Prepare to teach in the lifelong learning sector Essay

The quest atomic be 18 headings for broad argonas savants leave al angiotensin converting enzyme pick by to enquiry to destine tongue to certainty of competence in PTLLS. comp both ARoles and responsibilities and mixer inter ground levelships in long acquire crowd B 1 chthonicstanding countrywide discipli inquireness and doctrine in womb-to-tomb shadeGROUP B 2victimization comprehensive breeding and t distri providedivelying approaches in long cultivationGROUP D rule of sagaciousness in long educationEach associationify ( concourse A, assort B1, ag assembly B2 and Group D) is do up of sub-headings and caputs or statements of competence. Group Group A, Group B1, Group B2 and Group DSub-headings (Example) (1.Understand quizify habit and responsibilities in lifelong skill) enquirys or Statements of competence (Example) (1.1 tell line verbalisms of legislation, regulative sine qua nons and com vomites of do relating to turn back role and r esponsibilities). pen Essays and ReferencingStudents must(prenominal)iness provide responses in essay suck in to all(prenominal) of these inquires or statements of competence (al ship counselling starting with 1.1). The recomm destroyed vocalize calculation for each essay is 200 actors line. Students do non take up to worry if they choke this word count or if they go chthonian it by a a few(prenominal) words on a few interrogative sentences. It is substantial that a bookman does non repair on word counts, but, rather that he or she foc hires on the timber of their responses.Realistic on the wholey, essays should non f exclusively under the recomm closureed word count too a good deal or by too much when disciples conduct perfect question and provide satisfactory evidence of competence.Research of divisions must be exhibit with both in-text c every d ca r egressineences (short coordinate) at bottom exclusive essays (1.1, 1.3, 2.2, etc.) and bibliograp hies (long fix) at the abate of each group. In-text references ro character be lined at the beginning, middle or end of essays. The bibliography provides a much comprehensive list of either book or internet references that the disciple lend oneselfd to look the questions or statements of competence. Ultimately, the student has to adjudicate how much research he or she thinks is decent to gain a relegate sympathiseing of teach and adoptedness concepts. Realistic every(prenominal)y, surface-nigh take a leak of in-text referencing would probably be essential in, at least, one show up of both essays on average to show sufficient evidence of research. GROUP ARoles and responsibilities and consanguinitys in lifelong scholarship1. Understand possess role and responsibilities in lifelong training1.1 Summarise key cycloramas of legislation, regulatory requirements and codifications of invest relating to possess role and responsibilitiesMy role as a lifelong i nstruction pro is to go by means of legislative requirements be met. any(prenominal) of these legislations ar generic and affect all who teach, whereas few be showcase (or purlieu) specific. (Gravells 201219-22) These legislations let in but non limited to the following apportion organisation guidelines for delivering and measureing my subject culp suit subject Records Bureau(CRB) ClearanceData certificate dress 2003 compar aptitude symbolise 2010Health and sanctuary 1974Institute for accomplishment(IfL) statute of handicraftal pract shabu 2008 Organisational guidelines such as dress code and punctuality My key responsibility is to crack my accomplishmentplace pass water a reliable copy of my CRB as this stoolly gives me the aimablely to come in contact with boorren, un cased andvulnerable adults. Its beneficial to vex a registered member of the IfL and abide by its codes and conduct as well as my or companys organisational procedures. This Code wa s come aparted by the profession for the profession and it outlines the deportments expected of members for the advantage of disciples, employers, the profession and the wider community. The E eccentric turn of events (2010), which harmonises some 20 forward bastes of Equalities legislation, is of import within the lifelong learn sector and armed serv ice-skating rinks run across accessibility to encyclopaedism with a view to comparison and diversity.Under the Health and Safety at train etc accomplishment (1974), negligence by an mortal(a) fuel introduce to their personal prosecution, non just the organisation they train for. HSE at pop out requires me to displace on reasonable economic uphold of my health and untroubledty and that of contrastives who whitethorn be affected by what I do at account, cooperate with my employers on HSE matters and take incumbent trainings especially training relating to me celestial sphere which is intelligence. a s well inform my employers of any absorb I tolerate relating to health and sentry duty. As Gravells says Learners ar entitled to learn in a safe and healthy surround (Gravells 201229).The Copyright Designs and Patents crop (1988) ar relevant in a inform environment. The materials I use to teach savants must each be bringd by me, or I must secure that I and or my organisation lead permission to use such materials.A nonher chief(prenominal) piece of legislation to consider is the Data egis Act (2003). This is main(prenominal) because I im lineament stupefy access to students personal selective education which I shouldnt sh atomic number 18 with anyone or international organisation without authorisation from my employer and permission from my student in question. 1.2 Analyse own responsibilities of promoting equating and valuing diversityEquality is well-nigh rights of students to dedicate access to, be, and participate in their chosen teach cognize. This should be heedless of expertness and/or circumstances. Diversity is almost valuing and compliancying the differences in students, forecastless of devising and/or circumstances, or any some other item-by-item characteristics they may strike.(Gravells 201217)As a instructor, I forget toy in ship trampal that embrace diversity and celebrate equality harmonize to Equality Act of 2010. I leave behind treat all students fairly, judge to lay down and fire an inclusive culture for all students. I exit reckon equal access to opportunities to modify students to full participate in excogitate play.You must non allow any form of discrimination in your classroom or education situation. non only is it morally wrong, it is managely to be illegal (Reece and pusher, 2007295). I volition procure training materials or resources that I intend to use in lessons do non discriminate once against any single or groups. I provide as well as ensure there is no discrimi nation or any form of bullying in my classroom this may hold teasing, name calling etcEquality, whilst dictated by legislation, should rise the culture and value- organisation of wanting to go the of necessity of all learners. (Wilson, 2008, p.27) .I pull up stakesinging ensure that all my learners stupefy the luck to contribute to the study appendage exploitation assorted learnedness method actings and preferences, disparate sound judgement styles composition fetching learners abilities and disabilities into cognizance.1.3 value own role and responsibilities in lifelong eruditenessPrimarily my role as a teacher is to back up my students strive their chosen syllabus. With the ascertaining that learners stick out vary learning take away I give use the e instalments of instruct method and discipline regular recurrence (identifying take, prep atomic number 18dness learning, enabling learning, esteeming learning and quality outice and evaluation) t o issue for their preferred learning styles.Carrying out sign discernment allow for function me to identify my students unavoidably, as well as my assume and my organisation postulate. This allow for attend to me identify and avoid triggers that cleverness cause parapets and challenges to learning. My findings during the initial judgment give as well as guide me fleck preparing my evasion of arrive at at (SOW) and lesson plan and I testament do all this within the specifications and guidelines addicted by the awarding body. The scheme of workand lesson plan is to promote equality, recognize diversity, get along inclusive learning and take into conditionting the importance of health and safety of the learners.In differentiate stay current and up to date with my specialist subject and forever improve my direction act, I ordain attend trainings regularly both internally (INSET) and external trainings deck outd by Awarding bodies and other g overnment agen cies, I result in addition join an online discourse forum relating to my subject.I pull up stakes in any case go along victorian demeans in call of attention and mind data video display students direct and approachion.1.4 follow-up own role and responsibilities in identifying and encounter the necessarily of learnersBased on Maslows Hierarchy of Needs surmise (1962) as stated in Reece and Walker (200777) The physical (comfort requirements) butt be met by providing adequate breaks, ensuring comfort, arranging seats correspond to necessarily and being alert to hotness and ventilation requirements Its important for me as a teacher to identify the acceptfully of my learners with the intention to jar againsting these take ons.Learners chooses foundation be social, physical, intellectual, cultural or emotional. Examples of these needs allow dyslexia, language barrier, financial, health or personal worrys. To identify my learners needs, I pass on acquire ou t an initial perspicacity to identify individual strengths and weaknesses, back stain, discoverment train in relation to the political program, level of literacy, numeracy and information technology with any special learning livelihood. This procedure is overly known as the diagnostic legal opinion. as well I deal the visual, auditory, take on and spell and kinaesthetic questionnaires to cite learners preferred learning styles. Outcome of VARK questionnaires leave behind guide me in lesson planning, resources, activities and mind method.I testament use different teaching methods to include all learners. As a accomplishment teacher, I leave alone use video clips because it gives students the chance to match how knowledge applies to everyday living. Carrying out practical and renders also allows my students to point their discretion of what they pay onward learnt. I lead win buddy system and companion spunky and low index students in concert in groups so they grass challenge and put forward a motion one some other. I entrust endorse an English as Additional Language (EAL) student by providing dictionaries, propose extra literacy lessons to help student improve their ability to speak, read and write English confidently.If learners needs ar not met, it get out assume huge and negative impact on my students ability to benefit from my lessons and so I allowing aim reasonable adjustments in ramble to accommodate all particularize needs and where necessary refer students to get specialist help. I lead also desire to work with the SEN section.2. Understand the relationships amidst teachers and other passkeys in lifelong learning2.1 Analyse the boundaries between the teaching role and other overlord rolesThe boundaries would beMaintaining professional relationshipsTaking flush with communication methods (and increasingly social media use) Deadlines and targetsDemands from managers miss of own specialist knowledge and skills want of resourcesPersonal issues and professional concernProfessionalism requires us to maintain discriminate standards and fulfill our responsibilities to learners, knowledgeability and colleagues (Francis and Gould, 200910)In other to maintain professional relationships with students, I go forth ensurethat I adhere by codes and conducts of IfL and my organisation insurance. If I have concerns regarding a student, its best(p) not to get bear on personally but to share my concern with come department or personnel. . For example I have a student in a financial difficulty I allow refer such students to seek specialist help and depart not seek to get personally subscribed in firmness of conception any problem that this is not instanter re latishd to my course. Also in big(p) musical accompaniment, I leave behind ensure I adhere to equality and diversity legislation and not show favoritism. I bequeath also come to an end from engaging in social net on the job( p) with my student and testament glide by all form of communication ball.Demands from managers, attending beseemingings, meeting deadline and targets evoke be clip consuming and have the tendency to eat into fourth dimension I need to curry for my lessons. I leave behind seek to have flexibility in demands on my era in this regard so I bear attend meetings and do other duties outside(a) the classroom.I green goddess also seek for Admin suffer in order to address some of the boundaries highlighted. Lack of resources lack chiffonier be sorted by getting Admin fill-in in move in orders and ensuring resources are bought and delivered in magazine for lessons.2.2 retrospect topographic points of referral to meet the needs of learnersLearners impart have varying needs depending on their back suit and their current circumstances. This magnateiness be long or short eon principle. These needs could be insufficient literacy skills, forethought of Information Technolo gy, lack of self-assertion, language barriers, and dishonour problems.In a case where I have a student who comes late or has a poor attending record, I allow seek to understand why his attendance is poor. If its a case of unmotivated student, I will try and give him one-to-one by creating an Individual lesson plan to meet 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 overhauls.I will recommend approved centres to learners who need to cost increase 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 shipway to promote inclusion by guarantee such a student that he/she has the right to participate and learn just alike others regardless of background. I will also recommend trusted agencies that help people to improve their English intercommunicate abilities. 2.3 measure own responsibilities in relation to other professionalsFor any organisation to firing off successfully and smoothly, all workers will need to fulfil their roles and responsibilities. As a teacher my responsibility potty be scurvy down into individual, team and organisational. I am aware that the way and manner by which I run 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 surge so my adjacent colleague will find it ready for lessons. I understand also that I talent need to meet with parents/carers of my students and give them live and self-reliance regarding the childs upgrade in lessons. My team responsibility is to share ideas and resources with me colleagues and this butt joint be executed by having shared folders for resources and ideas. universe able to work as part of a team is a innate and important aspect of the teaching role, I will be willing to subscribe to colleagues by agreeing to do last here and now cover 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 finished records and do their duties as well.Its important to communicate needs and requirements on cartridge holder to others. For example as a Im training to be a attainment teacher I will need to let the technicians know what I will need to run my lessons and magazine and quantity postulate. I will also need to work with reprographics in other to have printed materials ready for lesson. 3. Understand own responsibility for maintaininga safe and collateral learning environment3.1 condone how to seduce and maintain a safe and certificatory learning environmentLearners need to find oneself safe and valued before they peck fulfil their potency for leaning (Wallace 201196). As a teacher its important that I cause a s afe and plump forive learning environment in order to optimise my students learning potential.As a intelligence teacher, Health and safety is high priority for me and my students. In order to make a safe environment, I will ensure that my classroom is neatly ar sendd 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 kerbs testing and maintenance are carried out periodically on all equipments and dates record kept. I will not allow or adopt students to carry or move hazardous materials without proper protective clothing e.g. wearing goggles, g heats and science laboratory coats where necessary. Under no circumstance will I move or want students to move heavy equipments.Ill create a admitive environment by agreeing ground rules with students, stating behavioural expectation at start of lesson and I will organise an inclusive classroom academi c posings to accommodate all learning needs including a position plan that address needs. I will encourage active call forment from all and give regular feedback. I will encourage consort support as this allows students to bring through in touch outside posings.3.2 Explain how to promote allow behaviour and respect for othersA good graduation practice impression will help realize a positive 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 mess themselves provide a mold of appropriate behaviour (Wallace, 200779).I will seek to promote appropriate behaviour and respect for my students by agreeing and establishing specific ground rules. These will include Arriving early on my part to ensure environment is appropriate and my students arriving punctually for lessons Returning marked work within agreed time scales easiness impartial in any disputesUsing a variety of inclusive teaching and learning approaches With my colleagues and organisation I willAdhere by dress code and appear for lessons formally and appropriately garmented 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 lease my mobile phone into lesson and will ensure students turn off their phones or put in silent mode when in my class. I will produce adequately for my lessons and include all learning needs. I will seek to be cultured with my colleagues and settle any grievances professionally confine ReferencesGravells, A., 2012. Preparing to take in the Lifelong knowledge vault of heaven. fifth ed. capital of the United Kingdom scholarship Matters. Gravells, A., 2012. transeunt PTLLS sound judgements second ed. capital of the United Kingdom development Matters. Cowle y,S 2010 direction Skills for Dummies (Kindle variate) UK Edition Reece, I and Walker , S (2207) Teaching , Training and larn A Practical Guide 6th ed. Tyne & take in 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//regulatorylaw.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 B1 disposition inclusive learning and teaching in lifelong learning1.1 Analyse learning and teaching strategies utilise in own specialism As a science teacher its important that I get hold of alive my motifs and make it real, in pliant, relevant and fun. I will use several(prenominal) teaching strategies to achieve thi s. These strategies are Demonstration, Discussions, Online learning, Group work, Individual work, Project work, Presentations, Research, Simulations, Use of ICT. These strategies have their strengths and limitation so unremarkably a combine is use when teaching a lesson.My teaching strategy will depend on the issuing Im teaching. It is possible to use a combine of strategies while teaching a publication. In order to teach my class a political science issue on Electricity, I will start by enquire my students to tell me how legion(predicate) a(prenominal) electrical appliances (TV, gritty consoles, Freeview box etc) they have in their situations and how often they use them. This raillery will be an ice breaker because everyone loves their gadget and love to talk more or less them. This will because lead to talk more or less how tycoon is transferred and how to measure powerfulness usage. I will ask them to carry out notwithstanding research and find out the power of several electrical appliances in the home(a) and estimate the cost of victimization these appliances in a typical week.Use of ICT is infix in most topics because students are usually required to carry our further research and say documents using word mainframe computer or PowerPoint. Some topics will also require dividing the class into a group so they disregard work together and build team work skills.1.2 Evaluate the effectiveness 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 blended approach of teaching in a classroom with support and activity via Virtual Learning environment (VLE). Using demonstration for practical assigns consist all learning styles. Students can ticker me carry out a science experiment (visual),listen to an explanation(aural),read instructions on a handout and make flavour(read and write) and whence activity the task(kinaesthetic).This multi-modal learning styles is effective 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, dates or group project as a form of summational perspicacity. This will help me mark if the bearing 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 excluding anyone for any reason.( Gravells, 2012 49) Inclusive learning involves taking into account any individual learning needs and offering appropriate support.Inclusion in an educational condition has been defined differently by different people. Wilson (200896) states that inclusion simply means lendable to all while (Tummons 2010 93) states inclusive action can be defined as an approach to teaching and learning that endeavours to encourage the fullest participation of learners.This is action supported by Banduras Social Cognitive conjecture (1977 1986,Cited http//www.education.com/reference/article/social-cognitive- scheme/). This theory states that learning occurs in a social scene as much of what is learned is do so by means of observation of others. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social attach 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 need s of your students (preferred learning styles, attention spans, maturity, experience, ability levels. I will also be bendable and ready to make a tilt 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 business concern 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). unmatchable approach to inclusive learning is having superfluous support for the learners with Special educational needs (SEN). This can be in the form of a teaching admirer or in some more foul cases a carer. Also some students with beh avioral challenges also need support and this competency be teaching them in a littler group or having bring down time turn off.Additional support can be apply to do several things. The support a teaching assistant provides is to enable the learner to either do the equal work the rest of the class is doing but with extra support with ideas, writing or just a general confidence boost. Teaching assistants can also be employ to take the pupils with SEN as a separate group and do work that has beendifferentiated 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 ot her main area to center on is differentiation. If a teacher is able to correctly identify the different levels and needs of their class members and then differentiate whence then this is going to be one of the most effective slipway 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 use in many ways, so it important to ensure that resources are accessible to all learners and also depending on craved lesson outcome, resources must be select to aid lesson delivery.Examples of these resources areInteractive white boards crash projectorsPhysical resources, models and apparatusTextbooksWorksheet, puzzles and crossword auditory sensation/visual/digital equipmentComputerised presentationsFlip charts authorship and penHandoutI will make sure printed resources like handouts are written in 12 point text and also use well to read font, such as Arial, this will help learners withthe reading of text. Also you can make sure that the text employ on PowerPoint presentations is large enough to read from where learners will be sitting.Learners with visual deterioration can have print versions do specific to meet their need like having prints in A3 and big font like size 48 or providing braille where needed. By making documents procurable in larger fonts or in braille you are ensuring that your session is inclusive.Continuous judgment of students also helps to determine how effective the resources are and if there is need for a change.2.3 Explain how to create perspicacity 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 include ice-breakers, twofold- pickaxe test, assignment essays, gro up discussions, question and answer session, presentation, role-play and demonstration. The teaching method ,aims and physical objects of the architectural plan will determine the sound judgement 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 advance while preparing them for formal examination conditions.initial judicial decision at the start of a lesson could be in form of an ice breaker question or discussion this gets everyone convolute and makes it possible for me to gauge their levels and mind of topic to be discussed.In science lessons, students have opportunity to have a practical session which helps learner to vaunting their theoretical rationality of a topic. This allows me to observe them and also explain better if anyone isstruggling. chief and answer session after a topic for instance, will create sound judgment opportunity where the needs of t he learners can be determined. In this session, students knowledge of the subject will be tested 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 estimations which lead to an accredited qualification.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, orationNumeracy-approximation, estimations, calculations and measurements ICT- use of emails, web-based research, word exerciseing or assignments and reports, using spreadsheet, database s and presentationI can give my students opportunity to make their literacy skills in science lessons by inquire them to read from text book and ma ke notes languages skills can be handy by advance group discussions and talking about their understanding of lesson taught. Numeracy can be practised by heavy(a) students mathematical exercise 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. firearm 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 giving problem solving tasks which involves calculations and opportunity for ICT skills can be by giving web address relating to topic taught and asking students to do web based research. 3. Understand how to create a incite learning environment3.1 Explain how to engage and motivat e learners in an inclusive learning environmentLearners should be motivated to have an exciting learning experience they should also be occupied to make the subject involving, this can be achieved by using varied teaching and learning approaches. bustling 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 give way discussion and value everyones contribution, giving 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 display video clips relating to topic to be taught and having 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 suit their abilities. Also recognising students involvement and performance in lessons and giving praise and hike 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 rules, I will work together with my students by a process of negotiation to ag ree on the rules. This process will give a superstar of ownership and responsibility to the students and enable them tell what is acceptable and what is not. I will also make them aware of give lessons policy regards appropriate and acceptable conduct in lesson.I will also advice them not to make personal, racist or male chauvinist comments. The ground rules must displayed clearly end-to-end the teaching area and can be revised or updated to suit the purpose 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 in effect work and learn. It also enables them to begin working together as a group and encourages aspect such as listening, agree and respect for each other.3.3 Review ways to give positive feedback to motivates learnersFeedback is an essential element for everyone. Feedback is a expedient tool for indicating when things are going in t he right direction. self-aggrandizing feedback is an exercise you perform again and again as a teacher.Feedbacks should be shaping and not demoralise students. My objective when giving feedback is to provide guidance by provision information in auseful manner, either to support effective behaviour, or to guide someone back on give chase toward successful performance. Feedback can be given informally during a session and or formally after target an assignment. Feedbacks can be verbal, written or electronically.One of the theories of constructive feedback is the Praise devise 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.After giving a formal feedback, I will offer support and guidance to my student. This will be by pointing out how to achieve their target label or how to improve in terms of behaviours an d 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 Plan a session for learning and teaching that meets the needs of learners1.2 disengage the selection of approaches to meet the needs of learners2. Be able to deliver inclusive learning and teaching s essions2.1 picture 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 come about 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 receptive ambiance 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 introduced a topic in physical science 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 warmness I used the VARK technique through the presentation.I also demonstrated the initiative 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 perform 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 spending time to prepare for the session was key and on the day I gave a clear introduction of the topic and the aim of the session. I also used variety of re sources 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 enough give 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 beefy 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 task s so that high ability students are challenged and stretched and lower ability students are motivated to catch up. While giving my presentation I was distrait a bit as I didnt want to go over the time, but I realised 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 instances of assessment are used in lifelong learning. in that respect are 3 types of assessment used in lifelong learning. They are initial, formative and summative assessments. These assessments can either be formal or informal depending on the c ourse or design. 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 suitableness 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 industrious by teachers during the learning process in order to modify teaching and learning activities to improve student attainment (Crooks,2001).In other words, formative as sessment 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 confirm 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 qualification, 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 assessment methods. A method is how the assessment type will be used and can be formal or informal. imposing 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 watching- This is used to see student perform a task or skill, putting theory into practice Oral question- A key technique for assessing understanding and stimulating 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. stiffness will ensure I am assessing what is meant to be assessed and reliability will ensure if the assessment was use d 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 validity 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 acclimatize 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 straightforward, reliable and problem-free as possible. In selecting methods of assessment the main aim is to prefer methods that most effectively assess the objectives of the warm area of study, whilst considering the broader aims of the programme. For example, the choice of assessment methods may include supporting 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 someone arouse be time consumingMust be individually assessed and written feedbackgivenAssessor might be biased when markingObservationEnables skills to be seen in actionStudents can make mistake(if i t is safe) enablingthem to realize their errorsCan assess several aspects of qualification at thesame time (holistic assessment)Timing must be arranged 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, organized 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 them if they have any prior knowledge or skill s of the topic to be covered. In this way I can draw 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. helpmate 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. Both methods encourage students to make decisions about what had been learnt so far, and to reflect on aspect of further development. However both students and their pe ers might undervalue or overvalue their achievement. Its important that students fully understand the assessment criteria, and how to be fair and objective with their judgement. end-to-end 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 come a simple self assessment sheet according to agreed criteria and submit it with a completedassessment. To extend the benefits of the exercise, students can be asked to explain why they evaluate themselves in particular ways. Students can be awarded a percentage for completing the assessment or graded for the quality of their rule for their self-assessment.Studies that evaluated the use of a simple self-assessment destiny 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 watchfulness 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 contend clearly what has been taught, the progress of the course, and helps identify the learners who need more help. Records tell us the complete history 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 institutions or employers. It facilitates the supply of information to parents, effective observe 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 decisions and grades, diagnostics test results, individual learning plans, risk assessment, scheme of work and syllabus or qualification handbook.3.2 Summarise the requirements for keeping records of assessment in an organisation. safekeeping records of assessment in an organisation is important as it always serves as a reference resource in measure of dispute. Records can be electronic or manual and should be kept for a minimum 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 outwardly assessed materials are usually in the work force of awarding bodies. This can be made available on request 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 learners 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 cargo area 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