My PTLLS - PTTLS Assignments

PTLLS Assignment 1

Yousif — Mon, 08 Jul 2013 17:05:53 +0000

Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle.

This essay discusses the roles and responsibilities of the teacher in the lifelong learning and the boundaries of teaching in order to provide a supportive learning environment. It gives detailed idea of the subject in order to help you complete your homework. Don't copy it but write it in your own words and tailor it to your own field of teaching.
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People have different learning styles which are influenced by personality type, educational specialization, career choice, and current job role and tasks (Kolb, 1984). Therefore, research proposes that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style.

My role of organising and delivering training & development programmes starts by identifying the learners’ needs. Before the course starts, I carry out an initial assessment of all learners, by direct contact and through their training manager.

I carry out further evaluation of learners’ needs on the first day of the course through a questionnaire and informal discussions. I believe this evaluation will also ease and encourage two-way communication during the training. You may notice this meets the concept of Moslow (1954) who proposes that evaluating the different needs, values, drives and priorities of people is incredibly valuable in cross-cultural communications.

Interestingly, research conducted by the Lifelong Learning UK (LLUK) shows that ‘identifying needs’ is the first step in the training cycle which is made up of 6 activities, namely:

Identifying Needs
Planning
Designing
Facilitating
Assessing
Evaluating

Their research suggests that despite teachers having different roles and responsibilities they share the same broad activities. Please note that the teaching and learning cycle is similar to the training cycle but uses slightly different terminology.

My role also includes designing and managing training sessions and material according to companies’ requirements, and delivering training lectures. This involves unnoticeable activities such as maintaining trainee records, filing, and photocopying. My role extends outside the class; I book venues and arrange visual aids, produce PowerPoint material, and attend meetings. Would you imagine how long it can take for me just to prepare, plan and design a one-day training session!

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In order to facilitate learning, I maintain a professional relationship with learners at all times, value them as individuals and support them (Gravells, 2008). In the class, beside engaging and motivating learners, I ensure a safe and supportive learning environment; for example, it is my duty to set up and discuss with learners ground rules that establish safety and promote inclusion which reduces the barriers to participation and learning (Booth and Ainscow, 2002).

I recognise the importance of monitoring and evaluating the learning as the programme progresses and the importance of providing detailed feedback. Following the evaluation and after the training is complete, I also send out a feedback follow-up email to all learners.

Business Administration being my specialisation is a large area which includes HR, Finance, Marketing, Information Systems, etc. which are all constantly developing and changing. It is my responsibility to keep updating myself with knowledge and developments around these subjects. Since I completed my MBA, I have been maintaining memberships with relevant institutions which offer development and guidelines, and have been regularly attending training workshops and courses including the PTTLS. Also, as part of my responsibility, I follow my organisation’s code of conduct and constantly refer to its manual, and update myself with legislations including the Health & Safety Act and the Equal Opportunities Act.

Teachers have wide authority in the class for maximising teaching effectiveness and influencing a positive learning environment, but of course there are limits to how far they can go when performing their duties. There are boundaries and limitations.

As a teacher, I will never attempt to express or enforce my own beliefs whether religious or political. I will comply with my organisation’s rules and policies. In cases such as problems with mentally impaired learners, the teacher may seek expert advice or refer the learner to a specialist instead of dealing with a problem in person.

Finally, the varying roles, duties and responsibilities of teachers always fall under the umbrella of the teaching and learning cycle. Understanding the responsibilities and boundaries will help the teacher provide a supportive learning environment, stay in focus and achieve the organisation’s goals and the subject’s aims within the limited resources and time.

PTLLS Assignment 2

Yousif — Mon, 08 Jul 2013 16:40:19 +0000

Summarise the key aspects of current legislative requirements and code of practice relevant to your subject and the type of organisation for which you would like to work.

Teachers must understand their legal duties, obligations, education policies and work-place specific policies. Teachers must follow good practice and continuous personal development in order to promote trust and maximise teaching value. This essay will help you complete your homework; of course using your own ideas and words!

I deliver staff training workshops in the field of Business Management. As a tutor, I need to be aware of key aspects of current legislation and codes of practice relevant to my specialist subject and the organisation I work for (Gravells, 2008).

(Reisenberger and Dadzie, 2002) whose research sets out legislative and reporting requirements for teachers, state that “requirements, behaviour codes and monitoring procedures need to be carefully explained to tutors, learners and others who use your centre”.

1. Equal Opportunities Policy
The institution, for which I work, appoints tutors subject to the acceptance of its Equal Opportunities policy which states the institution will eliminate discrimination, promote an inclusive culture and deploy good practice in training, learning, and assessment.

2. The Data Protection Act 2007 and Health and Safety at Work, etc Act 1974 apply to my organisation among other numerous generic legislations. The latter particularly applies to outdoor activities organised by the training institutions. Prior to activities, a specialist visits the premises to conduct a risk assessment review. The (Health and Safety Executive, 2004) states that employers must display a Health and Safety law poster or provide trainers with the same information in a leaflet.

3. The Health and Safety (Display Screen Equipment) Regulations 1992
Applies to IT classes where learners use computer terminals for long hours, and sets out the minimum standards to prevent associated health problems.

4. Further Education and Training Act 2007
It gives legal guidelines for promoting diversity, student involvement and choice in further education and industrial training.

5. Office for Standards in Education (Ofsted) and the Institute for Learning (IFL)
The first sets out the guide for good practice in education and the latter offers support and guidance on CPD.

In line with the guide (Department for Education and Skills, 2002) to promote trust and maximise teaching value, academic institutions must, on a regular basis, assess compliance with legislations and code of practice. Legal duties and obligations are imposed on tutors who oversee the application of legislation and policies in the classrooms.

PTLLS Assignment 3

Yousif — Mon, 08 Jul 2013 15:03:34 +0000

Discuss Issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners.

Equality and diversity can raise issues concerning learners. It is not just about treating learners equally and offering individual support; there is more to it. Also find out and make your own review about ways of receiving support from direct and third party referrals.

Equality refers to the learners’ rights to attend and participate regardless of their differences, while diversity refers to valuing the learners’ differences (Gravells, 2008).

I manage a classroom of learners from different countries with diverse cultures and values. Hofstede, (2001) and others asserted that ‘Culture is more often a source of conflict than of synergy. Cultural differences are a nuisance at best and often a disaster’.

Learners not only come from different cultures and backgrounds but they also differ in their abilities, needs, and the way they learn. Their differences must be recognised and considered by teachers who should treat them fairly and value each individual regardless of any differences. This way, learners will feel welcomed and included into the learning environment, engaged, empowered and supported by teachers (Gravells, 2008).

Both equality and diversity can raise issues concerning learners’ gender, race, age, religion, disability, sexual orientation, intellectual, linguistic or other characteristics. Despite differences, learners must have equal access to learning without any discrimination, prejudice or other barrier. It is the teacher’s responsibility to eliminate or reduce any learning barriers by recognising and providing full access and support to learners with a disability or individual need (Miller and Sammons, 1999), for example, by providing large print, on tape or using symbols and ensuring appropriate class layout.

Teachers must not make any personal judgements or assumptions about their learners’ abilities. They must not offend learners’ religions but respect them. Assessment must be fair to everyone, and the language used must be clearly understood by all learners and must be non-discriminatory; in my classroom learners come from different countries and speak different languages. Some learners may show strength and expertise in one area and weakness in another. These may be addressed by how you teach and how you set up activities. ‘All we need to do is to manage the differences among our children by recognizing their strengths and weaknesses, planning lessons accordingly, using teaching strategies and adapting our curriculum to fit each child’s abilities and background’ (Shaeffer, 2004).

While equality and diversity are governed by legislation and code of practice, teachers must be up-to-date and aware of them and must also comply with the organisation’s policies. For a more inclusive and learner-friendly classroom, It is important to give learners the opportunity to discuss additional support at the beginning and throughout the training course. In fact, teachers must recognise that inclusion in education is one aspect of inclusion in society (Booth and Ainscow, 2002).

While following the institution’s policies, a teacher may refer to the line manager when advice is needed or difficult situations arise; such as with impairment or dyslexia. If necessary, especially in complex situations, a teacher may also refer to third party organisations or appointed specialists for help with learning difficulty, student finance, and similar issues, with the aim of supporting student inclusion.

To provide a pleasant environment for learners to achieve their potential, the teacher needs to plan for equality and diversity by setting up a strategy where everyone is included into the learning environment; a strategy for appropriate teaching style, presentation of materials and topics and the organisation of activities.

PTLLS Assignment 4

Yousif — Mon, 08 Jul 2013 14:05:22 +0000

Analyse Different Ways In Which You Would Establish Ground Rules With Your Learners, Which Underpin Behaviour And Respect For Others.

Ground rules are useful in managing a supportive learning environment and they will add value to the learning process. Having a strategy in place can help you establish the right set of rules for your learning atmosphere. Use this essay as a guide to writing your own.

For a constructive and safe learning environment, learners must abide by ground rules to govern an effective exchange and construction of knowledge. Common ground rules, which ensure learning without disruption by members of the group, are: arrive on time, switch off mobile phones and be courteous to other learners.

While it is the teacher’s role to ensure that ground rules would be adopted, (Gravells, 2008) states that ground rules must be agreed by the learners and must be made clear early on in the course to help everyone know their limits. On his first class session, (Brandon, 2006) usually lists the ground rules suggested by his learning parents on a flip chart or chalk board so that they are more understood. He also claims the importance of getting to know each other by names from the first day.

Different sets of rules may lead to different types of group atmospheres; e.g. respectful, honest, open, trusting, tolerant, and creative. This must be considered when deciding rules together with the type of learners; e.g. their age, abilities, values, and expectations (Gravells, 2008).

When setting the ground rules, the teacher may first ask participants to consider what they want to give, what they want to gain, and what they don’t want to happen. The answers to these questions can help in discussing and establishing ground rules.

Brookfield and Preskill (1999) also suggest generating rules through asking the participants to think about the best and the worst group discussions in which they have been involved. I certainly agree with their method which assumes that the suggestions made by the group lead to identifying certain characteristics through which we can derive vital ground rules.

Once a student enrols, he/she agrees to be bound by a student contract which sets out the ground rules of the training institution. The rules can be listed, in order of importance, in a poster which acts as a Ground Rules Chart. The poster should be placed so that it is always visible to the group (www.kcdrc.org). Some writers also suggest that the learners should design the final poster.

Ground rules can also be discussed and agreed verbally or informally, which is fair since research suggest formal ground rules may only be needed in a big group or when conflicts emerge.

While ground rules are used widely when working in groups such as in meetings and conferences, they are particularly useful in managing supportive learning environments and they can add value to the learning process. Whether they are set by the teacher or the learners, ground rules should be reviewed and updated when new members join. Most important, before deciding the rules, the first step is to think about what learning atmosphere the group is aiming for; this will help in formulating a strategy for establishing the right set of rules for the group.

PTLLS Assignment 5

Yousif — Mon, 08 Jul 2013 13:07:42 +0000

Evaluate a range of ways to embed elements of Functional Skills in your specialist area.

Help students master essential skills, for life and for progression in further education. Embedding of functional skills has an impact on the choice of teaching and learning methodologies, and on assessment strategies. You need to demonstrate this in your subject area evaluating ways to embed elements of Functional Skills. Don't just list them, evaluate them to get level 4.

Since 2007 the UK Government has been focusing on embedding functional skills of English, Mathematics and ICT in the learning system with the hope that individuals can work confidently, effectively and independently in life (Gravells, 2008). Although the programme is in its early stages, a report by the (Ofsted, 2009) concluded that a coordinated approach to delivery of functional skills is needed.

For the purpose of this report a few aspects of Operations Management will be evaluated.

English
Professional discussions give learners the opportunity to demonstrate their understanding of the subject, express own views, make criticism, ask questions, make comments and promote ideas. Each learner delivers a presentation while practising the use of new terminology they have learned such as add value, sustainability, reverse logistics, optional replenishment, etc. Learners discuss how to develop supplier relationship management, how to negotiate contracts, and they look at samples of contracts drafted in English. In the case study session learners can draft plans and strategies, and may write a short management report.

Mathematics
The decision of location of manufacturing facilities which should be in the vicinity of the raw material requires analysis skills including maths for calculating distances, weighing benefits and losses, and estimating capacity and inventory. Deciding on a location can lead to sophisticated outsourcing decisions which require, besides analytic understanding, knowledge of maths for calculating and comparing different costs, calculating production size and assessing the opportunity cost. Maths skills are also needed for the Six Sigma methodology which involves measuring performance and variation over time before launching a product, and for Process Mapping which is used for estimating lost time, minimizing cost, identifying bottlenecks and eliminating waste. Also, quality inspection can involve mathematical analysis, measurements and comparisons against standards.
Learners are exposed to performance measuring tools such as the Balanced Scorecard and Key Performance Indicators (KPI) which involve calculations to assess the present state and make comparisons of actual costs and other figures against strategic/operational goals.

Information & Communication Technology
Learners discuss and share their experience in using inventory control solutions and ERP solutions, especially SAP and the use of Project Professional for managing project phases. They discuss the use of Event Management applications for managing inventory and Respond for assigning tasks to different staff. They use PowerPoint for presentations and Word for writing reports.

It is clear that embedding of functional skills has an impact on the choice of teaching and learning methodologies, and on assessment strategies. The standards developed by the (QCDA’s, 2009) pilot can assist teachers in recognizing and addressing additional support to learners, and the shift to skill-based teaching will help students master essential skills and may help their progression in further education. However, I believe practical experience, responsibility, self-direction, creativity and loyalty are the key to meeting employer’s needs.

PTLLS Assignment 6

Yousif — Mon, 08 Jul 2013 12:10:55 +0000

Justify the need for keeping records and describe the types of records you would maintain.

Teachers keep different types of records for various situations including initial and formative assessments, observations, notes and discussions. This essay lists several types of records, explains why teachers keep records and shows the importance of keeping records during the learning process. Don't just copy it; use it as an example to help you to creatively write your own and in your own words.

Academic institutions and teachers keep records for the purpose of teaching and enhancing the learning process, and for validating and evaluating the learning programme. Record types vary from organisation to another and may include a register, initial assessments, notes on discussions, exam results and records of other summative assessments. Fortunately, the development in information and communication technology has introduced a variety of applications and software to help tutors maintain electronic records. Borg (1998) states in his article “Fortunately, most of the software available in schools is equipped for one or more of these functions: measuring, monitoring and recording progress”.

As a teacher, you will need to keep a note of what was discussed, and/or tape record the discussion, and you will need to formally record one-to-one discussions of the learner’s progress review (Gravells, 2008). In the absence of these records the teacher may not be able to monitor progress and some learners may fall behind. In his book, Braschi (2010) states “It would often be found quite advantageous to note the deficiencies as well as the achievements at one period as compared with the work done”. Teachers should also keep records, including minutes of meetings, for auditing and quality assurance reasons.

The register, which is updated at the start of every session, is required for the learners’ safety in compliance with the Health and Safety at Work Act 1974 which imposes obligations on teachers and their organisation. The register is also needed for monitoring attendance and the number of hours attended. The Data Protection Act 1998 requires that only specific information is recorded and is processed for limited purpose, and requires records to be kept secure, confidential, accurate and up to date. The International ISO 15489 sets the standards for managing records.

Having identified the resources and teaching aids and before the training programme commences, I would create a personal file for each student and would ensure that a scheme of work and a register are ready. These together with a lesson plan will be used as a guide throughout the course to monitor progress and attendance. They will also guide class instruction and can help another tutor cover for me in case I am unable to attend the lesson.

Several initial assessment records are kept. For example, I keep each learner’s Individual Learning Plan for assessing the learner’s competency and addressing special individual needs. Because of this, I would make a note of arrangements for effective learning environment. Learners complete special forms about their academic qualification and their attitude towards learning, and they complete a written test for assessing competency. These will help me update my information about arrangements and I may make a note of possible ideas for developing the learning methods and approaches.

Formative assessments records include lesson feedback forms, worksheets, written observations and notes on discussions. These records are maintained throughout the course and are necessary for monitoring progress, tracking contribution, identifying special requirements, setting goals, and for planning and organising the learning environment for each learner. They show the learner’s contribution and prove the tutor is attempting to fulfil the aims of the training programme. Maxim and Five (1997), who recognise the need for keeping records, state “Keeping track of our students with classroom observations and systematic notes yields information that cannot possibly be gleaned from a traditional checklist, report card, or standardized test”.

The summative assessments records give a snapshot of the learner’s progress and serve as evidence of the learner’s achievements. On the final day, I would ask students to complete a questionnaire which is essential for validation and evaluation of the material and the training delivery. I would ensure that I have e-mail addresses of learners in order to follow up and give them further feedback.

Finally, tutors should understand the importance of keeping records accurate, confidential and secure. They should be able to utilize the information for maximising the effectiveness of their teaching approach and progress monitoring.

PTLLS Assignment 7

Yousif — Mon, 08 Jul 2013 11:12:10 +0000

Review a range of different assessment methods available and explain the ones you would use for your subject area. Evaluate the use of assessment methods in different contexts, including reference to initial assessment. Justify the type of assessment records you would complete and explain why.

Specify the assessment methods which are suitable for your subject area. I wrote this PTTLS essay according to my subject area and working environment (a training institution). Yours could be different, however, take my assessment methods as an example to help you complete your homework by conveying your own ideas in your own words.

The training institution publishes a variety of staff training programmes, which are often tailored to meet organisations’ needs, on its annual prospectus and website. The organising and grading of learning experience and the assessment & evaluation, which are proposed in (Taylor’s, 1949) curriculum model, are conducted internally and the trainer is given freedom of choosing suitable methods.

While the planning of assessments and identification of tasks depend on the desired outcome of the course (Bygate, Skeham and Swain, 2001), and although there is often a large amount of material to be delivered, my approach has been both pedagogical and andragogical for increasing the learning value and also for making the session interesting (Gravells, 2008).

An informal discussion is conducted on the day of commencement together with a brief written test containing certain criteria and a learning style test provided by the institution. The outcome of these assessments aids in evaluating skills, knowledge level of the subject and academic qualification, and gives an idea of a suitable delivery method (Gravells, 2008).

A register is set up before the commencement of the training programme and attendance is taken throughout the training to ensure students meet the minimum hours requirements and for H&S purposes. Personal details are noted down for the issuance of the course completion certificate, and records of the initial assessment are kept for monitoring progress and for evaluation purposes.

While paying attention to inclusion, I always encourage professional discussion for covering important areas of the course and for thorough understanding of the subject. And for monitoring the learning progress, when following the training cycle, I use two other formative methods, namely observation and probing questions matching the course outcome.

And to help learners digest the subject and later recall the information, I use the ‘one-sentence summary’ technique at the end of each topic by asking learners to summarise in their own words what was learned. Their responses which are gradable indicate the learners’ proficiency. If time allows, other assessment methods could be used such as report writing for self-assessment, application card technique and learning journals for ascertaining the learner’s ability in applying theory in the real-world.

Accurate records of observations, assessments and discussions are maintained throughout the training for tracking contribution, setting goals, planning and organising the learning environment for each learner, and for validating the programme. In their report, Maxim and Five (1997) state “Keeping track of our students with classroom observations and systematic notes yields information that cannot possibly be gleaned from a traditional checklist, report card, or standardized test”.

The summative assessment is usually carried out on the final day through a case study (holistic) and an exercise to evaluate the real-world application of what has been learned and to ensure the aims of the course have been met. While activists and pragmatists enjoy the case study session, these assessment records assist in tracking progress and serve as evidence of the learner’s contribution.

Finally, a questionnaire is completed by the learners to give feedback on the quality of the delivery and assessments, trainer’s ability, group contribution, inclusion and the learner’s extent of satisfaction. The feedback and records of assessments, discussions and attendance help in writing the final report which is addressed to the learner’s training manager and help in verifying the success of the training programme. Of course records are kept confidential according to the data protection act.

PTLLS Practical Assignment 4

Yousif — Sun, 07 Jul 2013 17:33:51 +0000

Evaluate the teaching and learning approaches and effectiveness of resources for your observed session. Evaluate how your session met the needs of individual learners.

This essay should be prepared following completion of your micro-teach session, and it has two parts. The first part gives you an opportunity to discuss your approaches to teaching and the effectiveness of the resources you have used. Feedback from piers and the observer report will help you to complete the second part; which is evaluation of how you met the needs of the learner group.

My flexible lesson plan assumed learners did not have prior knowledge of the subject and I prepared it from the learner’s point of view. The session was multi-sensory, focused around the objectives, and included verbal, visual, and kinaesthetic activities.

The PowerPoint slides included major points to be covered – organised and clear. I wanted learners to understand these points and to accept my ideas. I knew it will not need much effort because the subject Employee Training (HRM) is partly related to the course PTLLS.

I used a small PowerPoint wireless presenter for navigating through the PowerPoint slides.

My approach combined a lecture with active teaching and learning strategies. Everyone was constantly engaged in the learning process through open questions, discussions, and two activities for applying what they have learnt. I encouraged learner’s feedback, listened carefully and re-instated responses where appropriate.

All learners knew what the handout was about, and were given enough time to look at its useful content. The assessment conducted at the end of the session indicated that the learners’ understanding of the subject has increased. However, my peers suggested there should be more activities and more fun. For sure I will consider their advice in future.

Throughout the session, I encouraged discussions relevant to the subject and its aims, giving learners room for expressing their own ideas and creativity. Learners generated a set of key points thus articulating my expectation. I chose appropriate and practical examples in advance and the learners also generated their own examples and illustrations.

I tailored my questions to the ability level of all learners and rephrased key terms when needed. The key terms were identified, explained and put together, and the learners copied them down.

The objectives were made clear at the start of the session and I gave explanation in clear language making full use of the auditory style; I repeated and emphasized important parts of the lecture. A short video was used to demonstrate real-life techniques, and the carefully selected images supported the text where I wanted Learners to remember important concepts.

The lecture was concluded by an interactive strategy which was engaging and provided real-life simulation situations; learners practised important parts of the subject and they were able to know how, in addition to why, we do things. Also, calling learners by their names during the session helped in reaching everyone.

Student-led question and answer session, debates and the feedback session, comments and critiques all made the session interesting and met the different students’ learning styles. The learners were comfortable, able to discuss new ideas and eager to learn. I believe careful planning and preparation have helped.