Friday, June 26, 2015

Training to Teach in the Learning and Skills Sector From Threshold Award to QTLS



Training to Teach in the Learning and Skills Sector From Threshold Award to QTLS
Buku diterbitkan Tahun  2007  oleh  Pearson Education Limited London adalah buku Edisi Pertama.



Judul:   Training to Teach in the Learning and Skills Sector From Threshold Award to QTLS
Pengarang: Liz Keeley -Browne
Penerbit:  Pearson Education Limited. London
Tahun:  2007
Jumlah Halaman: 245  hal.


Author:
Liz Keeley -Browne


Lingkup Pembahasan:
Buku ini ditulis untuk mendukung dosen yang ada dan mereka yang berniat untuk bergabung dengan pembelajaran dan keterampilan lingkungan baru berbingkai yang mulai  memperhatikan mengajar, pembelajaran dan penilaian dengan fokus yang jelas pada membantu peserta didik untuk mencapai potensi mereka secara maksimal. Referensi dibuat seluruh buku untuk agenda personalisasi, sebuah elemen kunci dari reformasi pemerintah. Fokus utama diberikan kepada konsep peserta didik yang aman. Mereka yang bekerja di sektor ini membutuhkan dukungan dalam menyikapi agenda reformasi.  Buku ini ditulis untuk memberikan dukungan itu.
Setiap bab berisi kegiatan yang berhubungan dengan tindakan yang sangat pribadi pengajaran /
les / pelatihan, memberikan peserta kesempatan untuk menghasilkan bukti pengembangan keterampilan mereka. Tugas telah dirancang untuk membimbing guru / tutor / pelatih melalui pengalaman mereka akan bertemu dalam peran mereka. Tujuannya adalah untuk memberikan saran dan dukungan, serta toolkit kegiatan singkat, untuk memberikan pelajaran fokus dan memberikan jalur untuk terlibat pelajar enggan atau kurang percaya diri. Sepanjang teks menyajikan  kegiatan dalam bentuk tugas untuk fokus pemikiran Anda. Selain itu, sejumlah portofolio tugas yang ditetapkan untuk mendukung mereka yang ingin mempersiapkan akreditasi sebagai praktisi yang berkualitas dan bekerja menuju baik tingkat 3 penghargaan (PTLLS) atau lisensi untuk praktek di sektor pembelajaran dan keterampilan. Hal ini dimaksudkan bahwa tugas, setelah selesai, harus merupakan bagian dari bukti Anda terhadap dipilih akreditasi rute terkemuka Anda akhirnya status guru yang berkualifikasi (QTS) di sektor ini (QTL). Tugas dimaksudkan dan dirancang untuk melakukan lebih dari menunjukkan bukti. Mereka dimaksudkan untuk membuat dokumen aktivitas merekam dan mendorong refleksi, pemikiran dan perdebatan filosofis, ke dasar tindakan pengajaran dan pelatihan sebagai kegiatan rasional dan berprinsip. Tugas portofolio telah dirancang untuk bertindak dalam peran tambahan, yaitu sebagai sugestif bukti bahwa mungkin disediakan oleh mereka yang ingin menggunakan Accreditation of Prior Learning (APL) rute ke Status QTL. Tugas dan tugas portofolio melibatkan aktivitas praktis daripada penelitian dan penulisan esai. Ini adalah disengaja dan telah dilakukan untuk mengatasi Kritik yang dilakukan oleh Ofsted (Ofsted, 2005) bahwa pelatihan berfokus terlalu banyak pada metodologi resmi penilaian mengakibatkan tingkat tinggi overassessment.

Daftar Isi:
List of figures and tables xi
List of examples xiii
Web resources xiv
Preface xv
Acknowledgements xviii
The new qualifications xix
How to use this book xx
List of abbreviations xxii
1  The context for change: new professional standards for teachers in the learning and skills 
    sector 1
    The context for change 1
    New professional standards 2
    The learning and skills sector 4
    The new technologies for teaching 6
    Preparing for the training period 9
    Key tips to take from this chapter 13
    Assessment grid mapped to the standards 13
2  Professional values: a focus on entitlement, equality and inclusiveness 14
    Training to teach or training to teach your subject 14
    Professional values, skills and competences 16
    Standards expected of lecturers and trainers 18
    The learners 19
    Personalisation 22
    Key tips to take from this chapter 22
    Assessment grid mapped to the standards 23
3  Professional practice: creating effective and stimulating opportunities for learning 24
    Achieving clarity for yourself and your learners 25
    Applying the theory 25
    Making objectives more explicit 26
    Achieving your objectives 30
    Domains of learning 31
    Differentiated learning objectives 32
    Teaching techniques and supporting resources 33
    Lesson structure and sequencing 35
    Schemes of work and course aims 40
    Key tips to take from this chapter 44
    Assessment grid mapped to the standards 44
4  Professional skills: planning learning programmes to meet the needs and expectations
    of learners 45

    How can I ensure I am effective as a teacher? 45
    Surviving on your own 46
    Answering the how questions 47
    Working with a mentor/subject learning coach 49
    Subject learning coaches 50
    Practising your observational skills 50
    Reflective practice 52
    Further evaluation 54
    Using ICLT in learning and teaching 57
    Key tips to take from this chapter 59
    Assessment grid mapped to the standards 59
5  Theory and practice: secure knowledge and understanding of what it means to teach 61
    Why theory? 61
    Meta-cognition 63
    Learning styles 64
    Information processing theory 70
    Constructivist theories 71
    Situated learning 73
    Peer-assisted learning 74
    Engagement theory 74
    Key tips to take from this chapter 75
    Assessment grid mapped to the standards 76
6  The new technologies for teaching: using ILT as an enhancement to learning 77
    ICT competence 77
    Clarifying the terminology 78
    Additional skill development 79
    Supporting the achievement of key skills 82
    Resources to support teaching and learning 82
    Using electronic methods to meet learners’ needs 92
    Plagiarism 93
    Key tips to take from this chapter 94
    Assessment grid mapped to the standards 94
7  The curriculum contextualised: secure knowledge and understanding of the subject and 
    curriculum 96
    What do we mean by the term ‘curriculum’? 96
    Some recent history 97
    Curriculum policy 97
    Curriculum philosophy 100
    Curriculum practice 103
    Summary 112
    Key tips to take from this chapter 113
    Assessment grid mapped to the standards 114
8  Skills for the twenty-first century: using the learner’s experience as a foundation for their 
    learning 115
    National strategy and its impact on the curriculum 115
    Requirements for staff 116
    The key skills qualification 118
    The six key skills 120
    The personalisation agenda 126
    Key tips to take from this chapter 133
    Assessment grid mapped to the standards 134
9  Assessment: using feedback as a tool for learning and progression 135
    The function of assessment 135
    What is assessment? 137
    Designing assessment tasks 140
    Different types of assessment 143
    Understanding assessment criteria 149
    Using feedback to help learners improve 152
    Assessing learning 153
    Record keeping 153
    Key tips to take from this chapter 154
    Assessment grid mapped to the standards 155
10  Helping learners to achieve their full potential: providing effective support to learners 156
    Information, advice and guidance 156
    Induction 158
    Tutorial schemes 159
    Initial assessment 161
    Use of individual learning plans 162
    Planning to meet individual needs 164
    Specific identified disabilities 166
    Using evaluation to inform practice 175
    Setting targets 175
    Retention and achievement strategies 176
    Diversity issues 177
    Key tips to take from this chapter 179
    Assessment grid mapped to the standards 180
11 Enhancing learner behaviour: establishing and maintaining an effective learning 
    environment 182
    Enhancing, not managing 183
    Classroom climate 183
    Creating a positive climate 185
    Rights and responsibilities 186
    Classroom misbehaviour 188
    Key tips to take from this chapter 191
    Assessment grid mapped to the standards 191
12  Continuing professional development: developing by participating in formal and 
     informal professional activities 193
    Your skills and development pathway 193
    Recording your development activities 195
    Training routes 197
    Developing a professional and career profile 200
    Key tips to take from this chapter 202
    Assessment grid mapped to the standards 202
    Example answers to selected tasks 203

Glossary 207
References 213
Index 216


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