Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (Ptlls - City & Guilds 6302)

Q2; SUMMARISE THE KEY ASPECTS OF CURRENT LEGISTATIVE REQUIREMENTS AND CODES OF PRACTICE RELEVANT TO YOUR SUBJECT AND THE TYPE OF ORGANISATION WITHIN WHICH YOU WOULD LIKE TO WORK.

Is an essential part of the assessment cycle, feedback shows both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behaviour and actions.

and approaches in lifelong learning and how to use these to meet the needs of learners. It

Therefore, this may suggests that practitioners need to be able to recognise and understand the needs of the children in their own classroom to provide them with support and the correct environment in order to facilitate

2) Identify the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organisation you would like to work for.

5/ Prompt, specific and constructive feedback on student performance and adapting instruction to meet identified needs: “Feedback or knowledge of results is the lifeblood of learning.” (Derek Rowntree) Timely and effective feedback is necessary to help students evaluate their work and identify what or how to improve. The feedback “should relate to the learning objective, pointing out success and improvement needs. It should offer clear guidance on how work can be improved, the next step in learning and how pupils can take them” (http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rsassessment.asp) Providing immediate verbal feedback or brief written comments, can help to promote more effective learning as it is informative,

To make teaching effective, you need to ensure that inclusive learning is ubiquitous within the classroom, irrespective of the diversity within your classroom. The pupils within a classroom that are categorized under ‘special educational needs’ (SEN) depend on the way you, as a professional, implement strategies in order for them to make the necessary progress. Therefore, the impact of poor awareness for particular pupils needs can have a detrimental effect on their progress, leading to potential issues of pupil marginalization or academic failure, which, unfortunately, are the issues currently faced in schools up and down the country. Teaching and learning needs to stop being something only reaches most learners in the classroom, to one that develops the learning opportunities for each pupil in the classroom (Florian & Linklater, 2009).

Thus suggesting practitioners should embrace and accept the approach enabling them to “adopt learning strategies that embed the acquisition of knowledge and skills into meaningful context” (Macleod-Brudenell and Kay, 2008, p.311). Moss and Petrie (2002) support this concept by stating “pedagogy can be used to refer to whole domain of social responsibility for children, for their well-being, learning and competence” (p.138). Pugh and Duffy (2006) suggest a pedagogue is the one who leads and educates children’s learning. This effectively impacts upon children’s learning and enables them to become confident learners. As well as encouraging children to be in control of their own interests and learning (Every child matters, 2004).

Different types of resources are used in lifelong learning process so that the knowledge of the learners can be practiced and their learning can be progressed. The learners’ level of understanding and the areas they find difficult can be assessed and identified by providing them with the resources. Moreover, the learners with learning difficulties can be provided with differentiated tasks and additional support by providing resources. The additional explanations that are not

I attempt to provide prompt, useful and constructive feedback to my students. I ask my students to submit their work using Edmodo, where I can offer assistance and feedback outside of class times. I present my students with an anonymous work survey using Survey Monkey, where they have the opportunity to self-assess their previous work. I did this, as I wanted to understand how my students believed they were performing before I assessed them myself. I gave all of my students a variety of assessment tasks and methods to give them and their parents with evidence of what students knew and could do, and their particular strengths and weaknesses. I was then able to report on how far students had progressed during the year, how they compared to the relevant standards, and where the student’s performance needed improvement. This also allowed me to reflect on my performance and to seek areas where I could improve my teaching.

There six key principles that should to be considered when implementing effective feedback practices. These six principles look at how feedback can be effectively introduced into the learning environment to further develop students’ performance, promote self-assessment and reflection and promote self-efficacy. This can be done through clearly established criteria and by fostering a positive classroom climate. Not only do these principles aim to benefit students but also teachers as the results of feedback tasks can be used to inform practice and shape future pedagogy. Too often feedback is seen as a test at the end of the unit or at the end point of instruction. Feedback

The roles and responsibilities of a teacher in the field of lifelong learning sector that covers all publicly funded post-16 education outside universities are extremely varied and diverse. When examined closely the diverse roles of a teacher, trainer, assessor or tutor, seem to be associated a multitude/body of expectations.

A key function when assessing learners is to involve the learners, give them a clear understanding of their qualification and what is expected of both the learner and the assessor. Ultimately, this is a learning experience for the learner and it is important that the assessment process impacts their experience in a positive way. Completing the assessment process with feedback is also significant towards the learners overall experience. The learner needs to remain focused and positive throughout their qualification. If the feedback provided is consistently negative then this can de-motivate the learner, therefore when providing feedback the use of positive language should be used at

That work informed much of the academic development around assessment feedback within the OU, particularly in the Maths, Computing and Technology faculty, where she was based. In interviews with students, Walker found the top two most common responses students had to comments were; they didn’t understand the comment or needed further explanation or more positively that the comment was useful for future work. This was in line with the findings of other studies around the student experience of feedback which reported students find it lacking specificity [?Higgins], difficult to understand [?Chanock] and confidence reducing [?James]. This suggests that whilst there is much feedback being offered to students by their tutors, frequently the comments provided are not being understood or do not comply with the Ramaprasad definition that feedback should bridge the gap.

Learning is a lifelong process. According to the age and stage theory, “Learning is something that