Understanding Roles, Responsibilities and Relationships in Education and Training (H/505/0053) GROUP B Understanding and Using Inclusive Learning (D/505/0052) GROUP C Understanding Assessment in Education and Training (R/505/0050) Group A Questions Understanding Roles, Responsibilities and Relationships in Education and Training 1. Understand the teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education and training. As a work at height trainer my main role is to prepare candidates for an independent assessment. I will need to teach in a way which engages everyone in the session and I will need to adapt my teaching style to best meet the different needs of my students. Using digital media, hand outs and practical demonstrations I can promote equality, diversity and inclusion these methods will have as well a potential for language, literacy, numeracy and ICT. As a teacher I am responsible and need to make sure that the learning environment to be used is safe and complies with the health and safety at work act and to make sure that the learner knows that they have a responsibility under the act to ensure a safe learning environment. 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. TheHealth and Safety at Work Act1974 was designed so that all staff and clients of a company or organisation could operate in a safe environment. As learners will access tools and equipment they are unfamiliar with, some of which are potentially dangerous, Risk assessment will be central to my lesson plans. As Gravells says Learners are entitled to learn in a safe and healthy environment (Gravells, 2012). Also associated with Health and Safety are the Manual Handling Operations Regulations 1992, the Control of Substances Hazardous to Health Regulations 2002 (COSHH) and the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995(RIDDOR), which will need to be considered by tutors. Equality act 2010 helps ensure accessibility to learning with a view to equality and diversity. As I will have access to students personal data, such as full names, addresses, telephone numbers I must ensure that both my record keeping and that of my organisation is demonstrably secure as required in the Data Protection Act 1988. The Society for Education and Training (SET) Code of Practice sets out the professional behaviour and conduct expected of members of SET(set.et-foundation.co.uk,2018). 1.3 Explain ways to promote equality and value diversity. Promoting equality and diversity in you learning environment is essential in allowing your learners to feel safe and comfortable in your learning environment. Ascertaining their individual needs, learning styles and goals, creating resources and materials which positively promote all aspects of community and society, equality and diversity protects learners from harm. Ensuring the environment is accessible to all learners, planning opportunities to develop motivation, self-esteem and confidence in your learners with group activities and role play gels them together and makes them feel involved and safe. Challenging the stereotype, discrimination and prejudice as it happens. Embedding functional skills of maths, English and ICT. Supporting those who require extra assistance in all subjects. Evolving all learning within your sessions, promoting group activities. Most of all provide a safe and supportive environment where everyones contribution is valued. 1.4 Explain why it is important to identify and meet individual learning needs. It is important at the start of the training to assess the learner needs as this will help you plan your lessons. The needs of learners will vary from student to student some may dyslexia whilst others may have hearing issues or difficulty in literacy. The use of specific made hand outs and interactive lessons can be the way to meet these individual needs. It is not always possible to gain student needs from the start of the course so it would be acceptable to ask the question at the beginning of your lesson. Some of your learners may not wish to tell you that they have specific learning needs as they are embarrassed. If this is the case a 1 to 1 chat may be a better option as the student will feel less under pressure to talk about their individual learning needs. 2. Understand ways to maintain a safe and supportive learning environment 2.1 Explain ways to maintain a safe and supportive learning environment. It is important as a trainer to ensure students feel safe, relaxed whilst in your classroom. Learners who have a negative experience in the classroom find it hard to achieve. Students should feel like they are part of an extended family whilst learning. Classrooms provide students and staff with many benefits including friendship and building meaningful and supportive relationships within the group that you are teaching. Working in groups is a good way to build student confidence and share good practice whilst also sharing backgrounds of culture and religion. As a trainer/teacher it is important to be patient and accept the students for what they are and create a positive learning environment for all. It is good practice to use positive nonverbal communication, its not what you say but the way that you say it. Eye contact must be maintained and make the students feel that you are interested in what you are teaching, Smiling communicates warmth to students and hand and head gestures make your teaching much more interesting . Standing in front of the class and standing erect and leaning slightly forward communicates to students that you are approachable. Speaking with your back to students should be avoided at all costs. It is important to involve students in your delivery as much as possible to create a fun environment for them to learn. Always ensure that the classroom that you are teaching in is free from trip hazards and is clean and tidy. 2.2 Explain why it is important to promote appropriate behaviour and respect for others. Ground rules set the boundaries within which the students must work and enable everyone to have an equal opportunity to carry out their study whilst in the class room. One way is to have a group discussion ensuring that rules are mutually agreed, doable with input from all individuals regardless of ethnicity, class or social background. When reviewing the ground rules you have to have a fair and balanced view to all points identified. Your objective is to do much more than lay down a few rules. In negotiating with the students you give them a sense of worth, this helps you gain their trust. You will have to shape these rules to ensure that they respond to the policies of the organisation you represent. It is also important that learners have to be warned, as to what action will be taken if the rules are broken and as a last resort individuals may be excluded from the group. 3. Understand the relationships between teachers and other professionals in education and training. 3.1 Explain how the teaching role involves working with other professionals. When teaching the individual needs of the student may need to be passed on to another professional to facilitate learning, if so this should be done in a professional manner and must treat the student with respect. In order to meet the needs of learners it is important that an initial assessment is carried out and that the level and abilities of the learner are identified. This assessment may reflect the fact that they require additional support for learning difficulties or because they require translation services from a professional as English may be an additional language for the student. In the event that the student may benefit from internal or external support an appropriate referral may be made, when the referral has been made it is up to the relevant professional/trainer or support worker to complete their own assessment and meet with the student. It is important to ensure that relevant information is shared. 3.2 Explain the boundaries between the teaching role and other professional roles. Professionalism requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues (Francis and Gould, 2009).It is important that we set professional and personal boundaries which makes it clear what roles being trainer involves and the limits which that role may have. Confidentially is a boundary that applies to both learners and other professionals. As a teacher I have a role to keep learners personal information confidential. Learners should see me as their teacher and not their friend. This means not being friends with learners on social networking sites or giving out personal phone numbers. 3.3 Describe points of referral to meet the needs of learners. There may be occasions when a teacher is made aware of the needs of an individual learner that are impacting upon their learning. These may be problems such as financial issues, family problems, or lack of transport. The teacher may be able to help with some problems, for example setting up online resources for learners who are unable to regularly attend classes. However, some problems may require the learner to seek assistance elsewhere, such as if there was a medical reason for non-attendance. The teacher should always know where to refer the learner in such cases. For example, the teacher should refer medical or psychological issues to the relevant healthcare specialist such as a doctor or psychiatrist. If the learner had language problems, then perhaps the organisation may have an EAL specialist that can help the learner, or they could be referred to another institution. Learners with financial issues could be referred to the Citizens Advice Bureau or a financial advisor. Knowing when to refer a learner and where to refer them is very important as this is also meeting the learners needs, as described in Maslows Hierarchy of Needs, to allow them to achieve their learning potential. Book ReferencesGravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector The New Award, 5th Edition, London Learning Matters Gould, J., Francis M., 2009. Achieving Your PTLLS Award A Practical Guide to Successful Teaching in the Lifelong Learning Sector. London Sage Publications Ltd Websites HYPERLINK http//www.set.et-foundation.co.uk www.set.et-foundation.co.uk last accessed 25/05/2018 Group B Questions Understanding and Using Inclusive Teaching Approaches in Education and Training 1. Understand inclusive teaching and learning approaches in education and training. 1.1 Describe features of inclusive teaching and learning. Ann Gravels argues Inclusive learning is about involving all your student, treating them equally and fairly, without directly or indirectly excluding anyone, some students could feel excluded during the session if their needs are not met Gravels continues that You need to know in advance, through initial assessment or the induction process just what the needs are (Gravels, 2012).Inclusive learning can be understood as a process of increasing the presence, participation and achievement of all learners in educational settings in their local community (www.excellencegateway.org.uk, 2018). 1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learning needs. As a working at height trainer the majority of the lessons that I will deliver will be to groups of 4 learners. I would ensure the inclusion of each student in my training sessions by rotating each students opportunity to do exercise or observe. During group lessons I would promote equality amongst students that ensured that diversity including was respected and embraced.I would produce material in relation to the subject delivered in a way that promoted opportunity to every student. Within my publications I would provide a range of information outlining the services that I would provide that promoted inclusiveness. This is to ensure that I meet each individuals needs and expectations regardless of gender, race, ethnic origin, political opinion religion, disability sexual orientation or age.During the initial meeting with students I would ascertain each individuals needs or barriers to enable me to provide a tailored service to provide a flexible learning experience. This is to enable me to ascertain if any special needs or requirements such as pre-course information should be accessible i.e. the Work at Height Regulation or theory test material is required in an appropriate font size/colour etc. During the initial meeting I would identify what motivates the student to achieve their objective of getting the qualification, is it for personal intrinsic reasons or as part of the terms and conditions of the students employment. I would also discuss with the student their level of experience in working at height. It could include a complete novice, a foreign national who can legally work in their own country but is required to get a qualification to be able to work in UK. 1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills. I would provide students to improve their literacy, numeracy and ICT skills in a variety of ways. In relation to literacy it is important that the student is conversant with the Legislation and Codes of practice. By discussing the various scenarios with the students I will be able to assess their level of literacy. When possible a video could be included with an audio description that the student could use at their own pace. In relation to numeracy there is a requirement that learner know the Safe Working Load of devices. By providing the student with assistance in gathering additional sources on line I would assist in improving their ICT skills. Currently the Department for Employment and Learning (DEL) provide free courses in Reading, Literacy, and Numeracy. The Department also offer free ICT courses that provide students with the opportunity to learn how to use a computer and facilitate the students progression through to gaining qualifications up to European Computer Driving Licence (ECDL). In addition the Department also provides training for those whom English is not their first language (ESOL). 2. Understand ways to create an inclusive teaching and learning environment 2.1 Explain why it is important to create an inclusive teaching and learning environment. It is a social/political/ethical responsibility – for you to treat your colleagues and students fairly and for them to treat you fairly in return. Creating vibrant and critical discussion in the classroom requires you to foster open and respectful environments in order that such discussions can take place. It is your legal requirement – The Equality Act (2010) which applies across employment, education and the provision of services, outlaws direct and indirect discrimination on the grounds of the protected characteristics including age, disability, ethnicity, gender, gender reassignment, religion/belief and sexual orientation.If you have a one size fits all and expect everyone to be able to do the same thing, and talk to them in the same language and not think about different peoples needs then some people are going to find that a struggle. (www.plymouth.ac.uk, 2018) 2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs. It is very important to make sure that your session is inclusive, and you can help to do that by selecting different learning and teaching methods. There are many different Learning and Teaching methods that can be used during a lesson choosing which techniques to use will depend on the learners that are in your class. Choosing inclusive learning and teaching techniques will allow the entire group to be involved and ensure that your session is inclusive. It is important that you discuss with your learners what their support needs and requirements are. Once you know the needs and requirements you are able to plan your session to ensure that all learners are included. 2.3 Explain ways to engage and motivate learners. An individual learning plan helps learners know what they are aiming to achieve and the timescale. Working out this action plan with their teachers or trainers should always be a two-way process, which increases the learners motivation and gives them a sense of ownership and commitment to their own learning. Drawing on a variety of sources, it seems clear that ICT can increase learners motivation through greater engagement and increased control over their own learning processes.Assessment has a profound influence on both learners motivation and self-esteem and it is crucial to understand how both have a crucial impact on learning. 2.4 Summarise ways to establish ground rules with learners. One way is where both you and your learners work together by a process of discussion and negotiation. This enables your learners to recognise what is and is not acceptable, giving them a sense of ownership and responsibility. It also enables learners to begin working together as a group and encourages aspects such as listening, compromise and respect for others. Alternatively, your learners could write down the rules individually, then discuss in pairs and join into fours to create a poster or a list on flipchart paper. One or two learners could present this to the full group and agreement can then take place. Another way would be to ask your learners what others have done during previous events they have attended which made learning difficult. They will usually come up with answers like mobile phones ringing and people interrupting others. You can then start creating a list to build upon. 3. Be able to plan inclusive teaching and learning 3.1 Devise an inclusive teaching and learning plan Do not write essay here. Evidence provided in Lesson Plan and micro-teach session. 3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learning needs. Do not write essay here. Evidence provided in Lesson Plan and micro-teach session. 4. Be able to deliver inclusive teaching and learning 4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learning needs. Do not write essay here. Evidence provided in Lesson Plan and micro-teach session. 4.2 Communicate with learners in ways that meet their individual needs. Do not write essay here. Evidence provided in Lesson Plan and micro-teach session. 4.3 Provide constructive feedback to learners to meet their individual needs. Do not write essay here. Evidence provided in Lesson Plan and micro-teach session. 5. Be able to evaluate the delivery of inclusive teaching and learning 5.1 Review the effectiveness of own delivery of inclusive teaching and learning. 5.2 Identify areas for improvement in own delivery of inclusive teaching and learning. Book ReferencesGravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector The New Award, 5th Edition, London Learning Matters Websites HYPERLINK http//www.excellencegateway.org.uk www.excellencegateway.org.uk last accessed 26/05/2018 HYPERLINK http//www.plymouth.ac.uk www.plymouth.ac.uk last accessed 26/05/2018) Group C Questions Understanding Assessment in Education and Training 1. Understand types and methods of assessment used in education and training 1.1 Explain the purposes of types of assessment used in education and training. Initial assessment is carried out prior intervention or instruction to establish the basis from which the individual growth of the student can be measured. The purpose of this type of assessment is to know the skill level of the student about a project and in helping the teacher explaining material more efficiently. Examples are application forms, interviews and diagnostic tests.Formative assessment is carried out throughout the project or course in general. The purpose of formative assessment is to aid learning and provide the teacher with feedback of the work of the students. Examples are verbal and written questions, worksheets, practical activities and observations.Summative assessment is carried out at the end of the project or course and are evaluative in nature. The purpose of summative assessment is to assign a course grade to the students and to summarize the students have learnt and in finding out if they understood it well. Examples are written and verbal examinations, assignments, presentations and multiple choice test.Diagnostic assessment has the purpose to improve the experience of the learner and their achievement level. It is carried out before the course or programme and is used to check that the students has the necessary skills or knowledge to participate in the course or programme.Holistic assessment helps understand a range of competencies all at once and is the result of day-to-day observations of the teacher. Important insights into the abilities, inabilities and misconceptions of the students can be learnt. 1.2 Describe the characteristics of different methods of assessment in education and training. Answered in 1.1 1.3 Compare the strengths and limitations of different assessment methods in relation to meeting individual learning needs. Assessment methodDescriptionStrengthsWeaknessesCase studiesA case study can be used to assess a learners ability to apply material learned to a specific individual / organization. May be simple or complex, and responses might be short answer or deep analysis depending on the level.They are valuable in that they may allow the student to apply understanding to real world situations.Care does need to be taken to ensure that the level of detail presented in a case study is appropriate. Too much or too little detail and the case study may not be level appropriate or students may be guided to appropriate answers.Group assignmentOften group assignments are simply a group of people working individually on specified aspects of an assignment. In their truest sense a group assignment should be set because the assessment requires the demonstration of interpersonal communication and collaborative skills.Used effectively a group assignment will demonstrate a learners ability to synthesize group understanding and work with others to create a group product. Also useful where a practical task takes more than one person to complete.Clarity must be provided for how marks will be assigned to the group, especially in a situation where one member carries, or weakens the group. Care must be taken with the makeup of the groups so that one group is not advantaged or disadvantaged.PracticalA practical application of learned skills. Often the learner will complete a practical process or construct something demonstrating and applying learned skills.Useful to assess practical skills where the assessment is the learner completing or applying those skills.Care must be taken to ensure the learner is ready to be assessed and that the assessment itself does not put the learner in danger. Clear criteria must be established as well as the level of guidance permissible during the assessment. 1.4 Explain how different assessment methods can be adapted to meet individual learning needs. 2. Understand how to involve learners and others in the assessment process 2.1 Explain why it is important to involve learners and others in the assessment process. 2.2 Explain the role and use of peer and self-assessment in the assessment process. 2.3 Identify sources of information that should be made available to learners and others involved in the assessment process. 3. Understand the role and use of constructive feedback in the assessment process 3.1 Describe key features of constructive feedback. 3.2 Explain how constructive feedback contributes to the assessment process. 3.3 Explain ways to give constructive feedback to learners. 4. Understand the requirements for keeping records of assessment in education and training. 4.1 Explain the need to keep records of assessment of learning. 4.2 Summarise the requirements for keeping records of assessment in an organisation. L3 Award in Education and Training All Essay Questions Assignments Advance Training Academy Page PAGE MERGEFORMAT 12 uQPNG g(gwLT071oUX
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