The first of the assignments is Theory 1 (T1). You will likely get set this on your first session and it will be due back quickly, probably at the next session. Check out the full list of Ptlls assignments if you need a different one.
Level 3 – Describe your role, responsibilities and boundaries as a teacher/trainer/tutor in terms of the teaching/training cycle. Recommended word count 300-500 words.
Level 4 – Review your role, responsibilities and boundaries as a teacher/trainer/tutor in terms of the teaching/training cycle. Recommended word count 500-700 words.
So, to kick off, some good basics on the staples of the course. It’s part of section 1, specifically about understanding your own role, responsibilities and boundaries of your role so includes T2 on legislation, T3 on equality and diversity and T6 on records – giving you a clue right there about this introductory essay.
Role, responsibilities and boundaries
The key here is roles as distinct from responsibilities and how boundaries fit in to that. Literally look at the dictionary definitions.
role: the function assumed or part played by a person or thing in a particular situation
responsibilities: a thing which one is required to do as part of a job, role, or legal obligation
boundaries: a limit of something abstract, especially a subject or sphere of activity
So responsibilities fit within roles and it shouldn’t be too hard to figure out what the boundaries are.
A few things to tick off for role would be
- Creating / facilitating opportunities for learning
- Plan lessons, find and prepare materials, do research, assess learners and yourself
- Keep records: lesson plans, attendance, assessment etc
And similarly on responsibilities you’re looking at
- Keeping yourself up to date in both teaching and your field
- Maintaining high standards in your work and conduct
- Complying with the rules of the organisation you are part of as well as legislation and codes of practice (this is the main focus of the next essay)
The boundaries part would be
- Maintaining professional relationships
- Taking care with communication methods (and increasingly social media use)
The teaching / training cycle
The “teaching/training cycle” is the stuff you should have covered about identifying needs, planning and designing, delivering and facilitating, assessing and finally evaluating before it all starts again. If you can expand a little on each of those you’ll show your grasp of the concepts (remembering you’ve only got 700 words max!)
There’s also Kolb and Fry and their model of concrete experience, reflective observation, abstract conceptualisation and active experimentation. That’s some good stuff to get your teeth in to. You need to show that you understand this doesn’t apply just to your learners but to yourself as well.
Level 3 and 4
The level difference is subtle but important. Describing is very different from reviewing. Again, dictionary definitions…
describe: give a detailed account in words of
review: survey or evaluate (a subject or past events)
If you’re aiming at the level 4 that means not necessarily getting more in depth but maintaining perspective and asking a bit more of the “why” rather than the “what”.
Okay! Hope that helped. Drop a comment if you have anything to add. The rest of the essays are on the Ptlls assignments page if you need a different one.
Hopwood Hall – PTLLS (Preparing to Teach in the Lifelong LearningSector)Assignment 1: Roles, responsibilities and relationships in lifelonglearning
(Learning outcomes and assessment criteria 1.1, 1.2, 1.3, 1.4, 2.1,2.2, 2.3, 3.1, 3.2)
Briefly outline the purpose of the assignment.
Part 1:Own roles and responsibilities (1.3, 1.4)
your own role and responsibilities if youare in a teaching/training role. If you are not in a teaching role, what are theresponsibilities and role of the teacher/trainer working in the lifelong learningsector?Refer to the ‘learning cycle’. How does a teacher use this cycle to meet theneeds of the learners? Give some examples from your classroom experienceas a teacher or learner.
the need for record keeping. Describe thenecessary records that the teacher must keep and state the purpose of theserecords.
Professional boundaries and points of referral (2.1, 2.2, 2.3)
What are the professional boundaries of the teaching role? Discuss occasionswhen the teacher might need to refer a student to another professional.
Describe (level 3)/ review
points of referral within an educational /vocational setting to which a teacher might direct a learner.
Part 2Legislation (1.1)
key aspects of the legislativerequirements and codes of professional practice relating to your own role andresponsibilities. Explain how this legislation might impact on you or yourlearners.
Part 3Equality and Diversity (1.2)
Define equality and diversity and explain why they are important in aneducational context. Briefly summarise the Equality Act 2010 and its impacton people working in education. (Who has responsibilities under thislegislation? What are their responsibilities? What different kinds of people areprotected?)
Revised February 2012