Teacher in Terms of the Teaching Training Essay Sample

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I am tutoring adults to achieve an A1 qualification – qualifies the learners to assess an NVQ in the job and area of expertise that they are competent in. The teacher training cycle is divided into 5 parts and supports the tutors roles and responsibilities.

PLAN – Advertising the qualification. I advertise the qualification to schools in Newcastle-upon Tyne via Newsletters, e-mails to administration staff, letters to SENCO’s and by a memory key that is posted to school’s. A boundary would be lack of input for how and where the advert / information are advertised. Working closely with the organisation responsible for the course could allow you as tutor to have some input.

City & Guilds have criteria for the A1 and they are the Examination Board that I use. They require that an A1 candidate have knowledge and understanding of the NVQ that they will be assessing, are competent in their area of speciality (e.g. Teaching assistant NVQ – have completed an NVQ / they are a teaching assistant / teacher etc) and will train to maintain their expertise and role / responsibilities as an assessor. If the candidate does not have a good knowledge of the NVQ process I offer an induction to the NVQ process and qualification which consists of two 2 hours sessions, followed with 4 sessions on achieving the A1, 1-1 with learners and assessors meetings.

The time scale in achieving the qualification is set at 18 months. This can be a boundary set by the awarding body though normally there is an appeal process where you can ask for an extension.. The qualification is gained by meeting the standards and gathering evidence that shows competence. The A1 structure and standards are a boundary as I have no input into the qualification and requirements for achievement. Attending meetings and training with the awarding body and related centres could allow for an input.

The candidate on registering for the course will complete an Individual Learning plan with an IV – this will enable prior knowledge for the planning of the sessions in meeting individual needs and past experience and training.

PREPARE – the A1 learner will attend sessions on the A1, tutorials with their NVQ candidates where they will be supported and observed, assessor meetings where any issues can be raised and addressed, 1-1 with mentor IV and standardisation meetings where quality assurance will be ensured. These resources will enable the candidate to achieve the qualification easily and confidently – being able to ask about any difficulties on a regular basis due to the consistent support available.

Having had the ILP with registration of the course I am able to ensure that I have planned and prepared for any individual learning needs e.g. knowing a candidate has poor eye sight have enlarged all the work in print and offered audio support prior to first session. I have additional resources / worksheets for each session for those that finish tasks easily and within set time.

I book the venue and check the rooms for the sessions making sure that I have enough chairs, computer equipment if required and refreshments. Check environment is appropriate for any special requirements. The venue can be a boundary and the best use of it must be the tutor’s responsibility.

To be able to plan and prepare stimulating and relevant sessions I have gathered and continue to maintain up to date accurate information on the qualification. I attend meetings and maintain good contact with the awarding body and centre. This enables me to tutor appropriately to the requirements of the awarding body and to be able to respond to any arising issues with the A1 learners. A boundary is that learners can expect the tutor to know everything – this is not possible! Make sure you have information and details on where information is available.

DELIVER – I aspire to be a motivating and stimulating tutor who supports the candidates to confidently learn and achieve the A1. I incorporate VAK learning styles by including information sheets / quizzes, movement activities when role playing the assessor’s role and short videos / power points to introduce a topic. I plan for discussion and question times in between activities to encourage learners to talk about the activity and LO, answer any queries and gauge if extra knowledge is needed.

Each lesson is planned with a 2 hour framework and I provide an agenda handout for the session. There is an aim and clear learning objective giving details of what should be learnt in the session. It is my responsibility that the learner has a clear understanding of what the session topic is, understands the learning objectives and how they will know if they have achieved the LO. I must have resources and materials prepared – enough handouts, power point set up and ready to run.

I need to offer a friendly positive environment where learners feel respected and are treated with dignity, have the confidence to learn and challenge themselves while achieving the A1 qualification.

ASSESSMENT – a tutor needs to use assessments to verify the learners are progressing towards the qualification with knowledge and understanding from the sessions. I use verbal and written assessment continually throughout the sessions, using various methods including quizzes, “brain teasers”, end of session recap open questions, closed quick questions worksheet etc. A major boundary is lack of confidence learners can feel at the beginning of any new course and being assessed and tested can cause stress and worry. Varying the assessment methods to include all learning styles and in a non threatening format will support and encourage learners in completing them.

I will observe the learner several times during the A1 process as a requirement of the qualification and as an assessment tool. This will provide accurate and relevant information on how much the learner has learnt from the sessions and support that might be needed. The A1 learner will be attending assessor and standardisation meetings where they will be assessed as part of quality assurance for the qualification.

Boundaries that can occur are low attendance resulting in little written assessments and few observations. A tutor can support a learner when difficulties arise though the responsibility of attending sessions is ultimately down to the learner.

EVALUATION – a tutor must evaluate sessions to make sure that the learners are achieving the learning outcomes set, gaining knowledge and understanding about the qualification and being supported and challenged in the process. Evaluate using the teacher cycle again.

Plan – was the session suitable to the needs of the learners? Did the group meet the learning outcomes? Did I follow the timing set?

Preparing – did I arrive in time to set up the class and resources? Were the handouts clear and understandable? Was there enough resources?

Delivering – did I take into account different learning needs and styles? Did I recap regularly to cement knowledge? Did I use slow enough pace, positive tone?

Assessing – did I assess the learners throughout the session? Did the assessment methods provide information and knowledge looking for?

Evaluating – were there are circumstances that you did not plan for and should have done? Did I get feedback for the learners on the session?

7303 Award on Preparing to Teach in the Lifelong Learning Sector Assignment 1 – Theory

2) Identify the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organisation you would like to work for.

As a tutor I must have a knowledge and understanding of the following

Health and Safety – I need to be aware of the environment and ensure the learners are in safe environment at all times. I need to know who to report any issues to and have good knowledge of the fire procedures and drill practices. When the learners are assessing at schools I need to make sure that they have an understanding of H&S and that they are not been put in situations that are unsafe.

Data Protection – the learners are informed who is privy to their records / personal details at the beginning of the course. Any information I have is only passed onto the relevant persons and with the learners’ knowledge.

Equal opportunities – as a tutor it is imperative that I support and enable equal opportunities for all the learners. This can mean making arrangements so that the room is changed for a wheelchair user, arranging handouts to be posted to learner unable to attend a session etc.

The first thing the learners must have is an up to date copy of the national standards they are going to access. These have just been changed and so I will need to ensure that the learners have got the new standards and that I good knowledge and understanding of the new NVQ, units, process and procedures in achieving the qualification. This will be gathered by attending IV meetings, keeping contact with awarding body and reading the relevant resources.

There is an NVQ code of practice which states the requirements and criteria for achieving the qualification and the role and responsibilities of those involved – one of which is that of an assessor / A1 qualification. All the learners will be given a copy of this when starting the course and their role of an assessor. I have added an index with page numbers for the areas relevant to the learner; this is added to as the learner progresses through the course and in the role of an assessor until the majority of it is known to the learner and they gave a good understanding of the need to follow its guidance and procedures. Due to the amount of information within the
practice I felt that the learners were more likely to read and use appropriately if relevant areas where highlighted in relation to their stage in the course.

The Joint Awarding Body (JAB) on Internal Verification of NVQ’s is also guidance for centres on issues that can occur and how these can be resolved. It is important that as a tutor and as the internal verifier for the course I have an understanding and knowledge of this so that the advice and delivery I provide is accurate and supports the assurance quality of the qualification.

I must also have a good understanding of the Centre’s Appeals procedures which the learners will gain knowledge and understanding of through the course and is part of the A1 portfolio as a requirement of the qualification. An Equal Opportunities and Health & Safety policy handbook will also be given to the learners to be accessed when appropriate.

Attending Internal Verifier meetings will ensure that I have relevant accurate knowledge form the Awarding Body about the qualification, standards and requirements to achieve an NVQ.

My perfect organisation to work for must –

• Be a positive supporting organisation with values and beliefs that can be shared with the staff for the benefit of the staff and learners; a shared vision. This will give the staff a feeling of belonging and encourage staff to work together. • Recognises achievements, progress and effort from staff – builds on staff morale which will enhance work from the staff. Though too much unworthy praise inconsistently will have a negative effect on staff and make them feel devalued. • Good lines of communication – easy to contact, regular meetings, use of e mail and phone. • Share information readily and consistently – again good lines of communication and shows the staff that they are valued and part of the team. It keeps standards high as staffs are regularly kept up to date. It is important that the information is relevant as too much information swamps staff and they switch off and can feel threatened. • Offer support and guidance in a manner that builds on self-esteem and confidence and is easily accessed. Managers provide a supportive environment where staff are able to ask for help without feeling inadequate, resources are readily available and staff are able to question decisions. • Offers training opportunities to support role and responsibilities with up to date knowledge. Encourages CPD training to support staff to progress in chosen areas. Appraisals and performance management records should take place yearly. • Have policies and procedures for e.g. equal opportunities, H&S easily available along side clear complaints procedures.

For me a vital ingredient is that the organisation is lively and an enjoyable place to work. I like to work with colleagues that believe in what they do and will work hard to achieve the goals set. I need to feel confident that the organisation I work for values me as an individual and is forward and progressive in its specialised area and support and opportunities for staff.

7303 Award on Preparing to Teach in the Lifelong Learning Sector Assignment 1 – Theory

3 Explain how you could promote inclusion, equality and diversity with your learners. Identify other points of referral available to meet the potential needs of the learners.

The inclusion of my learners starts with my gaining knowledge on an individual from the application form and ILP where all the details of the learners’ abilities, experience, past experience and learning needs will be shown. This will enable appropriate planning for –

Physical needs – wheelchair, poor eye / ear senses. Make sure that seating arrangements are in place if a candidate has hearing difficulties; check environment is suitable for wheelchair access. Contacting the learner and visiting the environment will ensure that the needs are appropriately met. As part of the qualification the learner is required to observe the candidate in their working setting; this could be a boundary if the learner needed wheelchair access and the setting was inaccessible.

Learning needs – plan and prepare appropriate work / tasks for all abilities. The ILP allows the learner to explain their learning needs and support required. Literacy difficulties may require work that is simplified to a level that allows the learner to understand and achieve – simple vocabulary, bullet points rather than large texts, all note taking required is written on handouts, pictures, audio. Knowledge of the learner will help with the planning of appropriate teaching styles, resources and support.

Assessing progress and achievement throughout the course will provide accurate information for evaluation of the resources and teaching styles used and provide information to modify the work suitably to the individual needs. Giving regular feedback- positive and constructive will support the candidate and maintain confidence in their ability in achieving the qualification. Within the course I tutor, I plan regular 1-1 with the learner where individual learning needs are specifically catered for.

High ability learner needs extensions of tasks that require more detailed knowledge and present unusual scenarios to develop their understanding and challenge the learning. The work set needs to support a learner to achieve the learning outcomes and be stimulating and challenging to develop further knowledge and learning. As a tutor having a good knowledge and understanding of the course, up to date information on the qualification and enthusiasm about the subject will support inclusion on all levels. You are not expected to know everything but should have the details on where to get the information from.

Special requirements – learners general issues that could affect learning. Child care can be an issue with learners I tutor. I prepare handouts of the session, aims, questions / answers and resources available to support the session, will contact learner to check that they understand what they have missed and to explain any difficulties. There are several boundaries’ that can occur as these requirements are varied and personal. So developing and maintaining good communication with the learner is vital and assessing the understanding and learning occurred regularly. To have accurate information on progress and achievement in relation to the scheme of work and aims and objectives of the course allows a tutor to modify and support learners appropriately.

Learners can expect tutors to have vast knowledge and understanding and this is not always practical or possible! A tutor should acquire resources and information on topics related to the course and qualification as well resources that support adults developing skills in areas that support them in the course. Having the number and web page of a range of local adult centres such as Skills for Life and Newcastle City Learning will provide information on a range of courses and support available to adults. Books and web pages that provide support for the topics in the sessions as well as challenge the learner if wanting to gain extra knowledge will provide information for learners. 7303 Award on Preparing to Teach in the Lifelong Learning Sector Assignment 1 – Theory

4) Explain the ways in which you would establish ground rules with your learners which underpin appropriate behaviour and respect for others.

I have decided to have my laptop connected to large screen with generic ground rules displayed as headings. Some of the headings will require bullet points covering the various areas the rule applies to cover this could be in the teaching sessions and when the learner is observing NVQ candidate in their own school. The generic rules will be appropriate to the course and learners. I will go through the generic rules, encouraging brief discussion on the relevance of the rule, use examples of why it is necessary and asking for learners to think of examples of how it can be used. I will only do this for the rules that play an important role in the qualification, roles and responsibilities required of an assessor. These rules are confidentiality and H&S. When setting ground rules I will ask learners to see me if there are any issues (time-keeping, mobile-phones etc.)

I will ask if there are any other rules they would like to add. I can type them onto the document and produce as handout at the next session.

Brief discussion on – yes I know that every course starts with agreeing on ground rules and ask how much notice do we really take of them? For the learners to achieve this qualification with the appropriate support, access to resources and confidently to a high standard I will inform that they need to keep to the ground rules.

Time keeping can be an issue with learners that have work / family commitments and I will let them know in the first session of the course that it is up to the individual to make sure that they get the missed information by either contacting me or asking their colleagues.

Mobile phones need to be turned off; anyone who needs to keep it on must ask the group at the beginning of the session and agree to take the call outside.

Confidentiality is an important rule and vital to the role of an assessor as well as needed in the sessions. The learners in the sessions will be discussing candidates, schools and even pupils. In their role they will be observing NVQ candidates in the school settings working with pupils, see documents that are related to information on individuals, NVQ candidates might divulge information about the school, staff and pupils when discussing evidence, professional discussion etc. This rule will be discussed in detail and its importance emphasised. I will also have handouts on child protection / safeguarding children as the assessors will be in school settings and in situations where they will be observing children.

H&S is an important rule especially when the learner is carrying out the role of an assessor in various school settings; this will need to looked at and discussed,

Within the activity I will also mention that if necessary I will talk on a 1-1 basis with anybody that is unable to follow the rules that is affecting learning or members of the group. I feel that I could do this in a manner that is heard and understood in a positive way rather than the learners feeling threatened to make sure the rules are followed – I hope! I feel that if I bring this up at the beginning of the course in conjunction with the ground rules this will give support to their importance and make it easier to approach a learner if this is an issue. This activity will be delivered with humour, the examples I use make light of issues and as well as its importance.

I will spend time going through how I run the sessions. It is fine to get another drink, go to the toilet through the session. Please stop me if I am not making sense and you do not understand, ask questions to clarify or confirm understanding. Some learners like to refresh what they have learnt to reinforce understanding and so each practical activity has extra sheets that the learner can do at home and I will assess if the learner wants me to. I will discuss how the sessions consists of group work, practical activities and peer assessment and that we will be learning from each other’s experiences throughout the course – even me!

It is important that I make the session’s positive and challenging for individual learners and the group to enable learning and support the group to respect and value others opinions and beliefs. Encouraging discussions on how I run the sessions out and behaviour expected will support the learners show appropriate behaviour and feel part of the learning process.

7303 Award on Preparing to Teach in the Lifelong Learning Sector Assignment 1 – Theory

5) Explain ways to embed elements of Functional Skills in your specialist area.

Functional Skills are part of a national strategy for improving adult literacy, language and numeracy skills which is called Skills for Life. They cover reading, writing, speaking and listening skills, English for speakers of another language (EAL) and numeracy skills. There are 3 levels; the entry level is divided in to 3 sub-levels; entry 1, 2, 3 which describe in detail the small steps required by the learner to make progress. The entry level enables learner to gain confidence, knowledge and understanding if their ability is low, progressing towards level 1 & 2.

In the planning of my sessions I need to look at the standards for literacy and numeracy and incorporate some in my session plans. The learners will complete an ILP at the beginning of the course allowing for information to be provided on learning abilities and needs. This is used to plan for all individual learning needs in the sessions and differentiate work if necessary. The learners will complete a basic skills assessment for literacy and numeracy on registration / induction. This provides accurate specific information on individuals’ ability / needs, support required and the opportunity for the learners to look at gaining level 1 / 2 in literacy / numeracy.

The learners are on the course are teaching assistants, teachers and Heads. Generally they all have relevant qualifications in literacy and numeracy; CPD training has offered adult literacy and numeracy to staff who would like to refresh their knowledge, up date their qualification or gain the qualification. I use the above assessment methods to know the needs of my learners and plan accordingly.

The sessions use examples of written evidence that the learner needs to read, understand and relate to a set of a standards to make an assessment decision on whether the text shows competence.

In a session using this activity I would plan for literacy level 2 reading; where the learners should be able to read and understand a range of texts of varying complexity accurately and independently. I would use Rt/L2.3 standard – Identify the main points and specific detail. The learner needs to be able to understand different texts and their purpose in gathering evidence and showing competence and the relevance of the text /evidence and the purpose it is being used for by the vocabulary and style used.

The learner as part of the qualification needs to be able to read written work and decide whether it shows the required information and it is written in the appropriate format. I will be able to assess whether the learners achieve the standard Rt/L2.3 with the written work that comes form the practical activity. The learner will read a piece of evidence and mark on the standards that have been shown competence. This will show that they have read and understood the text and its relevance to the standards, the standards that they mark on will show that they understood the relevance of the text as a piece of evidence. Some pieces of evidence require examples of what someone does where other evidence requires knowledge and understanding to be shown. In marking the evidence the learner will be showing that they understand what is required from a piece of text.

It is important that I try to incorporate Functional skills within my sessions to support the learners appropriately and to ensure that they are achieving to the standard that is required to achieve the qualification.

7303 Award on Preparing to Teach in the Lifelong Learning Sector Assignment 1 – Theory

6) Explain the need for keeping records and describe the types of records you would maintain.

The records I am responsible for maintaining are

Register – this will be added to every session I am responsible for. The information can be required for funding to show that the learner attended a set amount of hours. It provides information for the tutor on who is missing several sessions and enables the issue to be addressed, appropriate support provided.

Assessment records – when the learners start the role of an assessor I will complete an AR every time I meet with the learner to provide support, advice and make assessment decisions on their evidence gathered for the A1. They are used to provide feedback to the learner on their progress, achievement and assessment decision on the evidence for the A1 qualification. I will plan and write targets with the learner that will gather evidence and lead to the completion of the qualification. The assessment record will state the standards the evidence will be for, who is involved in the assessment method and a time scale for achieving the targets. The learner is an integral part of this record and if used correctly supports the learner in taking ownership of their learning. The record provides a paper trail of the support and progress the learner is making for the internal verifier and external verifier and the achievements made in relation to the requirements of the A1.

Individual Learning Plan (ILP) – this is a living document that is added to through out the learners’ course and contributed to by the learner, me and relevant people from the learners’ workplace. The purpose of the ILP is to gather accurate relevant information on the learners’ abilities, experiences, training, special requirements and learning needs. To provide information on achievements, progress and training through out the course. The learner has the opportunity to reflect on progress and achievement and this provides information on how the learner is feeling and if the support provided needs to be tailored for the learner.

The ILP provides information that will allow me to support the learner appropriately and to their individual needs.

Observation record – I complete this record at least twice when observing the learner meeting with their NVQ candidate to provide feedback, set targets and complete relevant paper work. It is a requirement of the A1. It also provides accurate information on the assessor and ability in the role and can highlight any areas that need addressing.

Matrix – to demonstrate that the learner has met the standards for the A1 I will be contributing to the matrix which demonstrates that specific standards have been shown competence and the location of evidence that shows this. I will be signing them recording that they are completed. Part of the A1 requirements for achievement.

7303 Award on Preparing to Teach in the Lifelong Learning Sector Assignment 1
– Theory

7) State the different assessment methods available and explain the ones you would use for your subject area, including reference to initial assessment. State the types of assessment records you would need to complete and explain why.

Each learner is required to complete an individual learning plan at the induction. This will provide information on past experience, previous qualifications / training, special requirements and learning difficulties; providing an initial assessment of each learner. The plan is updated throughout the course gathering continuing information on progress, achievement and reviews on the process.

The A1 qualification requires evidence that derives from carrying out the role of an assessor, being observed, completed records of what you have done and a professional discussion of your understanding of the knowledge required to achieve the A1.

All assessment methods should cover certain criteria; those that don’t will need extra assessment methods to show full competence. When deciding on the assessment method I need to ensure that the evidence gathered is – • Valid – does the evidence give an accurate picture that the candidate is competent in this area? Is it gathering evidence that is required? A1 – Completed records, photocopied completed NVQ units, observation of feedback, planned oral questioning and professional discussion. • Reliable – am I being fair on my judgement of the learner, would other tutors come to the same decision as I would on the evidence provided. A1 – minutes standardization meetings, internal verifier feedback record. • Sufficient – does the evidence provide enough detail and examples to be competent against the standard? A1 – photocopies completed NVQ units, observation and oral questions. • Authentic – does the assessment method show that it is the learners own work? A1 – observations, professional discussion and oral questions. • Current – is the evidence up to date to show competence for the learner now? A1 – observation, professional discussion, oral questions, photocopied NVQ units dated.

Assessment methods available for are

• Observation – main method to show practical competence and / or of end product.

• Professional discussion / oral questions – establishes the learners’ knowledge and understanding of the standards- also a suitable assessment method for a learner with literacy difficulties.

• Written answers / exam – method for establishing the learner has the required knowledge & understanding across a range of contexts. Can show if the learner has achieved the LO from the sessions and gained knowledge and understanding on the role achieved when qualification achieved. Knowledge and understanding standards in the A1 can be shown competent with this method.

• Personal statement / witness testimony – detailed examples of how the learner shows competence with a witness verifying that this is true. A common method in vocational qualifications where learner needs to demonstrate.

• Completed records – shows knowledge & understanding of the standards and demonstrates competence by completing records accurately and appropriately to needs

• Standardisation meeting minutes – formal recording of quality assurance knowledge. The A1 portfolio requires the minutes from a standardisation meeting that the learner has attended in relation to the NVQ they are assessing.

The A1 has set requirements for some assessment methods.

Products. The learner needs to have 3 completed units from 2 candidates as evidence in their portfolio. These will provide evidence that the assessor is using various assessment methods required, has a clear paper trail for the planning, assessment method, assessment decisions and competence shown and is supporting the candidate appropriately. This is a required assessment method in the A1 and demonstrates that the learner is working to the standards, role and responsibilities of an assessor.

An observation of the learner giving feedback on assessment decisions and future planning of evidence is required. This allows the tutor to see if the assessor is competent in the practical role of an assessor, fills in required paper work correctly and supports the NVQ candidate in a positive manner. The learner needs to plan and prepare with the candidate future assessment methods and show that they have knowledge of the NVQ they are assessing, the candidates’ role in school and candidates abilities in gathering evidence. The evidence is recorded 1) against set criteria and 2) with feedback and comment from tutor. This evidence is also meets all criteria for assessment methods.

Professional discussion. This allows the tutor to establish if the learner has the understanding of the whys behind the roles and responsibilities of an assessor. This evidence meets all the criteria if planned for well. It can also be used to clarify and “mop” up standards. It is a required assessment method for an A1 portfolio. Oral questions can also be used to gather specific standards or to gain sufficient evidence for a standard.

During each session I will use short assessment methods to assess LO are being met and establish if the learner has gained good knowledge and understanding. I use brain teasers and quizzes after activities to recap information and provide assessment on knowledge learnt – written and oral.

To ensure the LO are being met I use a practical exercise to assess and evaluate knowledge and understanding through out the course. this is used to assess assessment methods, accurate record keeping and understanding of the NVQ assessing.

• Learners assess a piece of evidence against set of standards • Give feedback on their assessment decisions and plan for standards that are needed to show full competence. • Complete an assessment record of achievements, competence and planning.

These exercises recap the knowledge learnt from the activities and demonstrate the understanding. By giving verbal feedback to a peer learner it allows the learners to see the process from candidate and learners side. Planning for the next assessment method shows understanding of assessments methods appropriate to the competence needed. Filling in the required record demonstrates knowledge and understanding learnt. I assess all of the evidence gathered and provide a verbal and written feedback to each learner. All the assessment methods will be assessed the same way. Group discussions on the evidence and competence shown will assess generally that the learners are all assessing to the same standards.

The assessment records that I complete are
• Assessment record plan – this will be completed with the learner on 1-1 basis, regular intervals to the learners needs throughout the course till A1 achieved. It records standards achieved, progress made, feedback on evidence gained and planning / targets for next assessment method. The record is for the learner, tutor and centre as part of quality assurance. • ILP – this is a continuing record of progress and achievement. Completed by tutor and learner and signed by learners’ employer. This establishes that the learner is progressing to the qualification and within the time scale and happy with their process and achievement. I use this record to support the learner appropriately to their needs and develop their learning process. • Attendance record – when there is specific training session being provided by an expert the registers provides conformation for certificates of attendance. • Completion record – recording the signing off of the evidence and portfolio as complete for the internal verifier to IV. Acknowledges that I have assessed the evidence to show the candidate competent in all the standards of the A1.

7303 Award on Preparing to Teach in the Lifelong Learning Sector Assignment 2
– Practical

4) Explain and justify the reasons behind your choice of teaching, learning approaches and use of resources, for one of your delivered sessions.

• Various resources for differing learning styles of learners- V – Slide show with captions, character cards, tester sampling record A – Tutor reading captions for slide show, discussions and Q&A, discussions K – Trying the chocolate, completing tester sampling records, participating in discussion and Q&A

I needed to plan the session to support all learners in achieving the learning objectives of the session to the best of their ability and make the learning enjoyable and a positive experience.

• Engaging learners with the eating of chocolate – maintaining interest, staying on task – pleasure of eating chocolate throughout session with learning facts on the Ghana cocoa farmers. The topic of Fair-trade can be a serious subject when looking at the facts, using the chocolate lightens the discussions and supports the aim of the session to be delivered in a positive learning environment.

• Prepared resources for differing learning abilities of learners – 1 character card was a picture for the learner to describe as they find reading out loud uncomfortable. The picture was related to the character cards and supported the learner to be involved in the activity and make a relevant positive contribution alongside their peers.

I designed a handout for adjectives that could be used for the different sections on the tester sampling record. Had a selection of various flavours of chocolate and a mixture of Fair-trade and non Fair-trade.

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