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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