Pttls Question 1
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PTTLS Theory Assignment
Q1. Level 4
Identify Needs
At the start of the learning cycle the tutor’s role is to make an assessment of the learner’s ability to tackle the subject matter and to assimilate the information that will be passed to them over the course of the sessions. The responsibility at this point is to accurately identify the physical or perceptual needs of each learner for education that can facilitate this process. Best practice at this stage may be to conduct a review of learning styles and identify additional learning need, such as dyslexia. A basic skills audit tool, such as Fleming's VARK model (Leite 2009).
Boundaries may be met, for example, through learner’s inability to concentrate as a result of substance abuse. Here the tutor must asses their ability to undertake the course but also be aware of support from referral agencies. Furthermore the tutor must asses if they can continue to provide such support and provide training concurrently, or if this learner should be deferred to a later course. Furthermore if could be deemed as unprofessional or bias to offer additional support beyond further tuition as this is a system open to abuse by the learner.
On reflection this is a highly important phase of the course and lays the foundation for learning, without it students may not achieve to their potential. As a tutor there are also lessons to be learnt around learning styles that can be assimilated into the scheme of work and lesson plans to better suit particular learners or groups and therefore time and effort should be invested here.
Planning
At the planning stage the tutors role is to develop the learning needs into a programme of delivery. Theoretically this should be a flexible stage that is tailored to the students. However a common barrier related to this may be a set scheme of work; this may be developed and issued by the institution. Here the tutor must make a conscientious and diligent effort to develop these areas...
Q1. Level 4
Identify Needs
At the start of the learning cycle the tutor’s role is to make an assessment of the learner’s ability to tackle the subject matter and to assimilate the information that will be passed to them over the course of the sessions. The responsibility at this point is to accurately identify the physical or perceptual needs of each learner for education that can facilitate this process. Best practice at this stage may be to conduct a review of learning styles and identify additional learning need, such as dyslexia. A basic skills audit tool, such as Fleming's VARK model (Leite 2009).
Boundaries may be met, for example, through learner’s inability to concentrate as a result of substance abuse. Here the tutor must asses their ability to undertake the course but also be aware of support from referral agencies. Furthermore the tutor must asses if they can continue to provide such support and provide training concurrently, or if this learner should be deferred to a later course. Furthermore if could be deemed as unprofessional or bias to offer additional support beyond further tuition as this is a system open to abuse by the learner.
On reflection this is a highly important phase of the course and lays the foundation for learning, without it students may not achieve to their potential. As a tutor there are also lessons to be learnt around learning styles that can be assimilated into the scheme of work and lesson plans to better suit particular learners or groups and therefore time and effort should be invested here.
Planning
At the planning stage the tutors role is to develop the learning needs into a programme of delivery. Theoretically this should be a flexible stage that is tailored to the students. However a common barrier related to this may be a set scheme of work; this may be developed and issued by the institution. Here the tutor must make a conscientious and diligent effort to develop these areas...