Teaching/training cycle

T apieceing should be a cultivation palpate for two the instructor and the students we never stop skill, whether it is the unconscious referral to past experiences that prevents us taking a wrong turn down a closely trodden path or a conscious decision to learn a new skill. As teachers it is our division to ease learners through the process of learning, Coffield, F (2008) supports this by stating that teaching and learning atomic number 18 not separate activities exclusively intertwined elements of a double sided, interactive process which is enabled by the understanding and capital punishment of the key stages of the teaching/training cycle.The 5 Key Stages are disclose inescapably, Planning and design, sales talk, rate & Evaluate. Identify need Adult learners bring a wide range of abilities, skills and life experiences to the classroom and these can influence the agency they learn. It is a crucial responsibility of the teacher to ensure that learning needs are ident ify in ordinance that delivery can be devisened or adjusted to meet these needs. When delivering short, legislative operates, identification of needs is not always attaind prior to commencement of delivery for many reasons.In some cases enrolment is completed by employers who may not be aware of learners literacy, numeracy or special needs, (e. g. dyslexia) some learners may have had earlier bad experiences of learning but require the qualification to do their certain job, or employees may just have been sent by their employer so may bring a negative attitude. It is the teachers utilisation to identify any issues as early as possible and to action delivery and support strategies ensuring learner needs are met through surface the delivery, at the same time respecting learners rights to confidentiality.Planning & Design It is the responsibility of the teacher to plan and design the words to meet the needs of the learners and the laurels body. Occupation specialised ways ha ve very prescriptive learning outcomes, aims and objectives so it may be suggested that the teacher has little involvement in course planning or development. As supported by Armitage et al (2003) even highly overconfident courses still allow some freedom to interpret, resource and emphasise the sundry(a) course elements in our own way.Every group of learners is unalike with a wide variety of learning needs and although the base design of the course remains the same each course delivered is adapted with varying resources, exercises, and anecdotes haggard from working experience. Many of these adaptations are made on the hoof in response to the limited learner knowledge prior to commencement of delivery. Delivery The teacher is wholly responsible for delivery of the learning programme to achieve identified aims and objectives whilst meeting individual learner needs.Delivery should incorporate differentiation to allow for individual learning goals and expectations, competence leve ls and speed of progress and in that respect should be a variety of learning methods utilised, while the pace of learning should be varied to maintain interest and concentration. Teaching should allow for different learning styles, such as VARK learning models & learning styles identified by Honey & Mumford, active learners should also be encouraged.Responsibility for the safety of the learners lies with the teacher, from both the physical and emotional viewpoint who should ensure that no learners are existence discriminated against by themselves, other learners or the organisation as a livelong. When delivering occupational training in the workplace an enhanced level of professionalism may be applicable to standards of dress and conduct, the teacher is also responsible for ensuring these standards are met. AssessIt is the teachers responsibility to ensure that learners are progressing and achieving throughout the course through a variety of methods of formative assessment. Metho ds of assessment must be linked to the course delivery and learning objectives supported by a clear musical theme of what students are setting out to learn and how far down the aura they are to mastering that learning, as they progress through the course, this theory is head supported particularly by Minton (2003). The teacher is responsible for roviding timely feedback on learner progress which should be clear, concise and include both substantiating and developmental comments for learners to focus on. On legislative training courses summative assessment, is carried out in strict adherence to the requirements of the awarding body, however it is the responsibility of the teacher to ensure that all learners are aware of the format and assessment requirements and are provided with any agreed support to ensure equality of opportunity. EvaluateThe teacher carries the responsibility for evaluating the effectiveness of the teaching and learning of sessions and the course as a whole. E valuations should cover content, resources used or needed, teaching methods and learner satisfaction. On legislative training courses, where each session makes up a module of the whole days course delivery, it is not always feasible to drop out a formal session evaluation however each course is evaluated in depth to ensure that strengths and areas of improvement are identified for future delivery.Learner evaluations and achievement provide useful feedback on course content, whether learners achieved their individual aims and objectives and whether they believe their learning has helped them in their working role, which is invaluable study when delivering occupational courses, however any changes to delivery must be treated with any employees needs, as identified in the first stage of the cycle, and requirements of the awarding body.Adult learners already hold diverse life experiences when they arrive to learn. It is the role of the teacher to ensure that their needs are identifie d & met through plotted provision and delivered in a professional manner on order that they can achieve to the best of their abilities and ensure that they are happy with their learning experience.