Page 2 PTTLS Assignment 2
Role and Responsibilities
Aminder K Nijjar
the course, wh
ich will help me better meet learners’ needs. If appropriate, I may also
administer a literacy and numeracy assessment and use the results to gain an
insight to the learners’ competencies and needs.
In the first stage of the cycle in
which learners’ needs
would be identified, I would need to ensure that I do notinfluence the learners in any way so as to bias the outcomes. By setting an activity, Iwould then step back and allow them to be honest in identifying their needs.The second stage of planning and designing would involve me considering thelength of the course and of each lesson; the syllabus and assessments; theresources available during class (for example a teaching room with computers for each student and a screen at the front of the class) and that students can accessaway from the class (for example the internet); the outcomes from the first stage(identifying needs); the requirements of the awarding body for the course; a lessonplan for each session; and I would practise the delivery. It would be worthwhile for me to spend some time especially on considering the results of the preferredlearning styles questionnaires, and as much as possible integrating a range of teaching methods to suit the four distinct learning preferences as defined by Honeyand Mumford (2000), as Activist, Theorist, Pragmatist and Reflector. In this planningand designing stage of the cycle, I would maintain my boundaries by allocating tasksand responsibilities to my learners and myself appropriately, taking into account their needs identified within the first stage.The third stage would involve me actually delivering what I had developed in thesecond stage. Although I would have planned the sessions, it would be important for me to remain flexible and not assume that I now know and can predict everything.Parts of sessions may need to be adapted due to unforeseen circumstances such asextreme weather, a learner being ill or equipment not working. In this delivery stage,I would need to also maintain boundaries, for example during a group-based activity;I would adopt a facilitative approach, as opposed to directing learners.In the fourth stage, even when there is no formal assessment as part of the course, Iwould integrate assessment into the course as advocated by Laurillard (2010) as it
“...functions as a bridge between teaching and learning” (p.7). I would take ongoing
responsibility of behaviour management within the session and ensure an open
Task Notes: A learning journal proforma (Appendix 5) is included in the Forms section.
This task is assessed by a series of reflective learning journals; one to be completed after each Theory task, a combined one after P1 and 2 and a collective one after P3, 4 and 5 (9 in total).
Go to this website and look for the link to learning journals:
In his article, Geoff Petty writes about learning journals after taught sessions but he makes some good points about reflective practice.
You need to reflect and write about your development following completion of each theory task and from the combined practical tasks as detailed above.
The form is in 3 sections –(the comments below are for guidance only and should not be used for your journal).
Section 1. The main points I have learnt from this assessment are:
In this section you need to summarise what you have learnt under topic headings. For example under the heading ‘Ground Rules’ you might write that you have learnt;
- ground rules are necessary for underpinning behaviour and respect for others because……………
- ground rules are more effective when they are negotiated with learners because ………….
- ground rules should be introduced to learners during the first session because………
- some ground rules are necessary and must be enforced because …………..
Section 2: How I could develop my practical skills as a result of this assessment:
In this section you are required to reflect on what you have identified in 1) and consider ways that you could develop your teaching skills (skills develop when you are able to apply theoretical knowledge to practice). Using the example above, your reflection could start with:
To develop my teaching skills I need to;
- remember to plan for a ‘negotiation of ground rules’ activity at the start of my courses to make sure………………………
- try different ways of negotiating ground rules with my learners so that …………….
- ask my learners how they would prefer to negotiate and agree ground rules which will ensure………………
- adapt my practice to ………………..
- promote effective classroom management skills by using different strategies to remind learners when they are breaking the ground rules because ……………..
Section 3: How I could develop my knowledge and understanding as a result of this assessment:
In this section you are reflecting on how you can develop knowledge and understanding – this is where you link practice to theory and learn why you do something. Using the same example you might start with:
To develop my knowledge and understanding as a result of this assessment, I need to;
- continue to read and research current ideas and views about ground rules to ensure……………
- discuss different ways of negotiating ground rules with my colleagues and line manager in order to …………………….
- reflect on the effectiveness of my ground rule strategies by …………….
Petty G (undated) learning journals download online at: http://www.geoffpetty.com/downloads.html.
Topics to research/review:
- Learning journals/diaries/logs.
- Reflective practice.