Core Module: Preparing to Teach in the Lifelong Learning Centre (PTTLS) Level 4 Assignment Produce a report on the roles, responsibilities and boundaries of the teaching role Teacher’s roles, responsibilities and boundaries There are 6 domains making up the overarching professional standards which are: a) Professional standards and practice b) Learning and teaching c) Specialist learning and teaching d) Planning for learning e) Assessment for learning f) Access and progression The teacher’s role is to value all of their learners as individuals and to treat them equally and to create stimulating and effective opportunities within the class that enable the development and progression of all students. The …show more content…
attendance and work progress. Initial assessment can be a point of referral if this highlights learning difficulties. If learning difficulties are found the student may need specialist assistance. For example, a learner who has impaired sight or hearing may need a learning assistant. Students may have religious reasons for not attending classes at certain times of year and this may also require a referral. The need to take account of the diverse needs of learners and how to promote inclusive learning A teacher must take into account a learner’s specific and additional needs, providing appropriate support, meeting their learning needs and giving them access to fair assessment. One of the central principles of teaching is to provide learners with an environment to learn and flourish. It is upon this principle that the fundamentals of inclusive learning have been established. Another objective of inclusive learning is to share knowledge and skills to in a way which helps all learners achieve their educational goals regardless of background i.e. race, gender, sexuality, age and disability. The assessment methods that teachers use in different contexts There are three main assessment methods that enable a tutor to capture a learner’s progress, initial, formative and summative. Initial assessment may start during enrolment to establish learner’s skill sets, interests, experience and motivation. It may also be
Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging.
Inclusive learning is about ensuring all your learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by
Write a concise summary (approximately 1’200 words) to demonstrate your understanding of your role and responsibilities as a teacher in relation to:
Inclusive practice is about adapting what is being delivered to make learning accessible to everyone regardless of ability, special education need (SEN) or any other barrier that might exist. When planning to meet the needs of everyone in the group it is essential that the teacher has as much information about everyone as possible. (The City and Guilds textbook level 3 Award in Education and Training). Features of inclusive teaching and learning starts with knowing which learning styles your learners prefer, to do this you can use VARK (visual, aural, read/write and kinetic) test which was designed by Neil Fleming to help learners and teachers know what learning methods they are best suited to e.g. in the first lesson my tutor asked for us
1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own
As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).
The purpose of this report is to show an analysis of the role and responsibilities of teachers, incorporating some research topics including codes of practice, and also the boundaries and relationship between the teaching role and other professional roles.
An inclusive environment is a condition where everyone has an opportunity to fully participate. In education, this means everyone has the same opportunity, there should be no borders such as ethnicity, gender or disability. All students should feel valued, be able to mix and participate with all members of the group be in a safe and positive environment.
Assessments are used to track not only learner but tutor progress. Below I have documented some utilised in my everyday teaching life:
Inclusive learning is about ensuring all your learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by the words or actions of others. You are not teaching you’re subject to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs which should be recognised and respected. Agreeing individual learning plans (ILPs) and/or action plans can help formalise
The teacher has to be responsible for designing the scheme of work, lesson plans, obtaining up to date qualification handbooks, agree individual learning plans, carrying out risk assessments, write realistic aims.
My main focus when looking at inclusive learning is how does inclusive learning help us to aid and support our learners.
Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,
Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13).
Inclusive Classrooms” by Sally Spencer from Interdisciplinary Journal of Teaching and Learning because it focused on a population of students that is near and dear to my heart, special needs students. In the article, the author looks at using universal design for learning (UDL) as a tool for planning motivating and engaging lessons in inclusive classrooms.