Introduction. As teachers there are lots of skills that we require to support individuals and groups in learning, these are known as Literacy Language Numeracy and ICT (LLN/ICT) (Assessing Learning in the Lifelong Sector Jonathan Tummons).
We use these skills in everyday life; this creates confidence, effectiveness and independence. These elements of basic learning and social development are known as the minimum core (lifelong learning sector.” City and Guilds (2008) Approach taken to research.
In the subjects that I teach, you must have sound knowledge of both the subject content and learning styles in order to deliver the lesson well. This can be obtained through researching text books and through working experiences of your own and colleagues. As a teacher and trainer, I am unable to use a conventional research library as the materials available for my work environment are limited. Information that I may require has included some text books which fully meet the criteria of the LLUK standards. Other sources of information came from the internet, however care has to be taken to make sure the information is valid, current and up to correct standards. I have researched and explored six areas and their specific points. The information I have found has helped me confirm that my teaching ethics are correct; also ensuring the minimum core is incorporated into my sessions.
The Research paper on Learning New Research Concepts or Techniques by Writing and Other Research Activities
The way to go about determining if certain resources are adequate for college assignments would be through an evaluation process. In chapter five of the course material, it provides the six tests of evidence that helps to conclude if discovered information can be utilized for a paper. The first test is regarding credibility. If a source is credible it should be information based on fact rather ...
This will assist in my professional role as a teacher; I have also taken new elements from my research to develop and adapt my role, which in turn has improved my skills as a teacher. Analyse the LLN and ICT needs of your Learners, as indicated in an initial assessment and Individual Learning Programmes (ILP’s).
The initial assessment is a good starting point for analysing a student’s functional skills and a general approach needs to be taken, if a student thinks they cannot pass a maths exam it does not mean they are numerically incompetent (Gravells, A & Simpson, S (2009).
This will help you identify the students’ needs and then using the information gathered will help you as the lesson plan Lead Teacher">teacher plan an individual’s learning programme.
This will then give the teacher a chance to incorporate specific elements of functional skills within the individuals ILP. This is the first important phase of the teaching and training cycle. Analyse the opportunities/needs for LLN and ICT skills within the planned area of learning. (Learning and Skills Improvement Service 2009:3) states; “The Government has placed Functional skills at the core of education and training.” The students that I teach have a requirement to be competent at all functional skills as part of their job, for example they are required to communicate with others and prepare written lesson plans. They are required to calculate all results and access the data through a computer as well as communicating vie an email. Therefore these aspects must be integrated into the courses to ensure the students are confident. The aim is to ensure that at the end of course they are not only technically competent but also they have required key skills in each element delivered.
Explain how your scheme of work and session plans should meet the identified LLN and ICT needs of the learners. When delivering to the students I always take planning for learning very seriously. If my planning and preparation for my scheme of works and session plans do not meet the student’s needs, then I am in danger of damaging/ limiting the learning process for the individuals or group. It is of the upmost importance that the LLN and ICT skills are implanted/fully integrated within my session plans.
The Coursework on Cross-Cultural Knowledge, Business Practices, and Student Learning Via Study Abroad
Global Business Languages Volume 13 Bridging Language and Business Article 4 12-1-2008 Cross-Cultural Knowledge, Business Practices, and Student Learning via Study Abroad Chad M. Gasta Iowa State University Recommended Citation Gasta, Chad M. (2008) "Cross-Cultural Knowledge, Business Practices, and Student Learning via Study Abroad," Global Business Languages: Vol. 13, Article 4. Available at: ...
Preparing and including an amount of flexibility within my work promotes inclusivity, whilst meeting the individual LLN and ICT needs of my students or class. Reflect on your personal development LLN and ICT needs required to deliver planned aspects of the curriculum. “LLUK document Evidencing Personal Skills in Literacy and Numeracy Sept 2008” As a teacher, I am very aware of my own personal development. In order to teach fundamental skills effectively, my functional skills must be of a high standard. If I am unable to demonstrate these skills I would lose confidence in my delivery, hence fundamentally impacting on my ability to develop the personal skills required for my students. For example the literacy aspect is not only directly taught, but the students will also pick up indirectly from my own communication skills both orally and in written format.
Hence it is important that simple measure such as accurate spelling, style, grammar and language in any materials and resources presented is of a professional standard. Supporting my professional development is recognised and opportunities are always taken to improve my skills. This will ensure all aspects of the syllabus are met and delivered correctly. Evaluate the effectiveness of your LLN and ICT delivery within the planned learning. One of many key points when teaching fundamental skills as part of any course is to teach the subject without the student being aware of it (Gravells, A & Simpson, S (2009) Planning and Enabling Learning in the Lifelong Learning Sector, Exeter, Learning Matters Ltd.) I have worked with many students who frequently tell me that they have never had to write a lesson plan before or use a computer and are really nervous of doing so.
However if you adapt and make the lesson relate to the job in which they are employed, they become familiar with the fundamental skills required without the fear of learning. There will be a number of students that will not adapt to this strategy and if this is the case, I would have recognised this at the initial assessment. They will require additional help Including LLN and ICT skills in your lessons with learners (30 hours –Scheme of works and Session plans), Within my 30 hour session plans I have combined all aspects of the LLN and ICT throughout the course. I have also ensured that these aspects are assessed throughout the course, in order to check both teaching of the subjects being delivered is effective and to identify any student who may require additional support (Gravells, A & Simpson, S (2009) Equality and Diversity in the Lifelong Sector).
Student Success Plan. Ccollege prep essay
This personalized Student Success Plan will help you reflect on past positive accomplishments you have made as a student and obstacles you have faced and overcome in previous terms. Once you identify your current status, you will analyze what you want to accomplish and how you will get there. You will also see that you are not alone on your educational journey. Your instructor is committed to ...
This will enable me to adapt my teaching style if needed so that a student or students can have a better understanding of what is being delivered.
Communication is paramount between myself and the students. This involves both speaking and listening to the student. This minimum core skill of language can confirm information has bdelivered correctly. All of the minimum core aspects are explained in my scheme of works as well as how the assessment strategy will work.
