PTLLS prepare to teach in The Life Long Learning Sector Level4
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Project description
Assessment Refers to the tools or devices used to measure learner achievement; Petty (1998) suggests it is:’ measuring the breadth and depth of learning’
Initial assessment
Measuring entry levels, initial or diagnostic Math’s and English and learning styles
Formative assessment Monitoring learning progress during a course. Its prime purpose is to provide feedback to the learner and the teacher so that achievement or performance can be improved
Summative assessment This type of assessment takes place at the end of the programme, course, module or unit of learning. It is designed to assess the extent to which learning has been achieved, the quality of the learners work and in some cases to assign course grades and final certification.
Andragogy
Self directed learning where the student takes responsibility for their learning
Constructivism A theory based on observation and scientific study – about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant
Blooms Taxonomy of Learning The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.
Inclusive learning Means recognising, accommodating and meeting the learning needs of all your learners. It means acknowledging that your learners have a range of individual learning needs and are members of diverse communities
Learning Concepts
Didactic Teaching
The actual instruction and much of the classroom time is teacher-centered and structured
Participative The approach is based on the key idea of making students active participants in classes rather than passive recipients as might be the case when they are exposed to more traditional lecture-based teaching
Discovery
Designed to engage learners in the process of inquiry guided by the teacher and materials
Medal
It is information about what the learner has done well. Grades and marks are measurements
Mission It is information about what the learner needs to improve or correct. The feedback should look to the future and be positive with clear goals
Abraham Maslow
The theory suggests that the most basic level of needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs
David Kolb’s Experiential learning cycle The use of concrete experience to enable learners to reflect and critically think through experiences and then experiment and consider if their strategies work.
Differentiation
The process by which program objectives, teaching methods assessment methods, resources and learning activities are planned to cater for the needs of individual learners
VAK
Classify different ways people learn and how they approach information either visually auditory or physically.
Assessment types and Assessment methods
Type assessment
Summative assessment
Type assessment
Formative assessment
Examination of Products
Monitoring progress
Projects
Providing feedback
Teacher produced tests
Providing reinforcement
Skills/ competency
Assessments
Discovering the effectiveness of learning approaches
Indentify specific problems of issues
Type assessment
Initial assessment
Assessment methods
Establishing entry levels
Observation
Discovering learning styles
Questions and answers
Diagnostic assessment of numeracy and literacy
Professional discussions
Free writing tests
Peer reports
Assignments
Products of performance
(Just introduce a bit background of me—–I am prepare to be a Language teacher. I am currently teach language with out a NQT status)
Here are the 3 assignments
First one:
Roles, Responsibilities and Relationships in Lifelong Learning
1 Understand own role and responsibilities in lifelong learning
1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
1.2 Analyse own responsibilities for promoting equality and valuing diversity
1.3 Evaluate own role and responsibilities in lifelong learning
1.4 Review own role and responsibilities in identifying and meeting the needs of the learners
2 Understand the relationships between teachers and professionals in lifelong learning
2.1 Analyse the boundaries between the teaching role and other professional roles
2.2 Review points of referral to meet the needs of learners
2.3 Evaluate own responsibilities in relation to other professionals
3 Understand own responsibility for maintaining a safe and supportive learning environment
3.1 Explain how to establish and maintain a safe and supportive learning environment
3.2 Explain how to promote appropriate behaviour and respect for others
References:
Second:
Principles of Assessment in Lifelong Learning
1 Understand how types and methods of assessment are used in lifelong learning
1.1 Analyse how types of assessment are used in lifelong learning
1.2 Analyse how assessment methods are used in lifelong learning
1.3 Evaluate strengths and limitations of assessment methods to meet individual learner needs
2 Understand how to involve learners in the assessment process
2.1 Evaluate how to involve the learner in the assessment process
2.2 Analyse the role of peer and self assessment in the assessment process
3 Understand requirements for keeping records of assessment in lifelong learning
3.1 Explain the need to keep records of assessment learning
3.2 Summarise requirements for keeping records of assessment in an organisation
Reference:
Third:
Understanding Inclusive Learning and Teaching in Lifelong Learning
1 Understand learning and teaching strategies in lifelong learning
1.1 Analyse learning and teaching strategies used in own specialism
1.2 Evaluate the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learner
1.3 Evaluate aspects of inclusive learning
2 Understand how to create inclusive learning and teaching in lifelong learning
2.1 Analyse inclusive approaches to learning and teaching
2.2 Analyse how to select resources to meet the needs of learners
2.3 Explain how to create assessment opportunities that meet the needs of learners
2.4 Review how to provide opportunities for learners to practice their literacy language, numeracy and ICT skills
3 Understand how to create a motivating learning environment
3.1 Explain how to engage and motivate learners in an inclusive learning environment
3.2 Explain how to establish ground rules with learners to promote respect for others
3.3 Review ways to give constructive feedback to motivate learners
