Hopwood Hall – PTLLS (Preparing to Teach in the Lifelong LearningSector)Assignment 1: Roles, responsibilities and relationships in lifelonglearning
(Learning outcomes and assessment criteria 1.1, 1.2, 1.3, 1.4, 2.1,2.2, 2.3, 3.1, 3.2)
Briefly outline the purpose of the assignment.
Part 1:Own roles and responsibilities (1.3, 1.4)
your own role and responsibilities if youare in a teaching/training role. If you are not in a teaching role, what are theresponsibilities and role of the teacher/trainer working in the lifelong learningsector?Refer to the ‘learning cycle’. How does a teacher use this cycle to meet theneeds of the learners? Give some examples from your classroom experienceas a teacher or learner.
the need for record keeping. Describe thenecessary records that the teacher must keep and state the purpose of theserecords.
Professional boundaries and points of referral (2.1, 2.2, 2.3)
What are the professional boundaries of the teaching role? Discuss occasionswhen the teacher might need to refer a student to another professional.
Describe (level 3)/ review
points of referral within an educational /vocational setting to which a teacher might direct a learner.
Part 2Legislation (1.1)
key aspects of the legislativerequirements and codes of professional practice relating to your own role andresponsibilities. Explain how this legislation might impact on you or yourlearners.
Part 3Equality and Diversity (1.2)
Define equality and diversity and explain why they are important in aneducational context. Briefly summarise the Equality Act 2010 and its impacton people working in education. (Who has responsibilities under thislegislation? What are their responsibilities? What different kinds of people areprotected?)
Revised February 2012
Ptlls Assignment 2 Task 1understand Inclusive Learning and Teaching in Lifelong Learning
1493 WordsApr 9th, 20136 Pages
Assignment 2 Task 1
Task 1- Understand inclusive learning and teaching in lifelong learning
This briefing document is for staff development and is designed to support staff to have a better understanding of inclusive learning and teaching in lifelong learning. At the end of the briefing session participants will be aware of what inclusive learning involves, how to motivate and engage students and establish ground rules. Participants will be learning the importance of providing students with constructive feedback to assist with motivating their learning. That student’s should be encouraged to contribute, discuss and learn from the feedback. Additionally the briefing will inform participants can use opportunities to advise students to…show more content…
Once I have identified the student’s motivation I would develop an individual plan that would remove each of these barriers and enable the student to move to the next level.
I would motivate my students by developing a plan of learning that set clear targets, within a suitable timeframe, providing constructive feedback in a positive manner. If a student was having difficulty with a particular driving manoeuvre I would provide additional advice and guidance either by providing a detailed written guide (in a different font), a video recording, a detailed diagram or by personally demonstrating the task. Once an individual task had been completed to a satisfactory level I would praise them on their personal achievement and they were capable of achieving obtaining their driving licence.
When the student had achieved their aims of passing the driving test I would provide free of charge a theory and practical lesson in how to enter, exit and drive on a motorway. Students are not permitted to drive in this environment until they have passed their driving test. This would be a motivating and ongoing development of their driving skills and would provide a current assessment with positive feedback to the student on this new challenge. I would also offer advice for students to progress to an additional voluntary test that once successfully completed could reduce their insurance premium. This also would be a motivating factor due to the financial implications.