Assigment 4


Candidate Name


Centre Name



Identify three examples of learner behaviour that hinders learning and suggest ways of overcoming these.

Learner behaviour

How I could overcome this

1. Students differ when it comes to I could establish ground rules reflecting the behaviour and respect for others difference in behaviour and respect for each other. Inclusive and supportive such learning environment overcome

differences where others views and needs are appreciated and valued. This creates a safe and respectful space in which all participants have the opportunity to benefit from the learning experience. 2. Experiencing difficulty with Some learners, for example a learner with epilepsy or attention deficit hyperactivity disorder, may experience difficulties using technology and e-learning. In such cases, I could use many other approaches and tools that ensure all learners are included in the learning process, for example: digital cameras, mp3 recorders, and interactive whiteboards.




Learners may suffer from dyslexia. I could refer them to the Learning Support/Occupational Therapy. It is my professional and moral obligation to create and maintain an inclusive learning environment and encourage all learners to take a meaningful share in class discussions and coursework. So they would not be excluded from the learning environment dyslexia. if they required special attention such as learning support or

Explain how you might have avoided each of these situations in the first place Behaviour 1: Establishing mutually agreed ground rules. Some examples would be: (i). Respecting health and safety regulations (ii) Respecting other peoples contributions (v) Respect others cultural and religious traditions, beliefs, values and languages Co-operative learning helps learners to work as part of a team, whilst at the same time ensuring that everybody??™s contribution is valued. This approach to learning can help break down barriers between learners.

Behaviour 2: Delivering learning that uses a number of senses, such as audio, video, and touch will suit the learning style of a wider range of learners and enrich the learning experience. A regular change in the type of activity will also ensure a higher degree of motivation.

Behaviour 3: I would check the rules and regulations of the organisation e.g. behaviour policy, equal opportunities, health & safety, special needs, etc. Checking these policies out before starting my sessions will better inform me on new information and legislation and better enable me to plan for the individual needs of my students e.g. someone who is dyslexic may need help (or extra time) with the written work. I could consult the Dyslexia support unit within the Institutional remit for advising me and the learners on ways of dealing with the situation.

4.2 It is important to give feedback to learners. Explain two ways in which you would do this

First way Verbal feedback: I use open questions to the class for eliciting opinions on a subject. I use directed questions at different levels, lower level questions to individuals to encourage participation and sometimes question the learners more prone to disruption to keep their attention focussed on the subject. This assessment checks on how the student communicates verbally. This can be used to develop a student??™s talking skills and for the teacher to check the learner??™s understanding. I believe that verbal questioning provides instant feedback. I provide formative feedback to learners in response to their answers and confirm their understanding of the subject area. Example: This covers daily or regular feedback to learners about success and progress in daily work. References: Geoff Petty 2009, page 493. The ???Find Faults and Fix??? theory – assessment can be used as a diagnostic tool to indentify areas for improvement: ???The assumption is that learning quality and quantity depend on time and effort spent on improvement, and that the role of assessment is to diagnose deficiencies so that time and effort can be focussed on improvement.???

Second way Written feedback: Given upon considering appropriate assessment strategies, and reflecting on previous assessment and evidence to evaluate effectiveness of teaching. This could be based on student??™s essay/report writing, or written presentation ??“ how the student communicates through a written format. This type of feedback consumes some time. And so I prefer to do this on weekly or periodic basis ??“ by assess a set of assignments e.g. teachers worksheets, meeting of short-term targets/work, etc. I tend to give written feedback to learners at the end of the session/course by applying a formal way such as examination or essay writing. Meanwhile, it is my responsibility to keep records of learner??™s performance. On one side, I can recognise learners??™ progress or their needs of support through the records, assisting learners to move forward to their objectives; on the other side, in terms of the educational organisation, the records of learners??™ learning process and results provide the evidence of operation as well as documents for external inspection such as awarding bodies. Written feedback identifies success and progress and areas of difficulty for the learners and leaves out an evidence for term/yearly assessment. PTLLS 4.1, 4.3


Candidate Name


Centre Name


Session name



SEPTEMBER 30, 2010


Reflect on the teaching/training session you delivered

Did the session: Comply with health and safety requirements

Yes/No What happened Yes The Health and Safety at Work Act 1974 imposes obligations throughout the workplace on the organisation I work for. I am required to take responsibility for the health & safety of myself and others (particularly the learners in my care). While classroom teaching is intrinsically less hazardous than training learners in the use of equipments in the laboratory. As a part of my CPD, I have successfully passed the IOSH Managing Safely course, and I comply with the requirement for proper risk assessment from the Act. I, as a teacher, always comply with the H&S at Work Act and advise my learners not to be negligent about the Act.

As a result of this, all felt safe, comfortable and inclusive within the learning environment. Take account of learner needs Yes I am trained and qualified teacher to an appropriate level that covers primary legislation i.e. Acts of Parliament. I comply with the Equality Act (2006), the ???Every Child Matters??™ Act (2004), the Disability (2005 Discrimination revised, the Act (DDA) of Special Sex

Educational Needs and Disability Act 2001 SENDA), Discrimination Act (1975) and the Race Relations Act (1976), etc. and ensure that everyone has a fair chance to participate in society and thus my learners are given the necessary adaptations to allow them to participate fully in their learning. Reference: Ann Gravells (2008) – Preparing to Teach in the Lifelong Learning Sector Ann Gravells 2008, page 19 UK

summarises legislations



dealing with equality,

diversity and inclusivity. Mary Francis and Jim Gould (2009) ??“ Achieving your PTLLS Award



teaching for

and the


Every student has different prior knowledge, and different personalised needs. I delivered an effective lesson plan that met the needs of individual learner.



specialist area and target group











learning resources

several teacher related roles I will undertake in teaching such as the management of learning resources and maintenance of the learning environment for effective learning to take place. It is my responsibility to demonstrate that the needs of individual learners have been taken into consideration within the context of personalised learning. As an outcome, I delivered an effective lesson plan that met the needs of individual learners and also contributed to the development of my subject area of the curriculum.











learning approaches

individual needs of learners, and the need of the group as a whole, and delivered session approach. democratic an within effective the teaching of context


Include feedback to learners


I used different assessment methods to provide learners with feedback within a reasonable period of time.

Engage and motivate learners


I provided students with an exercise to carry out ??“ I checked on how the students follow instructions, or protocols. This helped me engage students in the activity and enable them to learn by-doing i.e. from their own personal experience. Thus, I gave learners every opportunity to participate and offered constructive feedback to each and every of them. I always encourage the learners I to

improve and practice their skills outside classroom. offer students further advice, checking results and improvements.

I take care of learner??™s preference and use many different ways to support students with numeracy and IT skills. Include appropriate Yes I highlighted the importance of

communication with learners

ground rules that established the common rules of communication and engagement among all in the classroom. E.g. behavioural ground rules ??“ where people must talk one at a time, and listen carefully to their peer??™s statement; help to create and sustain safe spaces for communication and foster a sense of security among participants; treating

each other with dignity and respect. I advised learners to raise their hand if they wish to pose a question in learning environment. Embed skills elements of functional Yes I naturally embed elements of

functional skills, mainly language and literacy, into my teaching session. The basic exercise and verbal

questioning within my lesson have many elements of functional skills embedded within them that are used, taught and learnt many times without the learner realising. E.g., mathematics is used when students write the Lewis dot notation or count electrons required to achieve Octet/stable electronic configuration during their learning session of the concept of chemical bonding Reference: According to the Qualification and Curriculum English, Development information Agency, and ???functional skills are practical skills in communication technology (ICT) and mathematics that allow individuals to work confidently, effectively and independently in life??™.

Meet learner needs







learners are individual. During my teaching session, I ensured that I had appropriate resource materials available for my students. I made sure learners with individual learning needs got catered appropriately. I minimised any effect the noise and behavioural disruptions may have on my teaching session. Enable learning to take place Yes I facilitated a suitable learning

environment and thus enabled my learners to learn effectively. I offered support to my learners. It was important for me that my learners felt safe and comfortable in a positive learning environment.

Reflection on what I have learned and what I need to improve I facilitated a safe and suitable learning environment to enable my students learn effectively. I offered inclusive support to my learners. I evaluated my teaching session by asking a lesson observer and the learners to comment on it or fill-in a questionnaire about it. These methods helped me with regards to my own self evaluation as it allowed me to improve future sessions or programmes that I deliver. I also reviewed to see if teaching targets set had been achieved and if not identified what barriers had prevented the learner from achieving. I gave students the opportunity to voice how they thought the course or session had gone, what worked well and what they would have liked to change. I evaluated the session to be sure that the outcomes were met and that the learners needs were met. It gave me a good insight in how to improve the session in the future. I believe that my work providing lifelong learning is in itself a learning process. I find

within openness to learning. Indeed, it allows me to up-skill and increases my professionalism as a teacher. As it is the start of my planned career in teaching within the lifelong learning sector, I will need to have experience and take this further by complying with the Continuing Prog of Development policies to keep my professional practice and knowledge up-to-date. PTLLS 4.2-4.5


Candidate Name Session name

Centre Name Date


Reflect on any further teaching/training session you delivered (if applicable) Did the session: Comply with health and Yes/No What happened

safety requirements Take account of learner

needs Use the appropriate specialist teaching and

and learning approaches for area target group Use appropriate teaching

and learning resources Use effective teaching and learning approaches Include learners Engage learners Include communication learners Embed elements of appropriate with and motivate feedback to

functional skills

Meet learner needs

Enable place




Reflection on what I have learned and what I need to improve

PTLLS 4.2 – 4.5

ASSIGNMENT 4 contd (to be completed only if you have undertaken less that one hour??™s teaching practice)

Candidate Name


Centre Name



You can learn from observing others teach, and also identify ways of improving your own teaching. From teaching sessions that you have observed consider how you can develop your own practice.

Date of session

SEPTEMBER 30, 2010

Duration Duration Duration

20 min 15 min 17 min

Date of Session SEPTEMBER 30, 2010 Date of session SEPTEMBER 30, 2010

Three things I have learned from observing others teach [1]. I learned to enjoy observing others and listen to their views before offering my own. I have practised my listening skills from observing others. [2]. I learned the importance of a differentiated curriculum. Where students are noticed to be having difficulty, the teacher should initially observe in the classroom and if necessary follow up with more detailed or diagnostic assessment, to try and identify specific problems and recommend strategies, methods, resources to help. [3]. I learned that it is very important that a teacher must observe though out to ensure that students are not struggling. They must give direction and feed back to help students find their creative ability. I learned to reflect on myself and my teaching (work) from observing others teach.

Three ways in which I could improve my future teaching I could improve my future teaching by identifying relevant approaches to teaching and learning. 1. It is very important that I understand my own learning style as this will determine my natural teaching style. In order to meet the requirements of all potential learners I employ three main types of learning styles: visual, auditory and kinaesthetic. I prefer to use this one within my own teaching practice. One reason for this is that I feel the three learning styles are applicable to my learners, and although the categories seem quite narrow, as they only allow for three types of learners, there is also the scope within each to deal with the differentiation of abilities between learners. Learners have been identified as having different ways of learning: visual, aural (auditory), kinaesthetic and read-write. To make a session inclusive, I must consider all of these styles in the teaching planning so that whatever the learning style of each learner some of the materials present is specifically tailored to their needs. I will always have my lesson plan as a guide and follow psychomotor, cognitive and affective learning. 2. It is important to explore, understand and implement various teaching styles in order to include every learner I am responsible for developing. I can get each learner to complete a learning style assessment to identify what kind of group and individuals I will have. This will make my course content and delivery more effective. Below is a list of approaches for some learning styles: Visual ??? Video ??? Presentations ??? Flipcharts ??? Case study ??? Scaffolding

Audio ??? CDs/MP3s Kinaesthetic ??? Role-play ??? Building/Making ??? Practical workshops ??? Games ??? Drawing ??? Lecture/Instructional ??? Group discussion

Having already identified the learning of styles of my learners it should be relatively straightforward to plan my training session. I always try to incorporate different methods to meet the need of each learning style. What qualities and skills do I need to change or develop [1]. I need to continue to build upon my knowledge and experience of learners. [2]. Understand the importance of using different theories ideas to the classroom environment [3]. Understand the importance of team work How will I achieve these [1]. I will continue to relate theory to practice in my teaching sessions [2]. Incorporate creativity and variation within my lesson planning [3]. Utilise group work and mix different learner abilities When will I achieve them Ongoing process

PTLLS 4.2-4.5