diploma in education and training

Unit: 2: Teaching, Learning and Assessment in Education and Training

LO1 Understand roles, responsibilities and relationships in education and training

Can you think of some

traditional definitions of teacher

roles?

New roles of a teacher

F_ _ I _ _ _ _ T _ _

R _ _E MO_ _ _

A_ _E S_ _ R

_ L_ _ N E _

R E _ _ _ R _ E D_ V _ L O _E _

_N_ _ O R _ A _ I _N P_O_I D_ _

Roles and Responsibilities of a

Teacher

As an Information Provider

Lecturer

Exposition

Traditional

Information, Knowledge and understanding-passed on

Roles and Responsibilities of a

Teacher

As a Facilitator

Learning Facilitator : New role of a teacher-student focused

Mentor: reviewing the students’ performance in a subject or an exams, off-line (not responsible for teaching or assessment)

Roles and responsibilities of a

teacher

As a Role Model:

Influence of a teacher- on the subject and yourself.

Motivation or Demotivation

“I want to become like my teacher”- isn’t it what we all want to hear one day?

Roles and Responsibilities of a Teacher

The Assessor

1. Student Assessor

Expert teacher, expert assessor or both?

2. Curriculum Assessor

Integral part of the educational process:

-Monitoring and evaluating the effectiveness of the teaching of courses and curricula

Integral part of the professional role of teachers:

-recognising teachers' own responsibility for monitoring their own performance.

Continuous Assessment

Roles and Responsibilities of a Teacher

The Resource Developer

Why?

Aid learning and teaching

Make learning process motivating

Guide the learning process

In other words, help in the teacher’s other..........

Examples.........

Roles and Responsibilities of a

Teacher

As a Planner

1.Curriculum Planner

2.Course Planner

3.Lesson Planner

Roles and Responsibilities of a

Teacher

Roles and Responsibilities of a

Teacher: Boundaries

Can you think of five limits of a teacher’s role?

- Boundaries as a teacher have to do with ethics 1) a commitment to difference, or to the "relational

other," as defined by Lévinas (1981);

2) a respect for persons as defined by Kant (1956); 3) a commitment to reciprocity as defined by Buber

(1970); and

4) a sense of care as defined by Noddings (1986). Please see

http://umanitoba.ca/publications/cjeap/pdf_files/piquemal.pdf

DON’T touch a student unless you are

confident the touch will be well received. (The exception, of course, is when a student is disruptive.)

DON’T put yourself in any situation that creates even the impression of impropriety. In particular, never give a student a ride home or invite a student to your home without the express permission of the student’s parents and the presence of another adult.

DON’T become a student’s counselor unless

that is your job.

DON’T single out one student for unusual rewards or punishments without consultation with the student’s parents or your supervisor.

DON’T give a written or verbal statement to anyone--the police, a social worker, an administrator, a friend, or even your union representative--involving a situation where you are accused of doing something wrong until you have consulted a person who is knowledgeable about your rights.

DON’T try to be your own legal counsel.

DON’T submit a resignation under pressure, regardless of how tempting it might seem at the time.

Two groups

Each group has 15 minutes to ‘defend their case’ and ‘attack the other party’s!’

Make full use of the resources available to you: internet…..!

Roles and Responsibilities of a

Teacher DEBATE TIME!

Preparation 10 minutes

Debate 10 minutes

Dividing the class into two groups:

GROUP A GROUP B

I want to remain a traditional teacher and my reasons for this are......

I want to be implement a new role as a teacher which is...... and the reasons for this are......

Who do you want to be?

Importance of Standard Guidelines

Group activity:

Each group to prepare one rule to be abided by as a teacher (rules should not be the same) for a given situation

ETF Standards

What are they? http://www.et-foundation.co.uk/wp-

content/uploads/2014/05/ETF-Prof-Standards-Guidance-v2-2.pdf

Group Work

Describe the ETF standards.

Explain their importance – please link the different aspects of the code to legislations.

Evaluate its effects on your teaching (how will it affect you as a teacher?).

Comparison with other countries

Class activity: Find similarities and differences between these standards and those in other countries

Confidentiality and disclosure Equality and diversity Disciplinary procedures from employer/college/work

placement Student Charter from colleges Drug Users Charter (Standing Conference on Drug Abuse

1997) UN Convention on the Rights of the Child Children Act 2004 and Every Child Matters* Data Protection Act 1984 and amendments Race Relations Act 1976 Race Relations Amendment act 2002* Sex Discrimination Act 1975 Disabled Discrimination Act (DDA) 1995 DDA (1995) Part 4 Code of Practice Post 16 Disability Rights Commission Act 1999 Special Educational Needs and Disability Act (SENDA) 2001*

Link with Legislations

Group Work: Each group to list legislations that are linked to the standards assigned to the other group

Discuss with the person sitting next to you.

What is point of referral? ( 5mins)

Give examples.

Referring own learners to the other services available when needed.

We’re talking about probable organisation/resources such as these:

Student services / welfare / financial aid / student support

Careers services / advice and guidance

Learning mentors / teaching assistants

Learning difficulties and disabilities assessment and support

International office for overseas learners

Chaplaincy or medical services including sexual and mental health

And outside of a specific education organisation there are…

Local councils for housing issues, elected representatives etc

Jobcentre for benefit entitlement and issues etc

UK Border Agency / Visa Services / Home Office for nationality and immigration issues

Citizens Advice for any and all of the above

Identify how you would refer your own learners to the other services available when needed, using the appropriate guidelines

Consider the effectiveness.

Whole class discussion

Name other professionals you work with?

How do they compliment or duplicate responsibilities they have in meeting learners’ needs?

In groups of four prepare classroom rules to promote appropriate behaviour. (5mins)

Present your rules to the class (10mins)

How will these approaches and other classroom management techniques promote appropriate behaviour and respect within the classroom?

Think about learners’ physical and emotional safety whilst undertaking learning in the various environments.

Revisit legislation such as Health and Safety, Child Protection and Equality and Diversity.

Demonstration

How to promote appropriate behaviour in the classroom.

Good and bad classroom management

http://www.youtube.com/watch?v=B4b8GQ-2YfU

What is Initial Assessment?

What is Diagnostic Assessment?

Initial assessment involves finding out the learner’s level to help them choose an appropriate programme.

Diagnostic assessment is about identifying a learner’s specific needs.

Usually initial assessment and diagnostic assessment are separate processes.

Initial and diagnostic assessment: Help you and the learner to negotiate and agree an

individual learning plan Begin the process of building a relationship Are early steps in a continuing process of assessment for

learning Are not one-off events – they are part of an ongoing

process.

Involves learners – doing it ‘with them’ not ‘to them’

Supports learners’ self-esteem and sense of self-worth

Recognises strengths and achievements, not just areas for development

Links to learners’ own experiences

◦Documents

◦Self-assessment

◦Discussions

◦Assessment tools

◦Structured activities

◦Observation

How might discussion and observation contribute to your initial and diagnostic assessment system?

When might you use them?

◦The literacy assessment assesses aspects of reading, writing and listening skills

◦The numeracy assessment covers number, measuring shape and space, and handling data

◦Paper-based and electronic versions

In groups discuss the following:

◦ How might you use the initial assessment tools as part of your initial and diagnostic assessment process?

◦ Which learners might they be appropriate for? ◦ Would you use paper-based and/or computer

version? Why? ◦ What would you need to do to support ◦ learners using the assessment?

Variants are: Literacy Numeracy ESOL Dyslexia

Entry 1 to Level 2 Paper-based and IT versions

Discuss in groups:

How might you use the diagnostic assessment materials as part of your process of assessing learners’ needs?

Which learners might they be appropriate for?

How would you ensure that learners understand the diagnostic materials?

Targets for the ILP?

◦Would you use the paper-based and/or electronic version, and why? ◦What would you need to do to support learners using the assessment?

How would the materials help you?

Review the strengths and weaknesses of the assessment tools and methods you have discussed.

Research identifies that effective assessment feedback can raise achievement.

Thus feedback must be: Timely Positive Involve the learner Specific Focus on things that the learner can

change

In pairs, follow the points discussed and role play with your partner on how to give prompt, specific, corrective and timely feedback.