Pttls_Assessment_1

Neil Robinson, Reflective Account, PTTLS Level 3 Assessment 1 1.1 The elements of the teaching cycle are as follows: 1: Initial assessment to identify learners’ needs 2: The planning and designing of the course or learning session 3: The delivery of the course or session 4: The recorded evaluation of the course or session 1: It is important to carry out an initial assessment of any learners, as this allows me as the teacher to gain information about the learners, and also gives me a starting reference point to plan the course in relation to learning styles, resources needed, type of delivery and pace of delivery. The more in-depth the initial assessment, the better prepared I can be as a teacher, and by incorporating a learning styles questionnaire I can take into account what learners’ needs are as individuals and a group. By using an application form I can find information such as previous courses attended, experience, ability, depth of knowledge and specific learning needs (dyslexia, dyspraxia, etc), although interviews, diagnostic assessment and psychometric testing are all effective methods that can also be used. The initial assessment will also allow me to agree with the learner and formulate an ILP (Individual Learning Plan), which provide a good reference tool for learners to plan their learning and development, providing factual information about the learner/employer/training provider and the course, summarising the initial assessment, highlighting their strengths and weaknesses, learning goals and training delivery, and also any amendments to the delivery plan during the course. ILP’s are becoming more common as a requirement of education providers and work based learning funders. 2: The planning and designing of the course or session is fundamental to the delivery of training, as it defines how the learning is to be achieved, and so is in essence the point of deciding, composing and practising the learning delivery that is to take place. As such it is important to plan the session on two fundamental building blocks, these being the aim/intent of the session, and the objective/s or anticipated change in knowledge or skills (known as the Learning Outcomes). The aim is a general statement of intent that describes what the learner will learn, how the teacher will support them and what topics will be covered. The learning outcomes refers to the specific elements that will be covered to meet the aim in detail. Once these have been decided, I can then move on to the next step, which is to produce a Scheme of Work/Session Plan which will meet the needs of the learner/s and is realistic and achievable. A Scheme of Work is a general statement that outlines the anticipated achievements that will be complete at the end of the course, and will list the series of sessions within the course. A Session Plan details what the learner/s will have learnt at the end of each session within the course, giving a detailed breakdown of the teaching and learning within the session, including the session aim, learning outcomes, timings, teacher and learner activities, resources to use and assessment methods. Following this, I need to decide what resources I should use, ensuring that they are relevant, appropriate and beneficial to the learning process, and are not used for the sake of it, thus becoming a distraction. Resources that are commonly used include handouts, power point presentations, physical props and flipcharts/posters. Finally, when planning a teaching session, it is important that the learning environment is suitable. Factors to consider are the size of the room, layout of tables and chairs so that all learners can see, ventilation and lighting are suitable, there is good access for all learners, toilets are available, refreshments/breaks are suitable and there are enough power sockets for any equipment. It is also a good idea to have a reserve location in case of any problems with the primary site. 3: When delivering the course or session I must consider the pace/speed of my delivery, to ensure that timings are met and all objectives are achieved. I may need to adjust my speed to adapt to the learning needs of the students, depending on their involvement within the session, the dynamics of the group and the rapport between them and myself. The pitch or level at which I deliver the session should match the level and ability of the learners, and again should be adjusted during the session to match their needs, especially in regard group dynamics. The establishment of ground rules, use of icebreakers and energisers, managing the session and use of resources are all factors in the effective delivery of the session. 4: