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How to pass your PGCE essay first time

Profile image of Matt  McLain

2013, D&T Practice

"It feels like I'm expected to waffle…" is a common response from my PGCE Design & Technology and Engineering trainees. Due to the nature of many design and engineering undergraduate degrees and the styles of writing required for careers in these industries, the concept of reflective writing seems alien to may initial teacher trainees. This has been an observation by myself, and colleagues in other ITT institutions across the country. It's important to point out that this does not imply that design and technology teachers are less intelligent, but rather our experience of the writing different, and to a large degree we feel more comfortable with the visual/spatial or practical.

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A critical evaluation of the micro-teach session As part of the Module 1 assignment, I had to give a 15-minute micro-teach at the college on 9 November 2022. My subject specialism is English, and the topic I chose for this session was 'Greetings and Introduction in the Albanian Language'. This assignment includes critically evaluating my micro-teach, focusing on planning, teaching, and assessing strengths and weaknesses. In addition, the review considers feedback from two tutors and two peer observers, as well as references to underlying theories of teaching, learning, and assessment. Teaching entails various duties and responsibilities, including professional ideals, characteristics, abilities, knowledge, and comprehension (Professional standards for Teachers and Trainers). However, as Riddell (2014) underlines, it is not enough for a teacher to go to the

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This paper examines the use of reflective writing as a learning activity intended to enhance the development of students’ lifelong learning skills and the formation of their identities as professional engineers within a new industry focused capstone mechanical engineering design course. Within the literature, educating engineering students to successfully grapple with the complexity of socio-technical problems as well as problems that do not yet exist is a critical challenge for engineering academics and requires a better understanding of the discipline specific qualities required to engage in lifelong learning. Using a range of linguistic analysis approaches, including thematic analysis, concordance analysis and Systemic Functional Grammar, evaluation of students’ written responses demonstrated the extent to which reflection enhances the depth of the learning process and provides insight into how students move from the role of the learner to that of graduate engineering practitioner. The results suggest a distinct difference between top and bottom performers in the course in the degree of self-efficacy as reflected in their level of agency, degree of comfort with owning their own learning and transitioning from a student to a professional identity. With further development and extended implementation throughout the curriculum, reflective writing has significant implications for the design of curriculum required for the future to develop student habits of lifelong learning.

Higher Education Research and Development

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With society increasingly valuing soft skills and competencies, reflective practices are more commonly adopted in higher education, particularly for experiential learning. As reflective writing is becoming a part of official assessments in many courses, an overarching question arises as to how teachers are currently assessing reflections. This study explores teachers’ perspectives on the assessment of written reflections by interviewing six university teachers in Hong Kong, who respectively assessed written reflections by 135 students. Teachers’ understandings of reflective writing, teachers’ understandings of assessing reflections, as well as teacher training are discussed in this exploratory study. The findings provide insight into how reflection is currently understood among teachers, also offering suggestions for reflective practices in higher education.

Richard Pountney

This paper examines attempts to describe the learning and teaching practice on a postgraduate course in education and problematises why this is difficult and in many ways unsuccessful. It forms part of a larger project to explore the intentions and outcomes of interventions designed to bring about reflection and reflective practice as part of professional development planning (PDP) and the use of e-portfolio. It takes a perspective on this of being ‘a problem of the present’ and considers the potential conflicts and fragmentation that may arise as a result of the divisions in interpretation of the metanarrative of reflection and reflective practice within one course, the institution and the academy. This has impacted on learners’ understanding of the purpose and benefits of reflection and its relation to professional practice, making it difficult for them to build this successfully into their learning. The author questions the practicality of continuing this struggle given the current educational discourse on planning and developing curricula. It is argued that it may be possible for courses to maintain substantial links with the shifts towards an enhancement-led approach in which practice is validated as a dynamic and changing rather than reified in documentation.

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Learning and teaching are inextricably intertwined. The principal objective of education is learning, and the means used to fulfil this aim is teaching. Considering that these two phenomena are inseparable, it can therefore be deduced that teaching has to be carried out for learning to take place. In light of the afore-mentioned, this reflective essay deals with some of my personal experiences in learning and teaching from my secondary years to my tertiary years and beyond. It is a reflection about my academic formation and how certain experiences and individuals in my life have shaped the way that I teach and whom I have become as a teacher. More importantly, this reflective essay highlights the transformative reflection that I experienced, during my postgraduate studies, in my attempts to become a better and more effective teacher. It is underscored that teachers have the responsibility to engage in continuous reflective practice as the principal means of improving and sustaining effective didactic practices. Effective teaching results in effective learning. Keywords: higher education, language(s), learning, learning and teaching, teaching.

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Reflective practice is essential for teacher education and pre-service teachers (PSTs) often reflect on their learning and teaching experiences to develop themselves into effective teachers in school later. In a case study of a PST in an institute of teacher education in Malaysia, this paper presents the levels of reflection practiced by the PST in his written journals after his digital storytelling presentation in a micro-teaching session. A six-level framework for reflective practice was derived from the written journal. The findings showed that the PST tended to reflect descriptively on the surface level rather than at the deepest level. It is recommended to provide more real teaching contexts for PSTs during teacher education in order to connect theoretical learning to practice.


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Unit 1 Pgce

Unit 301 understanding roles leaflet.

As teacher’s we are committing to a life time of learning and development of ourselves and our learners.

PTLLS Assignment 1: Roles and Responsibilities in the Teaching Cycle

Using my personal presence, presonal example, charisma and tools such as ground rules, I need to create the right first impression to ensure that my learners are aware of their responsibilities within the learning environment. I try to create an environment of support, collaboration and mutual respect. I am responsible for ensuring inclusivity of the learners and celebrating their diversity. I have a duty of care in respect of my learners and should get advice and guidance from my fellow professionals in areas I am unsure of. The environment should be in accordance with Health and Safety requirements allowing free movement and access, no trip hazards, safe, tested electrical equipment. I need to create a psychologically safe environment without intimidation or disrespect. I would do this by challenging inappropriate behaviour and encouraging positive behaviour. I could also refer learners back to the ground rules. Depending on the learning needs / progress of individuals I might need to adapt and target some parts of the course content. I need to minimise jargon and adapt my language and style to the needs of the participants. I need to create opportunities for networking, self-development and experimentation. I must also be aware of any perceived or real barriers to learning and make appropriate interventions. To do this I would confer with teaching assistants or ‘privately’ discuss any issues directly with learners.

Understanding the Relationship Between Teachers and Other Proffessionals in Life Long Learning and Possible Points of Referral for Learners

A teachers primary role is to deliver information. The 2003 workload agreement (Woodward and Peart, 2013) not only defined the levels of work a teacher could reasonably expect but also defined the roles which would provide a framework of support to the specifics of the teaching role. Though this applies to secondary education the principles can inform teacher roles in the lifelong learning sector. A teacher must develop an awareness, understanding and professional respect of all the roles which support them in their efficacy. In the Institute of Learning's Code of Professional Conduct is states

Ptlls Level 3 Assignment

Write a concise summary (approximately 1’200 words) to demonstrate your understanding of your role and responsibilities as a teacher in relation to:

Teaching Assistant Level 3 Assignment 1

Supporting the curriculum is also one of my roles. Under the guidance of a classroom teacher I will understand the theories of learning. I will be aware of the development process in learning and any difficulties, the factors that affect pupils and how each national strategy works, including national numeracy and national literacy.

Teacher Assistant Level 3 Module 1 Assingment

I also must check the pupils work, if necessary help them to catch up, encourage them to correct their own mistakes and provide them with support to learn independently. In order to do that I must develop a positive working relationship with the pupils. That can be achieved by listening to them, gaining their trust and confidence, always respecting and valuing them, knowing that children must be safe at all times.

Level 5 Health an Social Care Essay

| Section 175 of the Education Act 2002 requires local education authorities and governing bodies of maintained schools and FE colleges to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children.All children deserve the opportunity to achieve their full potential.  The five outcomes that are key to children’s and young people’s wellbeing are: * Stay safe * Be healthy * Enjoy and achieve * Make a positive contribution * Achieve economic wellbeing The school should give effect to their duty to safeguard and promote the welfare of their pupils (students under the age of 18 years of age) under the Education Act 2002 and , where appropriate, under the Children Act 1989 by: * Creating and maintaining a safe learning environment for children and young people. * Identifying where there are child welfare concerns and taking action to address them in partnership with other

Equality Diversity and Inclusion in Work with Children and Young People

2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children

Level 4 Certification In Education And Training

With personal matters it is important not to given preferential treatment to one or a group of learners and to treat everyone equally. Teachers should not give out personal information or get personally involved with a student e.g. not join social networking sites etc. You should avoid touching students inappropriately or give preferential treatment to some students and not others.

Unit 333 Understand How to Safeguard the Well-Being of Children and Young People

Consider the responsibilities and limits of learning support staff in ensuring the safety of children and young people in a school, in terms of:

Essay Ptlls Assignment 1

A Teacher is then responsible to plan the lessons in such a way that it meets all the students’ needs, ensuring that learners are on the right program and follow company policies and procedures.

Unit 10 P1 Unit 1

Boss defines PTSD as a mental disorder first and individual illness second, whereas ambiguous loss is a relational disorder not physic dysfunction (Boss, 2006). Ambiguous loss is experienced by an ongoing event with no closure. PTSD is trauma experienced where there is closure from the event happening, but the emotional stress is ongoing. The parents and loved ones experienced ambiguous loss when their soldiers came home from combat changed people. The physical person was the same, but the psychological one had changed. One dad stated in the PSB documentary A Soldiers Heart. That is his son seemed ok he was tan, looked good and had no physical injuries (PBS-On-Line, 2005). The soldiers had a very different feeling coming

Understanding roles, responsibilities and relationships in education and training

It is important to establish appropriate behaviour and respect for others in order to fully realise the potential of all within and to ensure each student is safe from both physical and psychological harm. Appropriate behaviour must apply to both student and teacher. I, as a teacher, must follow a Code of Practice in order foster individual growth and learning. The principles of Good Practice are to treat people with care, respect and dignity. To recognise that I, as a teacher, am a trusted representative of my work place. I must ensure communication with students is open and clear and assess the risks to my students of the activities by carrying out a thorough risk assessment before each session.

Watson Elementary School Classroom Observation

For my observation hour, I chose to observe a resource room with Ms. Krista Niederklein class at Watson Elementary School. When I walked into the classroom Ms. Niederklien has the room set into different sections for the students. She tends to work with the younger age levels such as K-2, which is a grade level's that I’m considering teaching. I asked her why she made her classroom into different sections, she explained to me that it makes it easier for the students to focus. She said that when you make the classroom into a traditional setting, the non-traditional learners get easily distracted. Also by having them in different sections, I noticed that you as a teacher can provide more one on one time with your students.

The Classroom Is A Critical Locus For Student Interpersonal And Educational Development

“Well-run classrooms begin with the room’s physical layout” (Shalaway). First things first, a classroom 's physical layout should reflect the teaching style of the teacher. As a future teacher, the style of teaching that I value the most is partner collaboration. I find that students learn to the best of their ability when they can bounce ideas off each other and corporate in table groups. In the center of my classroom, I have placed my student’s tables with a group of chairs around the table. This will give my students the opportunity to work and collaborate with each other. I have also made sure that students tables are far enough apart so that there is an aisle big enough for students and disabled students to get up and down the aisle easily. In front of the tables, I have placed a mini lesson rug by the smart board. The mini lesson rug will act as an extra place for mini lessons and further needed instruction/practice for

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Teacher Training Assignments: Complete Examples for PGCE, PTLLS, CTLLS, & DTLLS

By Sezai D. Aramaz

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Principles of Learning


Pavlov’s Experiment

Watson’s Research

Watson Induced a Phobia

Watson’s Study

B. F. Skinner’s Studies

Teaching Methods

Group Discussion


Video Presentations



Question and Answer

Diagnostic Assessment


Formative Assessment

Norm-Referenced Assessment

Criterion-Referenced Assessment

Reflection and Reflective Practice


To Be a Good Teacher


Preparing to Teach in the Lifelong Learning Sector (PTLLS)

Assignment 1

Roles and Responsibilities

Boundaries of the Role

Additional Learning Support

Student Counseling

Career Advice

Financial Support

Careers advisor

Records Supervisor

Ground Rules

Professional Code of Practice

Current Legislative Requirements for Teachers



Scheme of Work

Lesson Plans

Record of Assessment / Tracking Document

Group Profile

Assignment 2

Scheme of Work Rationale


Assignment 3

Section 1: Teaching and Learning Strategies

Teacher-Centered Versus Student-Centered Learning



Kolb’s Cycle

Multisensory Approaches

Left-Brain / Right-Brain Activities

Practical Work

Barriers to Learning

Maslow’s Hierarchy of Needs


Modification and Improvements

Section 2: Learning Resources

Section 3: Communication

My Own Communication Style

The Effects of Student Attitudes on Learning and Motivation

Action Plan


Assignment 4

Teaching a Specialist Subject

The Course C&G 2330 Levels 2 / 3

Education Provision Links with the Professional World

Qualifications Framework

National Database of Accredited Qualifications

Certificate in Electrotechnical Technology—Vocational 2, 3 (No. 2330)

General Information

Smartscreen (security password protected)

The Tutor SmartScreen support

The learner SmartScreen support

The SmartScreen can also help

Assignment 5

Role Analysis

Three Comparative Roles

1- Media: Film Studies

2- Art & Design

3- Child Care

Teaching Practice Record

Teaching Log Example

Lesson Evaluation Report


Assignment 6

Curriculum Development for Inclusive Practice

Comparison: Have Differing Curriculum Offers

Criterion 1

Title of Course: Certificate in Electrotechnical Technology

The Market Need of the Course


Assignment 7

Wider Professional Practice

Criterion A

Place of Incident

Professional Values and Practice

Learning and Teaching

Planning for Learning

Assessment for Learning


The Leitch Report From 2000


Assignment 8

Action Research

Literature Review


Action and Data Collection

Analysis of Data and Results

C&G 2330 Level 2, Unit 201 exam results

Preliminary Essay

Action Research Cycle

Ethical and Political Concerns


Internal Politics

Quantitative and Qualitative Data Collection



Assignment 10

Inspiration, Motivation, and Challenge

Progress of Pupils

Meeting the Needs of All Pupils

In-Class Instructional Time

Positive Feedback


Teacher-Pupil Relationships

Creating Success

Progress Monitoring

Teaching Pupils with Disabilities

Qualitative Methods


The Teacher Performance Record

Coding Videotaped Interactions


Assignment 11






Reflective Analysis

Continuing Personal and Professional Development (CPPD)

Blank Forms

CPPD—Continuing Personal and Professional Development

Record of Contact

Workshop / Assignment / Assessment Checklist

Progress Report and Tracking

References and Resources

Further Readings


In memory of my mother and father

I would like to thank all the editors who contributed to the development of this book.

I would also like to thank the members of Cukurova University, Adana, Turkey, for their contribution to the development of these teaching, learning, and assessment strategies, while I was carrying out research work in the electrical electronics engineering department, especially Prof. Dr. Hamit Serbest, who gave me the opportunity to teach and do research.

My gratitude also goes to Prof. Dr. K. Balasubramanian for his research guidance in facilitating the learning process in education and to Prof. Dr. Turgut Ikiz and Dr. Sarp Oral for their development of the course curriculum. I am also grateful to Dr. Sami Arica and Research Assistant Kamil Guven, who helped in the development of the questioning and assessment standards.

Thank you also Pouri Mashoof, Maz Shahsafdari, Sue Curant, Paul Martin, Steven Thompson and Kim Gallagher for giving me the opportunity to be part of a teaching and assessing team within Further Education.

Thank you also Alex Aidoo-Micah, Danny Gaskell, Keith Higgins, Ronald Colclough and Marylyn West for their continuous debates and discussions on further education curriculum design and course management.

Lastly, I would like to thank my family, my wife and children, for supporting me in tough times, especially when I was very ill.

This book was written for teachers, tutors, trainers, and assessors who are currently studying or may already be in the teaching profession to gain the PGCE and DTLLS qualifications, which includes PTLLS and CTLLS (Certificate in Teaching in the Lifelong Learning Sector).

This book offers examples of assignments and real scenarios and provides general ideas of the tasks. These examples should only be used for inspiration; they are not to be duplicated or handed in as one’s own work. However, the blank forms, which are in the appendix section, can be used as aids to help you prepare and produce your own documentation.

For simplicity, this book focuses on three subject areas: English, numeracy, and electrical installations, correlated against four other subjects. The method of teaching does not change for different subjects; however, the implementation of the teaching methods and teaching strategies given should be adapted for the specific subject. The examples within this text do highlight the importance of using the appropriate methods and strategies and the need to alter them and adapt different teaching techniques within the same lesson for different situations that arise. These techniques are embedded in all the assignments and clearly indicate the changes necessary to adapt to each situation.

All names in this book have been removed or changed to safeguard the identities and privacy of the individuals.

The assignments in this book are designed to cover the full teacher training course with the following modules:

• Preparing, Planning, and Developing Effective Teaching, Learning, and Assessment Strategies

• Personal Development and Professional Practice (Portfolio)

• Theories and Practices of Teaching and Learning

• Personal Development and Professional Practice

• Evaluating the Learner Experience

This text is intended to support teachers and student teachers in completion of written assignments, improve their skills, and help produce high-quality professionals and excellent practitioners in each subject specialty. It gives teachers the ability to self-evaluate their professionalism in teaching and learning through carefully designed assignments and examples.

» Assignments 1 to 8 are directly mapped to the modules and outcomes of PTLLS, CTLLS, and DTLLS.

» Assignments 10 and 11, Critical Incidents and Evaluation of Teaching and Learning, will help with achieving the PGCE qualification.

Most organizations do not refer to the courses as separate entities but treat them as the same when employing their teaching staff. Generally, the PGCE qualification is preferred for teaching in primary and secondary schools, while those with DTLLS and PGCE qualifications can teach in higher educational organizations. The structures of the courses are very similar, but the assignments are different. DTLLS is theoretical-research based and is put into practice by applying known theories and trial and error. This is more suited for the post-16 educational sector. PGCE, however, is analytical research, which critically and coherently examines the teaching and learning cycle directly in the learners themselves.

No one is born to teach; teachers must be professionally trained to teach. Certain qualities are needed to be a professional teacher, and training programs aim to identify these areas and develop skills in teachers to achieve this goal. Training programs do the following:

• influence and improve professional practice in post compulsory education

• promote the concept of professionalism

• enable learners to develop their own teaching and assessment skills

• enhance learners’ ability to self-develop learning skills

• encourage learners to apply theory to their practices

• encourage professional collaboration and a commitment to engaging with a wider professional practice

• enable and encourage continuing professional development

• develop knowledge and understanding of the subject specialty

• motivate learners and encourage them to achieve their goals

The course program modules cover the following:

• roles, responsibilities, and relationships in educational training

• how to facilitate learning and development

• inclusive teaching and learning approaches in education and training

• principles and practices of assessment

The full course is assessed by a number of assignments, ongoing reflective journals, and a teaching practice portfolio. You will have to provide evidence of at least one hundred hours of teaching and will be observed eight times throughout the course. Your teaching must include groups of learners and clearly indicate learners’ progress.

The assignments within this book explain recurring processes of experience, reflection, analysis, and application of theoretical principles to teaching, as well as learning and professional practice perspectives. These key evaluative processes are analyzed within each module and related coursework. Readers are encouraged to correlate these written examples of assignments/coursework with their own teaching and learning and make room for self-development.

When writing each individual assignment or doing the coursework, readers should ask themselves these questions:

• What is this assignment for?

• What should I be researching?

• What will I learn from this?

Important practical views are notes from experienced lecturers. Topics covered within this text include the following:

• principles of learning

• teaching methods

• assessment

• reflection and reflective practice

• self-development


This section covers identifying the prominence of relevant principles of learning and examines in detail how these principles affect the planning of teaching. The chosen areas of study for this section are behaviorist, cognitive, and humanist theories of teaching. This section explores how they influence the motivation of learners within the lesson and how the principles have affected classroom teaching.

The three main theories of learning are behaviorism, cognition, and humanism.

They are represented by Ivan Pavlov, John Watson, and B.F. Skinner (behaviorists); Jean Piaget and Jerome Bruner (cognitivists); and John Dewey, Abraham Maslow, and Carl Rogers (humanists).


Ivan Pavlov and John Watson believed learning was a relatively permanent change in behavior due to experiences. They also believed that learning took place as the result of a response to a specific stimulus.

Repeated experimentation testing the stimulus-response (SR) cycle of animals showed the organisms were conditioned to repeat the same response whenever a particular stimulus was present. Their research indicated that behavior could be modified and learning could be measured by observable changes in behavior.

The theoretical framework of behaviorism first appeared in the late nineteenth century and gained momentum in the early twentieth century. Pavlov, Watson, and, to some extent, Edward Thorndike were widely acclaimed as being pioneers in understanding the process of learning through conditioning. Their experiments concentrated mainly on animals—for example, Pavlov’s dogs, Watson’s rats, and Skinner’s pigeon—and children and were based on a series of stimuli given to condition a response. Skinner’s research became prominent later; his work is used globally for questioning and answering strategies.


Ivan Pavlov proved he could produce a change in a dog’s behavior by offering a stimulus and following it with a reward when the dog provided the correct response. When Pavlov struck a tuning fork, the dog reacted in a particular way and was rewarded with food for this reaction. The pattern was repeated a number of times, until Pavlov noticed that when the tuning fork was struck, the dog began to salivate immediately. By then, the dog was expecting to receive food. Pavlov then struck the tuning fork but did not give the dog a reward. However, the dog still began to salivate. Pavlov found the dog salivated whether or not the animal received food. The dog had been conditioned to react to the stimulus. This process is now called classical conditioning .


John Watson was influenced by Pavlov’s work and continued his research on animal behavior. Watson believed consciousness played no part in learning and that intrinsic values were immeasurable and therefore were also inconsequential in the learning process. Experiments were to be confined to objective observations of the result of stimulus and response (Minton 1991: 215).

Watson’s most notorious experiment involved a one-year-old child and a white rat. It was carried out to prove Watson could condition a child to behave in a certain way whenever the stimulus of seeing the white rat and hearing a loud noise were produced at the same time. The child was allowed to play with the white rat for a short time at the beginning of the experiment. The child was quite happy, holding the rat and allowing it to run up and down his arms at will. At a set time after the rat was introduced to Little Albert (as the child in this experiment was to become known), a steel bar was struck against another metallic object, producing a loud noise. The child jumped and looked around to see what had happened. This was reproduced every time the rat was introduced. Eventually, the child became extremely agitated and most times started to cry at the sight of the rat, whether or not the loud noise accompanied its presence.


The experiments carried out by Watson clearly indicated the opposite of learning by conditioning. He was convinced that learning could not be achieved, and this was what he was trying to prove. The end results from his experimentation on the child and rat proved that learning had taken place but with fear and a phobia for the child.

This sort of teaching and learning strategy should not be used; however, Pavlov’s theory worked.

Historical research should not be confused with today’s difficulties in understanding the learning process .


Watson’s study of behavior was more useful for understanding mental health and behavioral difficulties seen in individuals with psychological issues than how to facilitate the learning process in education.


B. F. Skinner is best known for the famous Skinner box and his operant conditioning theory. Operant conditioning occurs when a response to a stimulus is reinforced. It is simply a feedback system, where a reward or reinforcement follows the response to a stimulus, making it more probable that the response will be repeated in the future. This is the basis of his operant conditioning theory. Would you believe Skinner used these reinforcement techniques to teach pigeons to dance and bowl in a miniature bowling alley?

Reinforcement is the key element in

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