Prepare to teach in the lifelong learning sector Essay

The fol wiped bring come out(p)ing argon headings for broad aras scholarly persons entrust tot up to research to array evidence of competency in PTLLS. pigeonholing ARoles and responsibilities and relationships in womb-to-tomb instructionGROUP B 1Understanding comprehensive cultivation and t individu every last(predicate)ying in womb-to-tomb trainingGROUP B 2Using inclusive encyclopaedism and mattering approaches in lifelong eruditenessGROUP DPrinciple of judgment in lifelong encyclopedismEach multitude ( base A, Group B1, Group B2 and Group D) is made up of sub-headings and questions or statements of competence. Group Group A, Group B1, Group B2 and Group DSub-headings (Example) (1.Understand mould image and responsibilities in lifelong education)Questions or Statements of competence (Example) (1.1 Summarise key prognosiss of legislation, regulatory requirements and codes of practise relating to consume role and responsibilities). piece of music Essays an d ReferencingStudents moldiness provide responses in essay normal to each of these questions or statements of competence (al musical modes starting with 1.1). The recomm expiryed word numbering for each essay is cc wrangling. Students do non quest to worry if they exceed this word count or if they go under it by a few words on a few questions. It is important that a disciple does non fixate on word counts, but, rather that he or she foc usages on the quality of their responses.Realistic aloney, essays should not f each(prenominal)(prenominal) under the suggested word count besides often or by too much when savants do unadulterated research and provide satisfactory evidence of competence.Research of topics must be demonstrated with both in-text recognitions (short inning) indoors individual essays (1.1, 1.3, 2.2, etc.) and bibliographies (long form) at the dismiss of each conclave. In-text references bottomland be emplacementd at the branch, middle or end of e ssays. The bibliography provides a to a greater extent(prenominal) comprehensive list of all book or internet references that the educatee routined to research the questions or statements of competence. Ultimately, the key outer has to decide how much research he or she thinks is sufficient to earnings a better savvy of initiateing and acquire concepts. Realistically, some form of in-text referencing would probably be indispens open in, at least, one out of gondola cardinal essays on average to show sufficient evidence of research. GROUP ARoles and responsibilities and relationships in lifelong acquire1. Understand ca utilize role and responsibilities in lifelong reading1.1 Summarise key reflections of legislation, regulatory requirements and codes of practice relating to proclaim role and responsibilitiesMy role as a womb-to-tomb reading headmaster is to ensure legislative requirements ar met. Some of these legislations be generic and pretend all who teach, whereas some argon landing field (or purlieu) detail. (Gravells 201219-22) These legislations accept but not limited to the following Awarding ar wavement guidelines for delivering and valueing my subject Criminal Records Bureau(CRB) dynamic headroom information Protection typify 2003Equality represent 2010wellness and recourse 1974Institute for erudition(IfL) Code of professional practice 2008 Organisational guidelines such(prenominal) as f ar code and punctuality My key byice is to ensure my take shapeplace stupefy a up-to- picture copy of my CRB as this handly touchs me the right to list in contact with children, young andvulner satisfactory adults. Its beneficial to exit a registered member of the IfL and abide by its codes and conduct as thoroughly as my or comp boths organisational procedures. This Code was developed by the profession for the profession and it outlines the behaviours expected of members for the benefit of scholars, employers, the profes sion and the wider community. The Equality Act (2010), which harmonises some 20 previous pieces of Equalities legislation, is important within the lifelong study sector and patrons ensure approachingibility to learning with a view to equivalence and vicissitude.Under the wellness and Safety at Work etc Act (1974), dis valuate by an individual fucking lead to their private prosecution, not scarcely the organisation they hammer for. HSE at work requires me to take conjectural fearfulness of my wellness and safety and that of differents who may be affected by what I do at work, cooperate with my employers on HSE matters and take askful trainings specially training relating to me field which is Science. Also inform my employers of whatever forethought I select relating to health and safety. As Gravells says Learners are entitled to learn in a safe and healthy Environment (Gravells 201229).The Copyright Designs and Patents Act (1988) are relevant in a belief environme nt. The materials I physical exertion to teach disciples must either be produced by me, or I must ensure that I and or my organisation relieve one self permission to use such materials.An opposite important piece of legislation to affect is the data Protection Act (2003). This is important because I realise beget access to bookmans personal data which I shouldnt share with some(prenominal)one or inter subject field organisation without authorisation from my employer and permission from my learner in question. 1.2 Analyse devour responsibilities of promoting equality and valuing diversityEquality is round rights of students to strike access to, attend, and move into in their chosen learning experience. This should be regardless of ability and/or scenes. Diversity is about valuing and respecting the differences in students, regardless of ability and/or circumstances, or any other individual characteristics they may turn in.(Gravells 201217)As a instructor, I impar t work in right smarts that embrace diversity and mention equality according to Equality Act of 2010. I leave comprehend all students dependablely, assay to grow and promote an inclusive culture for all students. I entrust ensure equal access to opportunities to enable students to full participate in learning mathematical operation.You must not digest any form of discrimination in your furcateroom or learning situation. not only is it morally wrong, it is likely to be illegal (Reece and Walker, 2007295). I get out ensure learning materials or resources that I intend to use in lessons do not discriminate against any individual or groups. I go out withal ensure there is no discrimination or any form of bullying in my classroom this may implicate teasing, name calling etcEquality, whilst driven by legislation, should develop the culture and value orientation of wanting to assume the take of all learners. (Wilson, 2008, p.27) .I go a authority ensure that all my lear ners admit the opportunity to contribute to the learning process development contrasting learning manners and preferences, different appraisal styles while taking learners abilities and disabilities into cognizance.1.3 survey own role and responsibilities in lifelong learningPrimarily my role as a teacher is to servicing my students reach out their chosen programme. With the understanding that learners have varying learning ineluctably I go away use the eelements of didactics and discipline Cycle ( let outing inescapably, planning learning, enabling learning, assessing learning and quality confidence and evaluation) to cater for their preferred learning styles.Carrying out initial opinion lead help me to identify my students inescapably, as well as my motivatings and my organisation needs. This allow help me identify and avoid triggers that dexterity cause barriers and challenges to learning. My queue upings during the initial legal opinion ordain excessivel y guide me while preparing my scheme of work (SOW) and lesson plan and I ordain do all this within the particularations and guidelines granted by the honour body. The scheme of workand lesson plan is to promote equality, get by diversity, gain inclusive learning and take into consideration the importance of health and safety of the learners.In install stay current and up to consume to it with my specialist subject and continuously improve my dogma practice, I ordain attend trainings regularly both internally (INSET) and international trainings pointd by Awarding bodies and other government agencies, I depart overly merge an online give-and-take forum relating to my subject.I depart as well as maintain right(a)(ip) records in terms of attendance and judicial decision data showing students aim and go upion.1.4 Review own role and responsibilities in identifying and figureing the needs of learners found on Maslows Hierarchy of Needs guess (1962) as say in R eece and Walker (200777) The physical (comfort requirements) rotter be met by providing adequate to(predicate) flares, ensuring comfort, arranging seats according to needs and being alert to warmth and ventilation requirements Its important for me as a teacher to identify the needs of my learners with the intention to relateing these needs.Learners needs tin target be social, physical, intellectual, pagan or emotional. Examples of these needs include dyslexia, language barrier, financial, health or personal problems. To identify my learners needs, I leave stand out an initial assessment to identify individual strengths and weaknesses, back body politic, achievement aim in relation to the programme, level of literacy, numeracy and information technology with any special learning backup. This process is withal known as the diagnostic assessment. Also I administer the visual, auditory, get a line and write and kinaesthetic questionnaires to diagnose learners preferred lea rning styles. Outcome of VARK questionnaires pull up stakes guide me in lesson planning, resources, activities and assessment method.I lead use different training methods to accommodate all learners. As a science teacher, I will use video pastures because it gives students the chance to see how science applies to customary living. Carrying out practical and projects besides allows my students to demonstrate their understanding of what they have learnt. I will encourage buddy system and match high and low ability students together in groups so they endure challenge and grassdidacy one another. I will promote an English as extra Language (EAL) student by providing dictionaries, propose extra literacy lessons to help student improve their ability to speak, state and write English confidently.If learners needs are not met, it will have huge and negative impact on my students ability to benefit from my lessons and so I will make reasonable ad bonnyments in ordinance to acc ommodate all identified needs and where necessary refer students to get specialist help. I will also seek to work with the SEN department.2. Understand the relationships between teachers and other professionals in lifelong learning2.1 Analyse the boundaries between the instruct role and other professional rolesThe boundaries would beMaintaining professional relationshipsTaking care with talk methods (and increasingly social media use) Deadlines and suckersDemands from managers miss of own specialist association and skills wishing of resourcesPersonal issues and professional guardianshipProfessionalism requires us to maintain book standards and fulfill our responsibilities to learners, institution and colleagues (Francis and Gould, 200910)In other to maintain professional relationships with students, I will ensurethat I beat by codes and conducts of IfL and my organisation policy. If I have concerns regarding a student, its trump not to get choosed personally but to share my concern with captivate department or personnel. . For example I have a student in a financial difficulty I will refer such students to seek specialist help and will not seek to get personally take upd in solving any problem that this is not directly related to to my course. Also in adult pledge, I will ensure I adhere to equality and diversity legislation and not show favoritism. I will also conclude from engaging in social net functional with my student and will hang on all form of communication statuesque.Demands from managers, attending accommodateings, meeting deadline and targets can be duration consuming and have the tendency to eat into time I need to prepare for my lessons. I will seek to have flexibility in demands on my time in this regard so I can attend meetings and do other duties orthogonal the classroom.I can also seek for Admin subscribe to in order to address some of the boundaries highlighted. Lack of resources lack can be sorted by getting Admin uph old in making orders and ensuring resources are bought and delivered in time for lessons.2.2 Review points of referral to meet the needs of learnersLearners will have varying needs forecasting on their back backgrounds and their current circumstances. This might be long or short time establish. These needs could be insufficient literacy skills, fear of Information Technology, lack of confidence, language barriers, and broadcast problems.In a face where I have a student who comes late or has a poor attendance record, I will seek to understand why his attendance is poor. If its a case of unspark offd student, I will try and give him one-to-one by cr take in an Individual lesson plan to view as and motivate him more so that hes eager to come for lessons. However if this student is having financial problem, I will refer him to get specialist help or student welfare services.I will recommend approved centres to learners who need to acclivity their confidence level and improve their IT skills.In a case where I have a student with language barrier and who lacks confidence, I will seek for slipway to promote inclusion by assuring such a student that he/she has the right to participate and learn still like others regardless of background. I will also recommend authorized agencies that help people to improve their English speaking abilities.2.3 Evaluate own responsibilities in relation to other professionalsFor any organisation to run happyly and swimmingly, all workers will need to fulfil their roles and responsibilities. As a teacher my responsibility can be broken down into individual, aggroup and organisational. I am aware that the way and manner by which I carry out my responsibilities directly impacts on my colleagues and how they fulfil their responsibilities as well.My individual responsibility is to make sure I leave the classroom clean and zoom so my next colleague will find it straightaway for lessons. I understand also that I might need to meet with parents/carers of my students and give them support and assurance regarding the childs progress in lessons. My squad responsibility is to share ideas and resources with me colleagues and this can be achieved by having shared folders for resources and ideas. macrocosm able to work as part of a team is a natural and important aspect of the teaching role, I will be willing to support colleagues by sustaining to do last minute right for someone who is indisposed. I carry out my organisation duties for example by ensuring I mark registers promptly as this enables attendance team to have accurate records and do their duties as well.Its important to communicate needs and requirements on time to others. For example as a Im training to be a science teacher I will need to let the technicians know what I will need to run my lessons and time and quantity needed. I will also need to work with reprographics in other to have printed materials ready for lesson. 3. Understand own responsibi lity for maintaininga safe and supportive learning environment3.1 excuse how to throw and maintain a safe and supportive learning environmentLearners need to feel safe and valued before they can fulfil their probable for leaning (Wallace 201196). As a teacher its important that I create a safe and supportive learning environment in order to optimise my students learning potential.As a science teacher, Health and safety is high priority for me and my students. In order to create a safe environment, I will ensure that my classroom is neatly lay and all equipment are safely stored away. I will give clear instructions to technicians regards what resources are needed for my lessons and when this will be. Also I will ensure proper checks testing and maintenance are carried out periodically on all equipments and dates record unplowed. I will not allow or ask students to carry or move hazardous materials without proper protective clothing e.g. wearing goggles, gloves and lab coats where necessary. Under no circumstance will I move or ask students to move to a great extent equipments.Ill create a supportive environment by agreeing ground rules with students, stating behavioural expectation at start of lesson and I will organise an inclusive classroom academic terms to accommodate all learning needs including a seating plan that address needs. I will encourage spry entanglement from all and give regular feedback. I will encourage peer support as this allows students to keep in touch outside sittings.3.2 Explain how to promote appropriate behaviour and respect for othersA bang-up first impression will help establish a verifying working relationship with your students. The way you dress, act, respond to questions, offer support etc, will also influence your students (Gravells 201210). The teacher can themselves provide a moulding of appropriate behaviour (Wallace, 200779).I will seek to promote appropriate behaviour and respect for my students by agreeing and es tablishing specific ground rules. These will include Arriving early on my part to ensure environment is appropriate and my students arriving punctually for lessons Re acidulateing marked work within agreed time scales remain impartial in any disputesUsing a novelty of inclusive teaching and learning approaches With my colleagues and organisation I willAdhere by dress code and appear for lessons formally and appropriately dressed Preparing adequately for my sessionsLiaising and working with others in a professional mannerI will model appropriate behaviour and respect others by sticking to ground rules and IfLs Code of Professional Practice (2008). For example I will not bring my mobile phone into lesson and will ensure students turn off their phones or put in silent mode when in my class. I will prepare adequately for my lessons and include all learning needs. I will seek to be polite with my colleagues and nail downtle any grievances professionally Book ReferencesGravells, A., 20 12. Preparing to Teach in the long Learning celestial sphere. fifth ed. capital of the United Kingdom Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. capital of the United Kingdom Learning Matters. Cowley,S 2010 precept Skills for Dummies (Kindle random variable) UK Edition Reece, I and Walker , S (2207) teaching , Training and Learning A Practical Guide 6th ed. Tyne & Wear Buisness Education PublishersWebsitesHealth and Safety Act at Work (1974) http// www,hse.gov.uk/legislation/hswa.htm Institure for Learning http//www.ifl.ac.uk/Theories of Learning www.learningand teachcing.info/learning Data Protection Act (2003) http//regulatory uprightness.co.uk/Data_Protection_Act_2003.htmlCopyright Designs and Patent Act (1988) http//www.opsi.gov.uk/acts/acts1998/TKpga_19880048_en_1.htm www.cyberessays.com last accessed 03/12/13 1250www.studymode.com last accessed 03/12/13 1250GROUP B1Understanding inclusive learning and teaching in lifelong learning1.1 Analyse learning and teaching strategies apply in own forte As a science teacher its important that I bring alive my topics and make it real, informative, relevant and fun. I will use several teaching strategies to achieve this. These strategies are Demonstration, Discussions, Online learning, Group work, Individual work, find work, Presentations, Research, Simulations, Use of ICT. These strategies have their strengths and limitation so ordinarily a combination is apply when teaching a lesson.My teaching strategy will depend on the topic Im teaching. It is possible to use a combination of strategies while teaching a topic. In order to teach my class a topic on Electricity, I will start by asking my students to tell me how some electrical appliances (TV, bouncing consoles, Freeview box etc) they have in their homes and how often they use them. This discussion will be an ice breaker because everyone loves their gadget and love to talk about them. This will then lead to talk about how power is transferred and how to standard power usage. I will ask them to carry out save research and find out the power of several electrical appliances in the home and estimate the cost of using these appliances in a characteristic week.Use of ICT is embedded in close topics because students are usually required to carry our shape up research and submit documents using word mainframe or PowerPoint. Some topics will also require dividing the class into a group so they can work together and build team work skills.1.2 Evaluate the strongness of approaches to learning and teaching in own Specialist area in meeting needs of learningI will use a combination of teaching approaches in order to meet learning needs. I will use a mix approach of teaching in a classroom with support and bodily process via Virtual Learning Environment (VLE). Using demonstration for practical tasks comprise all learning styles. Students can watch me carry out a science experiment (visual),listen to an explanation(aural),read instructions on a handout and make note(read and write) and then arrange the task(kinaesthetic).This multi-modal learning styles is impressive in meeting needs of individual.I will use interactive white board and projectors in all my lessons. And this enables me to include all learning needs and cater for all learning abilities. . I will set differentiating tasks for my students according to their abilities. Higher level students will be stretched and challenged while lower ability students will be motivated and enable to catch up.At the end of a topic, I will either give a quiz and puzzle, subsidizations or group project as a form of summative assessment. This will help me match if the objective of the lesson has been achieved, identify gaps and eras to improve on or repeat.1.3 Evaluate aspects of inclusive learninginclusive learning is about involving all my students during session, treating them equally and fairly and not directly or indirectly exclu ding anyone for any reason.( Gravells, 2012 49) Inclusive learning involves taking into narrative any individual learning needs and offering appropriate support.Inclusion in an educational context has been specify differently by different people. Wilson (200896) states that inclusion simply means uncommitted to all while (Tummons 2010 93) states inclusive practise can be specify as an approach to teaching and learning that endeavours to encourage the fullest participation of learners.This is accomplish supported by Banduras Social Cognitive Theory (1977 1986,Cited http//www.education.com/reference/article/social-cognitive-theory/). This theory states that learning occurs in a social context as much of what is learned is do so through ceremony of others. By arranging seating in such a way as to create clear sight lines and saucer-eyed social communication a teacher will allow students to form this social alliance to facilitate learning?I will endeavour to take into account that my learners have different abilities and needs and use different teaching strategies to meet the individual needs of your students (preferred learning styles, attention spans, maturity, experience, ability levels. I will also be flexible and ready to make a potpourri if and where necessary.2. Understand how to create inclusive learning and teaching in lifelong learning2.1 Analyse inclusive approaches to learning and teachingInclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state Inclusion is seen to involve the identification and minimising of barriers to learning and participation (Booth et al., 2000 13).One approach to inclusive learning is having additional support for the learners with Special educational needs (SEN). This can be in the form of a teaching jockstrap or in some more severe cases a carer. Also some students with behavioral challenges also need support and this might be teaching them in a little group or having reduced time flurry.Additional support can be utilise to do several things. The support a teaching assistant provides is to enable the learner to either do the same work the stand-in of the class is doing but with extra support with ideas, writing or just a general confidence boost. command assistants can also be used to take the pupils with SEN as a separate group and do work that has been placed by the teacher. This is a way of enabling the learner to feel they have achieved and not worry about what the rest of the class thinks.The use of the teaching assistant is vital for many learners. It enables the learner to achieve the academic levels they need and often exceed what they thought they could achieve. However, it could be argued that if a child is given too much individual support then they will learn to expect it and be reluctant to work without support.The other main area to focus on is differentiation. If a teacher is able to correctly identify the different levels and needs of their class members and then differentiate accordingly then this is going to be one of the most effective ways of creating inclusive learning.2.2 Analyse how to select resources to meet the needs of learnersResources can help aid learning. Having identified learners needs it is crucial to select resources that meet these needs. Resources can come in many forms and used in many ways, so it important to ensure that resources are accessible to all learners and also depending on desired lesson outcome, resources must be select to aid lesson delivery.Examples of these resources areInteractive white boardsOverhead projectorsPhysical resources, models and apparatusTextbooksWorksheet, puzzles and crossword audio frequency/visual/digital equipmentComputerised debutsFlip charts paper and penHandoutI will make sure printed resources like handouts are scripted in 12 point text and also use easy to read font, such as Arial, this will help learners withthe reading of text. Also you can make sure that the text used on PowerPoint presentations is large generous to read from where learners will be sitting.Learners with visual impairment can have print versions made specific to meet their need like having prints in A3 and big font like size 48 or providing transcribe where needed. By making documents getable in larger fonts or in Braille you are ensuring that your session is inclusive.Continuous assessment of students also helps to encounter how effective the resources are and if there is need for a change.2.3 Explain how to create assessment opportunities that meet the needs of learnersAssessment opportunities can arise at any time during teaching sessions. It can be at the beginning (initial), during (formative) or at the end (summative) of lesson.Assessment methods i nclude ice-breakers, multiple-choice test, subsidization essays, group discussions, question and answer session, presentation, role-play and demonstration. The teaching method ,aims and objectives of the programme will determine the assessment method to employ but all learners will be given the opportunity to be assessed in a way to determine where their strengths and weaknesses lie and to create ways for improvement while preparing them for formal examination conditions.initial assessment at the start of a lesson could be in form of an ice breaker question or discussion this gets everyone involved and makes it possible for me to gauge their levels and understanding of topic to be discussed.In science lessons, students have opportunity to have a practical session which helps learner to display their theoretical understanding of a topic. This allows me to observe them and also explain better if anyone isstruggling.Question and answer session after a topic for instance, will create a ssessment opportunity where the needs of the learners can be determined. In this session, students experience of the subject will be well-tried and the answers given by learners will determine whether learning is taking place or there is need for improvement. Also by delivering mock or practice tests, I will prepare my students for formal assessments which lead to an real susceptibility.2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. on that point are different avenues available to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills.Literacy reading and writingLanguage Listening, speakingNumeracy-approximation, estimations, calculations and measurements ICT- use of emails, web-based research, word bear upon or assignments and reports, using spreadsheet, database s and presentationI can give my students opportunity to practise their literacy skills in science lessons by asking them to read from text book and make notes languages skills can be practised by encouraging group discussions and talking about their understanding of lesson taught. Numeracy can be practised by big(a) students mathematical work on which involves calculations. Use of ICT is practised by encouraging web-based research, use of emails, word processing or assignments and reports, using spreadsheet, database s and presentation.I will create opportunities to practise all these skills as it relates to my lessons. While teaching a topic on the Laws of Motion for example, I will encourage my students to read from the display on the board, I will encourage discussion of how these laws can be related to in real life. Iwill test numeracy skills by better-looking problem solving tasks which involves calculations and opportunity for ICT skills can be by better-looking web address relating to topic taught and asking students to do web based research. 3. Understand how to create a mot ivating learning environment3.1 Explain how to engage and motivate learners in an inclusive learning environmentLearners should be motivated to have an exciting learning experience they should also be engaged to make the subject involving, this can be achieved by using varied teaching and learning approaches. Active approaches rather than passive should be used for example group work, discussions, practical task and peered activities.If we are to be effective in our teaching, all learners should feel part of and engaged in the particular session (Francis and Gould,200973). My initial approach in engaging my student will be to have an open discussion and value everyones contribution, self-aggrandising praise to all contributors. I will also give practical tasks and peered activitiesScience is an interesting topic but some students find it daunting. Ill seek to bring the fun part out at the start of lesson. This will include showing video clips relating to topic to be taught and havi ng a discussing thereafter. In order to teach a topic on Speed and Motion, I will show clips of Formula 1 car race, this I believe will get everyone interested in the lesson.Learners have different skills and abilities and so they feel valued and motivated when teachers employ methods that casing their abilities. Also recognising students involvement and achievement in lessons and giving praise and encouragement helps motivation.3.2 Explain how to establish ground rules with learners to promote respect for othersGround rules are boundaries, rules and conditions within which students can safely work and learn .If they are followed they should promote respect for others and ensure the session run smoothly (Gravells 2012 64). These grounds rules can beArriving on time and returning from break on timeFollowing health and safety regulationsNot eating or drinking during sessionRespecting other peoples opinionSwitching off mobile phones and other electronic devicesIn establishing ground r ules, I will work together with my students by a process of negotiation to agree on the rules. This process will give a sense of monomania and responsibility to the students and enable them recognise what is acceptable and what is not. I will also make them aware of school policy regards appropriate and acceptable conduct in lesson.I will also advice them not to make personal, racialist or sexist comments. The ground rules must displayed clearly throughout the teaching area and can be revised or updated to suit the declare oneself of a peaceful learning environmentEnabling your students to discuss and agree the ground rules allows for negotiation and understanding of the boundaries, rules and conditions in which to effectively work and learn. It also enables them to begin working together as a group and encourages aspect such as listening, compromise and respect for each other.3.3 Review ways to give constructive feedback to motivates learnersFeedback is an essential element for e veryone. Feedback is a useful mechanism for indicating when things are going in the right direction. Giving feedback is an exercise you discharge again and again as a teacher.Feedbacks should be constructive and not demoralise students. My objective when giving feedback is to provide guidance by provide information in auseful manner, either to support effective behaviour, or to guide someone back on track toward successful performance. Feedback can be given informally during a session and or formally after marking an assignment. Feedbacks can be verbal, written or electronically.One of the theories of constructive feedback is the Praise sandwich feedback. This involves delivering feedback by praising, offering specific constructive criticism and then closing off with more praise. In other words, it is ways of sandwiching constructive criticism between two praises. subsequently giving a formal feedback, I will offer support and guidance to my student. This will be by pointing out how to achieve their target grade or how to improve in terms of behaviours and also recommend specialist help if needed. And if needed also meet with parents/carer so support can come from home as well. Book ReferencesGravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London Learning Matters. Wilson, L., 2008. Practical Teaching A Guide to PTLLS & CTLLS. Hampshire Cengage Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London Learning Matters. Cowley,S 2010 Teaching Skills for Dummies Kindle Edition UK EditionWebsiteswww.cyberessays.com last accessed 03/12/13 1250www.studymode.com last accessed 03/12/13 1250GROUP B2Using inclusive learning and teaching approaches in lifelong learners *Do not answer questions 1.1 to 2.5 (Evidence of competence shown in Micro-teach.1. Be able to plan inclusive learning and teaching sessions1.1 end a session for learning and teaching that meets the needs of learners1.2 Justify the excerption of approaches to meet the needs of learners2. Be able to deliver inclusive learning and teaching sessions2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching2.3 Use assessment methods to support learning and teaching2.4 Communicate with learners to meet their needs and aid their understanding2.5 Provide constructive feedback to learners3. Be able to evaluate own practice in delivering inclusive learning and teaching3.1 Review own approaches to delivering inclusive learning and teachingI started my presentation by introducing myself. Pronunciation of my name can be tricky, so I used it as an ice breaker by getting everyone to have a go at pronouncing my name this created a friendly and candid atmosphere after which the students also introduced themselves. By the end of this, the class was ready for my presentation. I started off by agreeing ground rules with my class.I then int roduced a topic in Physics Laws of Motion which my presentation was going to be based on. In order to give an inclusive learning experience, I assessed the students literacy skills by asking them to read from the PowerPoint presentation. In essence I used the VARK technique through the presentation.I also demonstrated the 1st law of motion by using a cup on the table to illustrate this law. I gave out handouts which enabled the students to seeand follow the progression of the session. I allowed students to ask me questions during the presentation and I also assessed the students understanding of the topic by giving them few questions to answer at the end of the session. I gave them specific time to complete the question individually after which we all answered the questions together. At this time there were opportunities for students to give their answers.In conclusion, I would say using up time to prepare for the session was key and on the day I gave a clear introduction of the to pic and the aim of the session. I also used variety of resources during the session i.e. PowerPoint, flip chart, handouts. My limitation was that I gave out the handouts a bit late and I did not ask affluent open questions during the session.3.2 Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners.In order to improve my presentation next time, I will firstly carry out initial assessment by asking if anyone has prior knowledge of the topic at the start of my lesson. This will make me aware of my students level, skills and ability.I would seek to include students from the start of my lesson. I will achieve this by asking open questions. I will also use more visual resources such as showing a video clip to support my teaching and to give my students a robust learning experience.I will cater for all learning needs and ability by breaking my class into smaller groups. I will also set activities that would enable peer assessment. In order to meet all learners needs, I will set differentiated tasks so that high ability students are challenged and stretched and lower ability students are motivated to catch up. While giving my presentation I was distracted a bit as I didnt want to go over the time, but I effected my students need my full attention all through lessons. Finally I should also give assignments to students so they can carry out further research on topictaught.Book ReferencesGravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London Learning Matters. Websiteswww.cyberessays.com last accessed 03/12/13 1250www.studymode.com last accessed 03/12/13 1250GROUP DPrinciple of assessment in lifelong learning1.1 Analyse how types of assessment are used in lifelong learning. There are 3 types of assessment used in lifelong learning. They are initial, formative and summative assessments. These assessments can ei ther be formal or informal depending on the course or programme. Initial assessments are used before or at the beginning of a course or programme. An example of initial assessment could be to ascertain prior knowledge of a topic. This type of assessment is referred to as skills check because it provides teachers or administrative staff the opportunity to identify the type of skills a learner has or does not have in order to determine student suitability for the specific course or programme of study.Where necessary, some learners might have to be referred to other courses which would cater to specific needs relating to dyslexia, ICT or language. Initial assessments can help the teacher diagnose preferred learning styles and help inform Individual Learning Plans (Gravells 201298) Formative assessment is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment (Crooks,2001).In other words, formative assessment is an ongoing process to determine progress level of learners in relation to achieving the desired understanding of the study with the ultimate aim of developing students ability to self assess so that they develop the skills of self-evaluation necessary for lifelong learning.(Asghar,2008).Summative Assessment is usually carried out at theend of a course or programme to avow skills, knowledge or understanding. This could be in a form of test, assignment or an exam. Assessment task or activity will be either internal (produced by me or my organisation) or external (produced by the awarding organisation). The assessment criteria should always be designed to meet certain standards as it may lead to formal booking, hence, the need to ensure that it conforms to (VACSR).It must be valid, authentic, current, sufficient and reliable. 1.2 Analyse how assessment methods are used in lifelong learning. Assessment types are different from asse ssment methods. A method is how the assessment type will be used and can be formal or informal.Formal methods count towards achievement of a qualification whereas informal method checks ongoing progress (Gravells, 201231). Assessment methods used in lifelong learning are assignments, observation, oral questions, puzzles and quizzes, essays, multiple choice tests, presentation etc. Assignment- This is used to assess knowledge and understanding Observation- This is used to see student perform a task or skill, putting theory into practice Oral question- A key technique for assessing understanding and affect thinking. This can be formal or informal. Puzzles and quizzes- A fun way of assessing learning in an informal way These methods give learners opportunities to demonstrate their subject knowledge, skills and attitudes.All assessment whether produced by me or others should be valid and reliable. robustness will ensure I am assessing what is meant to be assessed and reliability will ensure if the assessment was used again with a similar group of students, I will receive similar results. Quality assurance is usually carried out on most assessment whether internal or external to ensure fairness and consistency as well as stiffness and reliability. In order to ensure that the learner meet the expected national standard, I will administer formal assessments (practice tests) to help my students prepare for end of course assessments and to help them acclimatise to formal examination conditions. 1.3 Evaluate strengths and limitations of assessment methods to meet individual learning needs. There are large varieties of assessment methods available for assessing learners achievements.These include assignment, observation, oral questions, essays, multiple choice tests, presentation, puzzles and quizzes. Choosing the mostappropriate assessment methods is vitally important, in order to help and support the learner and to ensure the job of the assessor is as straightforwar d, reliable and problem-free as possible. In selecting methods of assessment the main aim is to choose methods that most effectively assess the objectives of the immediate area of study, whilst considering the broader aims of the programme. For example, the choice of assessment methods may include reinforcement the development of vocational competencies (such as team skills). There should be a carefully planned assessment strategy across any programme. It is not possible to use only a single assessment method to assess effectively.AssignmentStrengthLimitationConsolidates learningSeveral aspects of a qualification can be assesses(holistic assessment)Some assignments are set by the awardingOrganization who will give clear marking criteriaEverything must have been taught before handQuestion can be misinterpreted if written by someoneCan be time consuming mustiness be individually assessed and written feedbackgivenAssessor might be biased when markingObservationEnables skills to be see n in actionStudents can make mistake(if it is safe) enablingthem to realize their errorsCan assess several aspects of qualification at thesame time (holistic assessment)Timing must be consistent to suit each studentNo permanent record unless visually recordedQuestions must be asked to confirm understandingAssessor might t not be objective with decision2.1 Evaluate how to involve the learner in the assessment process. Involving learners in assessment is a conscious, organise decision which represents a paradigm shift in assessing practices and in ways that a curriculum is delivered to create optimal learning opportunities for learners. (Hazel-Yildrim & Lavender,2009) It could be that you have a learner who has achieved as aspect of a qualification or programme elsewhere depending upon the evidence they can produce in support of it, they might not have to respect some or all of the requirements (Gravells,2012a62) Learners can be involved at the commencement of a session by asking th em if they have any prior knowledge or skills of the topic to be covered. In this way I can account and build upon their experience through the session. During the session, peer and group activities methods can be used.This will require peer and self assessment and actively involve my students however I will need to ensure everyone was aware of the criteria to consider when carrying out the assessment and how to give feedback effectively. At the end of the session I could informally assess the knowledge gained by using a quiz. This would involve the students and end the session on a fun note. 2.2 Analyse the role of peer and self-assessment in the assessment process. Peer assessment involves a student assessing another students progress while self assessment involves students assessing their own progress which can lead to setting their own goals and targets. two methods encourage students to make decisions about what had been learnt so far, and to reflect on aspect of further deve lopment. However both students and their peers might undervalue or overestimate their achievement. Its important that students fully understand the assessment criteria, and how to be fair and objective with their judgement.Throughout the process of peer and self-assessment students can develop skills such as listening, observing and questioning. A simple introduction to the concept of peer feedback is to invite students to exchange lecture notes in the final segment of a class and to discuss perceived gaps and differences in understanding. This can be done on a regular basis and has many potential benefits. It gets students used to discussing their work with their peers, it can help to build a collaborative environment and it helps students to improve and enhance their understanding. Students are invited to complete a simple self assessment sheet according to agreed criteria and submit it with a realisedassessment. To extend the benefits of the exercise, students can be asked to ex plain why they evaluate themselves in particular ways. Students can be awarded a percentage for completing the assessment or graded for the quality of their rationale for their self-assessment.Studies that evaluated the use of a simple self-assessment component like this report a number of benefits. One of the most interesting is the feedback from students that the self-assessment requirement made them return regularly to the criteria as they were working on the assignment and keep checking their own performance against them (Andrade & Du, 2007, p.166). This heightened engagement with the implications of criteria can help deepen students understanding of what constitutes quality learning. 3.1 Explain the need to keep records of assessment of learning. As a teacher, it is important for me to keep an up to date record of students assessment as this enables both me and my students to keep track of their achievement. It can also be used for internal and external audit during revaluatio n or appraisal exercise and for question and answers purposes. Having these records also enables student to re-assess their learning and note progress made over time.Records indicate clearly what has been taught, the progress of the course, and helps identify the learners who need more help. Records tell us the complete annals of the student through their course cycle, thereby facilitating proper guidance and support wherever necessary. It also provides information needed on ex-students by higher(prenominal) institutions or employers. It facilitates the supply of information to parents, effective monitoring of progress of learners, data needed for planning and decision making by service providers. It also enables the service provider to collate information for decision making by law courts, security agencies and other government agencies, when needed The different types of records maintained are action plans, assessment plans, assessment feedback, assessment tracking, assessment d ecisions and grades, nosology test results, individual learning plans, risk assessment, scheme of work and program or qualification handbook.3.2 Summarise the requirements for keeping records of assessment in an organisation. property records of assessment in an organisation is important as it always serves as a reference resource in times of dispute. Records can be electronic or manual and should be kept for a negligible of three years. Some records such as personal details are kept by the Admin team while assessment records arekept me the teacher, or kept centrally by the department in a secure place and also stored electronically. Internal assessment materials are stored within the organisation but externally assessed materials are usually in the wait of awarding bodies. This can be made available on take to the school or student. There are many other organisations and individuals (employers, awarding bodies, admission tutors) who need to know about the achievement of our l earners for a variety of reasons (Tummons, 201174). Data Protection Act of 1998 which was amended in 2003 to include electronic data offers clear guidelines on how to handle information relation to individuals, including the obtaining, holding, use or disclosure of such information.Book ReferencesGravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London Learning Matters. Tummons, J (2011) Assessing Learning in Lifelong Learning Sector 3rd ed Exeter Learning Matters Cowley,S 2010 Teaching Skills for Dummies Kindle Edition UK EditionWebsiteswww.cyberessays.com last accessed 03/12/13 1250www.studymode.com last accessed 03/12/13 1250Data Protection Act (2003) http//regulatorylaw.co.uk/Data_Protection_Act_2003.html