Achieving Your PTLLS Award : A Practical Guide to Successful Teaching in the Lifelong Learning Sector download MOBI, FB2
9781847879172 English 1847879179 'Information overload abounds in teacher training in the lifelong learning sector - this extremely accessible guide sets the new regulations into a meaningful context for teachers and trainers. In particular, the chapter on functional skills would be informative reading for all teachers, not just those embarking on their professional career.' Pip Kings, Institute of Education, University of London, UK This highly accessible book comprehensively covers the assessment requirements for the 'Preparing to Teach in the Lifelong Learning Sector' (PTLLS) award. All new lecturers in the sector must now gain their PTLLS qualification in their first year of teaching, and this book aims to help them achieve this. The book focuses on the five learning outcomes of the PTLLS Award: - Understand own role, responsibilities and boundaries of role in relation to teaching - Understand appropriate teaching and learning approaches in the specialist area - Demonstrate session planning skills - Understand how to deliver inclusive sessions which motivate learners - Understand the different assessment methods and the need for record keeping The authors provide a sound introduction for all lecturers, including those appointed on the basis of expertise and experience in their vocational area, who may be less familiar with academic study. The book includes reader activities, enabling readers to assess their knowledge as they progress through the book. This book is suitable for new entrants and unqualified teachers, and trainers in the lifelong learning sector who require the PTTLS qualification in order to gain their license to practice. It will also challenge those who already have lecturing, teaching or training experience, enhancing the skills they already have and providing stimulus for reflection., 'Information overload abounds teacher training in the lifelong learning sector - this extremely accessible guide sets the new regulations into a meaningful context for teachers and trainers. In particular, the chapter on functional skills would be informative reading for all teachers, not just those embarking on their professional career.'Pip Kings, Institute of Education, University of London, UKThis highly accessible book comprehensively covers the assessment requirements for the 'Preparing to Teach in the Lifelong Learning Sector' (PTLLS) award. All new lecturers in the sector must now gain their PTLLS qualification in their first year of teaching, and this book aims to help them achieve this.The book focuses on the five learning outcomes of the PTLLS Award:- Understand own role, responsibilities and boundaries of role in relation to teaching- Understand appropriate teaching and learning approaches in the specialist area- Demonstrate session planning skills- Understand how to deliver inclusive sessions which motivate learners- Understand the different assessment methods and the need for record keepingThe authors provide a sound introduction for all lecturers, including those appointed on the basis of expertise and experience in their vocational area, who may be less familiar with academic study. The book includes reader activities, cross referenced to the appropriate outcomes and new occupational standards. This interactive feature enables readers to assess their knowledge as they progress through the book.This book is suitable for new entrants and unqualified teachers, and trainers in the lifelong learning sector who require the PTTLS qualification in order to gain their license to practice. It will also challenge those who already have lecturing, teaching or training experience, enhancing the skills they already have and providing stimulus for reflection., This highly accessible book comprehensively covers the assessment requirements for the 'Preparing to Teach in the Lifelong Learning Sector' (PTLLS) award. All new lecturers in the sector must now gain their PTLLS qualification in their first year of teaching and this book aims to help them achieve this.The book focuses on the five learning outcomes of the PTLLS Award: Understand own role, responsibilities and boundaries of role in relation to teaching Understand appropriate teaching and learning approaches in the specialist area Demonstrate session planning skills Understand how to deliver inclusive sessions which motivate learners Understand the different assessment methods and the need for record keeping , What cognitive abilities underpin the use of tools, and how are tools and their properties represented or understood by tool-users? Does the study of tool use provide us with a unique or distinctive source of information about the causal cognition of tool-users? Tool use is a topic of major interest to all those interested in animal cognition, because it implies that the animal has knowledge of the relationship between objects and their effects. There are countless examples of animalsdeveloping tools to achieve some goal-chimps sharpening sticks to use as spears, bonobos using sticks to fish for termites, and New Caledonian crows developing complex tools to extracts insects from logs. Studies of tool use have been used to examine an exceptionally wide range of aspects of cognition, such as planning, problem-solving and insight, naive physics, social relationship between action and perception. A key debate in recent research on animal cognition concerns the level of cognitive sophistication that is implied by animal tool use, and developmental psychologists have been addressing related questions regarding the processes through which children acquire the ability to use tools. In neuropsychology, patterns of impairments in tool use due to brain damage, and studies of neural changes associated with tool use, have also led to debates about the different types of cognitive abilities that might underpin tool use, and about how tool use may change the way space or the body is represented. Tool Use and Causal Cognition provides a new interdisciplinary perspective on these issues with contributions from leading psychologists studying tool use and philosophers providing new analyses of the nature of causal understanding. A ground-breaking volume which covers several disciplines, this volume will be of interest to psychologists, including animal researchers and developmental psychologists as well as philosophers, and neuroscientists.
9781847879172 English 1847879179 'Information overload abounds in teacher training in the lifelong learning sector - this extremely accessible guide sets the new regulations into a meaningful context for teachers and trainers. In particular, the chapter on functional skills would be informative reading for all teachers, not just those embarking on their professional career.' Pip Kings, Institute of Education, University of London, UK This highly accessible book comprehensively covers the assessment requirements for the 'Preparing to Teach in the Lifelong Learning Sector' (PTLLS) award. All new lecturers in the sector must now gain their PTLLS qualification in their first year of teaching, and this book aims to help them achieve this. The book focuses on the five learning outcomes of the PTLLS Award: - Understand own role, responsibilities and boundaries of role in relation to teaching - Understand appropriate teaching and learning approaches in the specialist area - Demonstrate session planning skills - Understand how to deliver inclusive sessions which motivate learners - Understand the different assessment methods and the need for record keeping The authors provide a sound introduction for all lecturers, including those appointed on the basis of expertise and experience in their vocational area, who may be less familiar with academic study. The book includes reader activities, enabling readers to assess their knowledge as they progress through the book. This book is suitable for new entrants and unqualified teachers, and trainers in the lifelong learning sector who require the PTTLS qualification in order to gain their license to practice. It will also challenge those who already have lecturing, teaching or training experience, enhancing the skills they already have and providing stimulus for reflection., 'Information overload abounds teacher training in the lifelong learning sector - this extremely accessible guide sets the new regulations into a meaningful context for teachers and trainers. In particular, the chapter on functional skills would be informative reading for all teachers, not just those embarking on their professional career.'Pip Kings, Institute of Education, University of London, UKThis highly accessible book comprehensively covers the assessment requirements for the 'Preparing to Teach in the Lifelong Learning Sector' (PTLLS) award. All new lecturers in the sector must now gain their PTLLS qualification in their first year of teaching, and this book aims to help them achieve this.The book focuses on the five learning outcomes of the PTLLS Award:- Understand own role, responsibilities and boundaries of role in relation to teaching- Understand appropriate teaching and learning approaches in the specialist area- Demonstrate session planning skills- Understand how to deliver inclusive sessions which motivate learners- Understand the different assessment methods and the need for record keepingThe authors provide a sound introduction for all lecturers, including those appointed on the basis of expertise and experience in their vocational area, who may be less familiar with academic study. The book includes reader activities, cross referenced to the appropriate outcomes and new occupational standards. This interactive feature enables readers to assess their knowledge as they progress through the book.This book is suitable for new entrants and unqualified teachers, and trainers in the lifelong learning sector who require the PTTLS qualification in order to gain their license to practice. It will also challenge those who already have lecturing, teaching or training experience, enhancing the skills they already have and providing stimulus for reflection., This highly accessible book comprehensively covers the assessment requirements for the 'Preparing to Teach in the Lifelong Learning Sector' (PTLLS) award. All new lecturers in the sector must now gain their PTLLS qualification in their first year of teaching and this book aims to help them achieve this.The book focuses on the five learning outcomes of the PTLLS Award: Understand own role, responsibilities and boundaries of role in relation to teaching Understand appropriate teaching and learning approaches in the specialist area Demonstrate session planning skills Understand how to deliver inclusive sessions which motivate learners Understand the different assessment methods and the need for record keeping , What cognitive abilities underpin the use of tools, and how are tools and their properties represented or understood by tool-users? Does the study of tool use provide us with a unique or distinctive source of information about the causal cognition of tool-users? Tool use is a topic of major interest to all those interested in animal cognition, because it implies that the animal has knowledge of the relationship between objects and their effects. There are countless examples of animalsdeveloping tools to achieve some goal-chimps sharpening sticks to use as spears, bonobos using sticks to fish for termites, and New Caledonian crows developing complex tools to extracts insects from logs. Studies of tool use have been used to examine an exceptionally wide range of aspects of cognition, such as planning, problem-solving and insight, naive physics, social relationship between action and perception. A key debate in recent research on animal cognition concerns the level of cognitive sophistication that is implied by animal tool use, and developmental psychologists have been addressing related questions regarding the processes through which children acquire the ability to use tools. In neuropsychology, patterns of impairments in tool use due to brain damage, and studies of neural changes associated with tool use, have also led to debates about the different types of cognitive abilities that might underpin tool use, and about how tool use may change the way space or the body is represented. Tool Use and Causal Cognition provides a new interdisciplinary perspective on these issues with contributions from leading psychologists studying tool use and philosophers providing new analyses of the nature of causal understanding. A ground-breaking volume which covers several disciplines, this volume will be of interest to psychologists, including animal researchers and developmental psychologists as well as philosophers, and neuroscientists.