Page 2 PTTLS Assignment 2
Role and Responsibilities
Aminder K Nijjar
the course, wh
ich will help me better meet learners’ needs. If appropriate, I may also
administer a literacy and numeracy assessment and use the results to gain an
insight to the learners’ competencies and needs.
In the first stage of the cycle in
which learners’ needs
would be identified, I would need to ensure that I do notinfluence the learners in any way so as to bias the outcomes. By setting an activity, Iwould then step back and allow them to be honest in identifying their needs.The second stage of planning and designing would involve me considering thelength of the course and of each lesson; the syllabus and assessments; theresources available during class (for example a teaching room with computers for each student and a screen at the front of the class) and that students can accessaway from the class (for example the internet); the outcomes from the first stage(identifying needs); the requirements of the awarding body for the course; a lessonplan for each session; and I would practise the delivery. It would be worthwhile for me to spend some time especially on considering the results of the preferredlearning styles questionnaires, and as much as possible integrating a range of teaching methods to suit the four distinct learning preferences as defined by Honeyand Mumford (2000), as Activist, Theorist, Pragmatist and Reflector. In this planningand designing stage of the cycle, I would maintain my boundaries by allocating tasksand responsibilities to my learners and myself appropriately, taking into account their needs identified within the first stage.The third stage would involve me actually delivering what I had developed in thesecond stage. Although I would have planned the sessions, it would be important for me to remain flexible and not assume that I now know and can predict everything.Parts of sessions may need to be adapted due to unforeseen circumstances such asextreme weather, a learner being ill or equipment not working. In this delivery stage,I would need to also maintain boundaries, for example during a group-based activity;I would adopt a facilitative approach, as opposed to directing learners.In the fourth stage, even when there is no formal assessment as part of the course, Iwould integrate assessment into the course as advocated by Laurillard (2010) as it
“...functions as a bridge between teaching and learning” (p.7). I would take ongoing
responsibility of behaviour management within the session and ensure an open
Ptlls Assignment 2 Task 1understand Inclusive Learning and Teaching in Lifelong Learning
1493 WordsApr 9th, 20136 Pages
Assignment 2 Task 1
Task 1- Understand inclusive learning and teaching in lifelong learning
This briefing document is for staff development and is designed to support staff to have a better understanding of inclusive learning and teaching in lifelong learning. At the end of the briefing session participants will be aware of what inclusive learning involves, how to motivate and engage students and establish ground rules. Participants will be learning the importance of providing students with constructive feedback to assist with motivating their learning. That student’s should be encouraged to contribute, discuss and learn from the feedback. Additionally the briefing will inform participants can use opportunities to advise students to…show more content…
Once I have identified the student’s motivation I would develop an individual plan that would remove each of these barriers and enable the student to move to the next level.
I would motivate my students by developing a plan of learning that set clear targets, within a suitable timeframe, providing constructive feedback in a positive manner. If a student was having difficulty with a particular driving manoeuvre I would provide additional advice and guidance either by providing a detailed written guide (in a different font), a video recording, a detailed diagram or by personally demonstrating the task. Once an individual task had been completed to a satisfactory level I would praise them on their personal achievement and they were capable of achieving obtaining their driving licence.
When the student had achieved their aims of passing the driving test I would provide free of charge a theory and practical lesson in how to enter, exit and drive on a motorway. Students are not permitted to drive in this environment until they have passed their driving test. This would be a motivating and ongoing development of their driving skills and would provide a current assessment with positive feedback to the student on this new challenge. I would also offer advice for students to progress to an additional voluntary test that once successfully completed could reduce their insurance premium. This also would be a motivating factor due to the financial implications.