Pttls Theory Paper 1
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- Date Submitted: 12/16/2010 05:46 AM
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Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle
In considering how to best define the roles, responsibilities and boundaries of a teacher I am going to begin by looking at the teaching/training cycle.
The teaching/training cycle evolved in the 1970s from the Experiential Learning Cycle, which was developed by educational theorist David Kolb and is detailed below:
Image taken from Oxford Centre for Staff and Learning Development (OCSLD) at Oxford Brookes University (http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/learning_theories.pdf)
This learning cycle is understood to be the basis for learning and as written by Mcpheat (1998) “when all four stages of this model are met, an individual has the ability to assimilate new information.”
The concept of Kolb’s learning cycle then evolved to a five part training cycle, which is the model many teachers now follow for their teaching today. The five stages of this cycle are as follows:
1. Identify needs
2. Plan and Design
3. Deliver (or facilitate)
4. Assess
5. Evaluate
The Role of a Teacher
The primary role of a teacher is to create an effective and stimulating environment for learning through high quality teaching that enables the development and progression of all learners. When considering the role of the teacher it is important to understand the teaching cycle because this forms the basis for effective teaching.
I will now consider the role of a teacher in the context of the training cycle.
Stage 1 – Identify Needs
A teacher must identify and cater for learner’s individual needs, ensuring all learners receive equal opportunities. Consideration should also be given to the syllabus and also, if applicable, the needs of the organisation.
Stage 2 – Plan and Design
A teacher must fully prepare for the sessions, ensuring they fully plan what they will teach and how they will teach it....
In considering how to best define the roles, responsibilities and boundaries of a teacher I am going to begin by looking at the teaching/training cycle.
The teaching/training cycle evolved in the 1970s from the Experiential Learning Cycle, which was developed by educational theorist David Kolb and is detailed below:
Image taken from Oxford Centre for Staff and Learning Development (OCSLD) at Oxford Brookes University (http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/learning_theories.pdf)
This learning cycle is understood to be the basis for learning and as written by Mcpheat (1998) “when all four stages of this model are met, an individual has the ability to assimilate new information.”
The concept of Kolb’s learning cycle then evolved to a five part training cycle, which is the model many teachers now follow for their teaching today. The five stages of this cycle are as follows:
1. Identify needs
2. Plan and Design
3. Deliver (or facilitate)
4. Assess
5. Evaluate
The Role of a Teacher
The primary role of a teacher is to create an effective and stimulating environment for learning through high quality teaching that enables the development and progression of all learners. When considering the role of the teacher it is important to understand the teaching cycle because this forms the basis for effective teaching.
I will now consider the role of a teacher in the context of the training cycle.
Stage 1 – Identify Needs
A teacher must identify and cater for learner’s individual needs, ensuring all learners receive equal opportunities. Consideration should also be given to the syllabus and also, if applicable, the needs of the organisation.
Stage 2 – Plan and Design
A teacher must fully prepare for the sessions, ensuring they fully plan what they will teach and how they will teach it....