...Unit 2: ROLES AND RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING 1.1. Summarise key aspects of legislation, regulatory requirements and codes of practice related to own role and responsibilities. It is important for all teaching staff and any educational establishment where teaching and training take place keep up to date with all relevant Legislations and Code of practice to ensure they are remaining current with their knowledge and skills, and with any relevant changes or updates that have taken place (Harris 1999). However these will differ depending on the subject, the context and environment within which teaching takes place. These legislations include: • Equality Act (2010) brings disability, sex, race and other grounds of discrimination within one piece of legislation. The Act provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or because they are wrongly perceived as disabled. The Act ensures all people are treated equally regardless of their race, sexual orientation, religion and belief, maternity and pregnancy, marriage or civil partnership. • The Data protection Act 1998 is to make provision for the regulation for the processing of information relating to individuals, including the obtaining, holding, use of disclosure of such information. The Human Right Act 1998 is meant to give people the right and freedom to live the way they choose to be. ...
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...------------------------------------------------- Unit 2 Assignment 2 ------------------------------------------------- ------------------------------------------------- 1.1 Analyse the role and use of initial and diagnostic assessment in agreeing individual learner goals ------------------------------------------------- ------------------------------------------------- During my role as a trainer it is important that each new learner has a starting point from where to commence the training. This can be found by the use of initial assessment procedure. ------------------------------------------------- Initial assessment is a vital link to the learning process, it is a formal and informal process that identifies each learners starting point. It helps to identify learner’s current levels of ability and their need for support in functional skills and personal and social skills. This is the time where I will get to learn my learner, every learner has to start somewhere. ------------------------------------------------- Initial assessment it provides a chance to assess my learner’s current knowledge and experience and will enable me to ensure the learner is enrolled on the correct course to suit their needs. ------------------------------------------------- ------------------------------------------------- During this initial assessment process I can find out if the learner has any individual needs they may have and the support that may be required and ascertain the learning preference if there...
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...types of assessment are used in lifelong learning Assessments should be a regular process; it might not always be formalised, but you should be observing what your students are doing, asking questions and reviewing their progress throughout their time with you (Gravells 2012). It Is a way of finding out if learning has taken place .It enables to ascertain whether the student has gained the required skills, knowledge and attitudes needed at a given point towards their programme of learning. Assessment is not another term for evaluation: assessment is of the students whereas evaluation is of the program. Assessment is specific towards student’s achievements and how they can improve. Assessment are internally or externally set. Assessment types There are three types of assessment used in lifelong learning sector depending upon the subject and the requirements. They are Initial Assessment, Formative Assessment and Summative Assessment. Initial Assessment This is the formal way of ascertaining student’s prior skills and knowledge of the subject to be taken and whether they have any specific needs. Initial assessments will help to identify any particular aspects which may otherwise go unnoticed and also ensuring equality and diversity are met. Initial assessment will give information regarding about students, for example, any specific assessment requirements or needs they may have, their learning style or any further training and support their need. Initial assessment...
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...Explain the role of Assessment in teaching and learning process. 1.1 Explain the function of assessment in learning and development. “Assessment is a way of finding out if learning has taken place. It enables you to ascertain if a student has gained the skills, knowledge and/or attitudes needed at a given point towards their programme of learning”. Gravells (2010 page 110). It is primarily a gauge for the teacher and student to be able to measure progress against set criteria. Assessment can be broken down according to its purpose, that of assessment for learning, assessment as learning, assessment of learning and evaluation. Assessment for learning may begin with initial and diagnostic assessments where a teacher can learn from a student any previous learning/study that will assist in the forthcoming teaching. This can take the form of testimonies from previous teachers, portfolios, certificates and conversation. This will allow the teacher to identify a starting point and capability of a student to achieve the required outcome in the learning they are about to perform. In my own role of teaching Professional Updates the students will present a workbook linked with the coming PU lesson which they will have completed prior to the PU training. I will examine and mark the workbook to check on their knowledge and understanding. This will give me an indication of a student’s strengths and weaknesses before the training commences and allows me to tailor the lesson plan to...
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...Assignment 301 Task A Explain the roles and responsibilities in education and training, including how it relates to the teaching/training cycle. When it comes to teaching and learning it is important to remember that your main role is to teach or train the given subject, engaging and involving all the learners, regardless of the teaching environment. As teachers we need to make sure that our sessions are kept interesting, this will help keep the learners engaged and motivated, ensuring they come back wanting to learn more. Being passionate about your subject and taking pride when teaching will help you convey how you expect your learners to behave in sessions. If you always turn up on time, being prepared for your lessons, looking smart then this will have a positive effect on your learners helping you to gain their respect. However, none of this is any good if learning isn’t taking place. A good way to help you know if learning is taking place is by doing regular assessments. By adapting our teaching, we can ensure that all our learners needs are met, carrying out assessments as we go and changing our methods to suit everyone. The Teaching, Learning and Assessment Cycle By using the teaching, learning and Assessment cycle we can ensure that many of our roles and responsibilities are met. Identifying Needs – We need to identify the needs of everyone involve. Any organisation, us as teachers and the learners themselves all have needs. The curriculum will be based...
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...Contents Introduction ………………………………………………………………….Pages 2-3 Discussion…...…………………………………………………………………Pages 4-14 Conclusion …………………………………………………………………...Pages 15-16 References ………………………………………………………………….Pages 17-20 Introduction This essay aims to explore the processes of teaching, training and mentoring of adults. The setting in which this will be explored and linked to, will be one of nursing, although it is recognised that the fundamental theories explored may be applied to any setting where the teaching, training and mentoring of adults occur. The essay will explore the writer’s understanding regarding the role of a mentor within the workplace and the theoretical ties surrounding mentorship and how these are linked into the writer’s role of a mentor. Any names or areas of work mentioned in the essay have been changed in order to maintain confidentiality, clause five of the Nursing and Midwifery Council (NMC) Code of Professional Conduct: Standards for Conduct, Performance and Ethics (NMC 2004). The term ‘mentor’ is defined by the English National Board (ENB) and the Department of Health (DOH) to “denote the role of the nurse, midwife or health visitor who facilitates learning and supervises and assesses students in their practice setting” (ENB & DOH 2001a P6). Nicklin and Kenworthy (2000) define a mentor as someone who by example and facilitation guides, assists, and supports the student in learning new skills, adopting new behaviour and acquiring...
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...1.1 Explain the role of initial and diagnostic assessment in agreeing individual learning goals. Initial and diagnostic assessments should effectively diagnose learners’ strengths and weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and “know what is expected of them” (Gravells, 2012, p.50) to progress and meet the requirements of a course or programme. In order to determine “the level and which specific aspects learners need to improve on” (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a lack of personal or functional skills. Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very...
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...undertaken in relation to mentorship in practice, alongside mentorship of a student nurse in the clinical environment, under the supervision of a qualified mentor. The clinical area in question is a busy district nursing team of 10 members situated in a deprived area with a large varied caseload of patients. The student nurse under supervision, Maddie, is a second year on her third placement with previous experience of medical and surgical nursing wards and has never worked in the community. She had a bad experience on her last placement so is lacking confidence and is very nervous. The first activity undertaken was the construction of a learning contract and action plan with the student. This took place as the initial interview; Maddie’s previous experiences on her clinical placements were discussed, as well as what she was hoping to gain from this placement and her expectations. She had already established a list of objectives, how she could meet these objectives was discussed and also the limitations of the clinical environment, in terms...
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...established in a variety of fields for many years. Within nursing, the term ‘mentor’ denotes “A nurse, midwife or specialist community public health nurse who facilitates learning and supervises and assesses students in a practice setting”, (Nursing and Midwifery Council (NMC) 2005). The essay will explore the role of the mentor in the field of nursing, with personal reflection on the authors experience as a mentor in my current role as a community mental health nurse (CMHN). The mentor-mentee learning relationship will be explored and the application of teaching and learning strategies will be examined. The essay will also discuss the responsibility of the mentor in relation to self, others and the professional agenda and will analyse current assessment procedures for nursing students. Following a student journey, the essay will consider how the mentorship process can be improved in the clinical practice environment. In recent years, the National Health Service has undergone huge modernisation and consequently, the preparation of nurses for the future has changed to reflect its new principles. The change in organisational and educational philosophies in teaching nursing has lead to a search for effective strategies that are directed towards making the most of human potential and learning in practice. The clinical experience of nursing students is widely acknowledged as being one of the most important aspects of their educational preparations (English National Board...
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...|Form 2 Assessment front sheet and feedback record | L3 Award in Education and Training Unit no: 302/L3 Learner name: Holly Dempsey Enrolment no: _______________________________________ Date issued: 18/4/16 Date submitted: 23/5/16 I confirm that the evidence for this unit is authentic and a true representation of my own work Learner signature: _______________________________________ Date: _______________________________________ Feedback: (continue on a separate sheet if necessary, see overleaf) | | |Task A Part 1: (PASS 25/5/16) | | | |Your work provides sound evidence of your understanding of what it means to be an inclusive teacher – and through well chosen | |quotes and relevant applied examples you have summarised how to create and maintain an inclusive learning environment. | | | |Initial assessment, personalised learning and supporting learning needs all considered. ...
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...with honesty and integrity to maintain high standards of ethics and professional behaviour in support of learners and their expectations. Professional skills Professional values and attributes Professional knowledge and understanding Teachers and trainers are ‘dual professionals’; they are both subject and/or vocational specialists and experts in teaching and learning. They are committed to maintaining and developing their expertise in both aspects of their role to ensure the best outcomes for their learners. These expectations of teachers and trainers underpin the 2014 professional standards, with their overall purpose being to support teachers and trainers to maintain and improve standards of teaching and learning, and outcomes for learners. The professional standards are set across three sections each of equal importance: each links to and supports the other sections. The 2014 professional standards: • set out clear expectations of effective practice in Education and Training; • enable teachers and trainers to identify areas for their own professional development; • support initial teacher education; • provide a national reference point that organisations can use to support the development of their staff. The corresponding Guidance, which was developed with the support of practitioners, aims to help teachers and trainers use the standards and apply them to the context in which they work. www.et-foundation.co.uk Professional...
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...Describe what your role, responsibilities and boundaries would be as a teacher/trainer/tutor in terms of the teaching/training cycle. My role, responsibilities and boundaries: | - Use clear language at an appropriate level in terms my students will understand. - To be able to motivate students, continually research for new ideas relative to the subject. - To be enthusiastic and passionate as regards to the subject. - Approachable, available and open to discussion. - Manage the learning process from the start through to completion. - Assess students progress and give relevant feedback. - Keep a record of progress and assessments. - Not to become too familiar with students. - Make time available for student support. - Maintain student confidentiality. - Make sure that students welfare issues are addressed. - Students conduct i.a.w. acceptable classroom protocols and behaviour. | Guidance! How do/would you address the following aspects (A to H) when teaching adult learners? A. Assessing learning needs B. Planning and preparing teaching and learning programmes for groups and individuals. C. Developing and using a range of teaching and learning techniques. D. Managing the learning process. E. Providing the learner with support. F. Assessing the outcomes. G. Reflecting upon and evaluating one’s own performance and planning future practice. H. Meeting professional requirements A. Assessing learning needs | - The product required. The outcome of...
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...istockphoto Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 w w w.americanprogress.org Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 Contents 1 Introduction and Summary 5 Why performance assessments are needed 7 National Board Certification 9 Assessment of beginning teachers 11 Prospects for a national system of Teacher Performance Assessments 12 How performance assessments can help teachers improve their practice 17 Improving preparation through the use of performance assessments 22 Policy recommendations and conclusion Introduction and Summary Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also...
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...impression in the mind of a student, the process must start with a “hook”. Something that will pique their interest in the topic and make them want to learn more. For the purposes of this paper, the concept at hand is the interdependence within ecosystems. The ecosystem the students will be studying is saltwater marshes, plants and animals. Teaching this concept in the classroom will be most successful using a combination of a Jigsaw approach coupled with a STAD (student team achievement divisions) approach. The key elements of both the Jigsaw cooperative learning method and the STAD method include breaking students into racially, socio-economically, gender and differing ability groups. In terms of the assignment of salt water marshes, there are three main areas of information to be assimilated: tidal changes, plants and animals. The initial step, in accordance with the STAD model, would be to provide a basic lecture of saltwater marshes, covering facts and disseminating information on each of the three main topic areas. This could include a basic lecture/presentation that included pictures, written information, and other various forms of initial information on the subject. Following the JIGSAW model and supposing a group of 30 students in a classroom, the process would then include breaking students into ten diverse groups, assigning each group of ten one of the three areas of research: tidal changes, plant life and animals. In accordance with the Jigsaw method, each group...
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...Teachers must meet immediate daily demands such as preparing lessons, assessing students’ performances and creating a fair and equitable classroom environment. As such, teachers have major roles and responsibilities to undertake in the classroom. Some major roles of a teacher is to educate, to guide, to correct, and to discipline the student by acting within the appropriate laws and regulations (Zirrpoli & Melloy, 2001). The word educate comes from the Latin educere, which means “to lead”. So it is the teachers’ responsibility to take up the task of leading the students to knowledge and understanding. In order to educate students, teachers need to be knowledgeable about their subject area according to Raspberry (1993). Because the more knowledgeable they are as teachers, the more effective they will be in the classroom. The teacher possessing subject-matter knowledge and instructional skill, is a professional educator like that of teachers of the Realism Theory. Moreover, the roles of a teacher in the classroom plays a vital part in the education system. In that, teachers are expected to conduct initial assessments which will help identify learners’ needs and skills in the classroom. After identifying those needs and skills, they will then be more knowledgeable of the state of their students and pursue the necessary help if needed to reinforce or diminish certain behaviours. Teachers will as well become aware of how their students learn and what motivates them to learn. Evidence...
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