. 7. Students differ when it comes to behaviour and respect for others, therefore establishing ground rules will need to reflect this difference. Group discussion of expectations and incorporation of all views ensures every student feels heard and included. This form of inclusion establishes ground rules which are collectively and individually meaningful. It is important of the teacher to first establish their own ground rules which reflect their commitment to the learners and the aims. These could be as simple as being on time, having session plans ready. Ground rules are ‘ mutually agreed reciprocal arrangements where others’ views and needs are appreciated and valued’ 8. Initial Assessment is undertaken at the start of the programme and establishes the current level the learner is at and what gaps in their knowledge that they have. This can also incorporate the diagnostic assessment and reveal the learning styles of the individuals, personalities of the group, spoken language ability and barriers to learning. A way to asses these learners is to use the applications that would have been initially completed Formative assessment is during a programme of study and reveals the current level of learning with the students. This can be used as a basis for future learning in the programme and can motivate learners. In a situation where the learner’s abilities and knowledge are varied this is crucial as it can determine how easy/difficult it is for these to pick up. A simple question and answer session part way during the learning would prove sufficient as the feedback could be used to adapt that latter part of the course of learning. Summative assessment is used at the end of a programme of study and determines the ability to progress to a higher level of learning and can also determine if learners gain a qualification or not. An exam or presentation is often used however this is determined by the initial assessment and the way the learners best cope. In this situation however this may not be the best course. A gapped handout that is adapted for those with reading disabilities where the learner has to fill in words that have been learnt throughout. This can then be used to asses how much has been picked up. 9. Giving feedback can be done in many ways dependant on the learner’s best style of communication whether this is written or verbal. Feedback should always be constructive and honest so that the learner has the chance to develop. The Learning and Skills council express that ‘Giving and getting feedback is essential to the whole process of reviewing learning. It’s a two way process.’ (learning and skills council 2008) Different ways can give different learners the ability to develop their learning. It should be related to the work not the individual and should respect their needs. A one to one session can be a useful way of giving feedback as this can be tailored to the individual. Feedback after an assignment would generally be written, however feedback should always be in the correct format for the learner and not patronizing.