Teaching in Post-Compulsory Education: Learning, Skills and StandardsFred Fawbert This practical guide to the numerous diverse contexts within Further Education today provides a valuable resource for intending or experienced teachers, trainers and support workers within post-compulsory education who are working towards professional awards based on National Standards. It contains material on such key aspects of professional development as planning, delivering, assessing and evaluating teaching and learning. Information is also provided on such influential factors as the Common Inspection Framework, Ofsted, Learning and Skills Council and the Basic Skills Agency. |
Contents
| 1 | |
2 Responsive Reflection | 16 |
3 Meeting the Needs of Learners | 32 |
4 Planning for Learning | 66 |
5 Theories Methods and Learning | 97 |
6 Effective Environments | 138 |
7 Supporting Learning | 167 |
8 Positive Assessment | 193 |
9 Inherent Evaluation | 225 |
10 Continuous Improvement | 252 |
11 The Evolving Sector | 277 |
12 The LLUK Professional Standards | 302 |
| 332 | |
| 337 | |
Other editions - View all
Teaching in Post-Compulsory Education: Learning, Skills and Standards Fred Fawbert No preview available - 2003 |
Teaching in Post-Compulsory Education: Learning, Skills and Standards Fred Fawbert No preview available - 2003 |
Common terms and phrases
ability able achieve Activity analysis andragogy approach appropriate aspects Ausubel award aware behaviour Carl Rogers Chapter classroom cognitive colleagues colleges communication concepts consider context course criteria curriculum DfES discussed Domain e-Learning effective encourage ensure establish evaluation example Falmer feedback feel formal Further Education GCSE group of learners identify important improve individual initial interaction involved knowledge learner autonomy learning environment learning experience learning outcomes learning process learning styles Lifelong Learning Sector ment metacognition methods Mike Tomlinson objectives Ofsted organization particular performance PGCE Post-Compulsory Education practice practitioners principles pro forma problems programme progress promote qualifications range reflective relationship relevant responsibility role self-concept situation skills specialist area specific strategies teacher education teaching and learning theory thinking tion topics tutor understanding Universities and Skills vocational widening participation