Pttls 1
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- Date Submitted: 07/21/2010 05:15 AM
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Understand own Role, Responsibilities and Boundaries of role in Relation to Teaching
Identify needs
Part of my role as an assessor is to sign learners on to the programme. This is the first section of the teaching cycle where i identify my learners’ needs. This includes finding out their preferred learning style, if it is the right course for their job role, what their job entails and matching this to the appropriate optional units. At this stage I also assess my learners’ literacy and numeracy skills and where needed with learner’s consent refer them to our company’s skills for life assessor who then gives extra support to the learner. This means another part of my role is as a referrer.
Plan and design
Once the learners have been inducted on to the programme I then plan with how we will complete these units, adapting the assessment methods according to their learning style. The assessment methods I use include:
• Observation
• Discussion/ oral questions
• Workbooks/case studies
• Demonstration
• Reflective account writing
• Witness testimonies
A lot of my learners prefer to learn through doing, so by doing observations and asking questions during the observation is better for them than writing a reflective account, so another way of avoiding reflective accounts and case studies is to have a discussion with their manager about when they have observed the learner carrying out practical tasks. Sometimes it is unavoidable to use workbooks but i can adapt these so I am asking the learner questions or as a discussion, this is a good method if the learner does not like writing. When planning sessions with my learners i need to be aware of their working hours, when they feel the best time is for them to learn (e.g. some learners focus better in the afternoon as others work better in the morning) Wherever possible when planning a session I try to incorporate visual, auditory and kinaesthetic material as according to Fleming(1978) these are the three main...
Identify needs
Part of my role as an assessor is to sign learners on to the programme. This is the first section of the teaching cycle where i identify my learners’ needs. This includes finding out their preferred learning style, if it is the right course for their job role, what their job entails and matching this to the appropriate optional units. At this stage I also assess my learners’ literacy and numeracy skills and where needed with learner’s consent refer them to our company’s skills for life assessor who then gives extra support to the learner. This means another part of my role is as a referrer.
Plan and design
Once the learners have been inducted on to the programme I then plan with how we will complete these units, adapting the assessment methods according to their learning style. The assessment methods I use include:
• Observation
• Discussion/ oral questions
• Workbooks/case studies
• Demonstration
• Reflective account writing
• Witness testimonies
A lot of my learners prefer to learn through doing, so by doing observations and asking questions during the observation is better for them than writing a reflective account, so another way of avoiding reflective accounts and case studies is to have a discussion with their manager about when they have observed the learner carrying out practical tasks. Sometimes it is unavoidable to use workbooks but i can adapt these so I am asking the learner questions or as a discussion, this is a good method if the learner does not like writing. When planning sessions with my learners i need to be aware of their working hours, when they feel the best time is for them to learn (e.g. some learners focus better in the afternoon as others work better in the morning) Wherever possible when planning a session I try to incorporate visual, auditory and kinaesthetic material as according to Fleming(1978) these are the three main...