cieh level 3 award in preparing to teach in the lifelong learning sector (ptlls): slide 1 © cieh,...
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CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 1
© CIEH, 2010
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector(PTLLS)
Name of trainer:
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 2
© CIEH, 2010
Part 1Sessions 1–61. Role and responsibilities2. Learning styles and preferences3. Training/teaching planning skills4. Training/teaching styles and communication5. Training/teaching assessment6. Micro-teach
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 3
© CIEH, 2010
Part 2Sessions 7–107. Consolidation8. Role and responsibilities9. Teaching practice10. Evaluation and consolidation
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 4
© CIEH, 2010
The teaching and learning cycle
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© CIEH, 2010
Differentiation• task • support• questioning • target setting• expectation • specific needs• feedback • language• resources • culture• time
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 6
© CIEH, 2010
A good balance
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 7
© CIEH, 2010
Domains of learningCognitive Knowledge HeadAffective Attitude HeartPsychomotor Skills Hands
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 8
© CIEH, 2010
Activities associated with domains of learning• cognitive – ‘thought processes’, memorising,
reasoning, etc: – cognitive knowledge – requires the learner to
remember or state facts– cognitive understanding – requires the learner
to use and apply knowledge based on reasoning• affective – feelings, emotions, etc.• psychomotor – acquiring skills, using tools or
equipment, etc.
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 9
© CIEH, 2010
What domains are involved in learning to drive a car?
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 10
© CIEH, 2010
Training/teaching approaches associated with domains of learningCognitive Lectures, quizzes, question andknowledge answer sessionsCognitive Research projects, presentationsunderstandingAffective Case studies, discussions,
role play activitiesPsychomotor Demonstrations, simulations
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 11
© CIEH, 2010
Domains of learning
• help to determine the outcomes of the session• clear outcomes, in turn, help to determine
appropriate training/teaching approaches
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Domain VerbCognitive define, label, listknowledgeCognitive interpret, explain, summarise,understanding compare
Affective discuss, justify, relatePsychomotor demonstrations, assemble, build,
repair, weigh, copy
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© CIEH, 2010
Aims• general statements about what a session
or course intends to cover and what learners will achieve
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© CIEH, 2010
Objectives• statements of what the trainer/teacher intends
to cover in the session and what he/she hopes will be learnt
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© CIEH, 2010
Outcomes• statements about what a learner should be able to
do by the end of the session
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OutcomesS specificM measurableA achievableR realisticT time-bound
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CommunicationContent of words
Tone of voiceNon-verbal
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 18
© CIEH, 2010
Room layouts
Boardroom
Hollow squareU-shape
Theatre
Herringbone
Classroom
Cabaret style A
Cabaret style B
Coffee table style
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 19
© CIEH, 2010
The teaching and learning cycle
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 20
© CIEH, 2010
Assessment• initial – to help plan to meet needs• diagnostic – to identify existing skills and
knowledge and identify areas to develop• formative – ongoing assessment• summative – final assessment
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 21
© CIEH, 2010
New teaching qualifications• Award in Preparing to Teach in the Lifelong
Learning Sector (PTLLS)• Certificate in Teaching in the Lifelong Learning
Sector (CTLLS)• Diploma in Teaching in the Lifelong Learning
Sector (DTLLS)
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 22
© CIEH, 2010
Preparing to Teach in the Lifelong Learning Sector (PTLLS)1. Understand own role, responsibilities and boundaries
of role in relation to teaching.2. Understand appropriate teaching and learning
approaches in the specialist area.3. Demonstrate session planning skills.4. Understand how to deliver inclusive sessions that
motivate learners.5. Understand the use of different assessment methods
and the need for record keeping.
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 23
© CIEH, 2010
Literacy and numeracy assessment mark ranges and levelsLevel Literacy NumeracyEntry 1 5–12 3–8Entry 2 13–20 9–13Entry 3 21–28 14–18Level 1 29–36 19–22Level 2 37–40 23–25
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Teaching roles• Associate Teacher, Learning and Skills (ATLS)• Qualified Teacher, Learning and Skills (QTLS)• both roles require achievement of the PTLLS
award• the full role requires the teacher to demonstrate
an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 25
© CIEH, 2010
The teaching and learning cycle
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© CIEH, 2010
Equality• making sure everyone is treated fairly and given
opportunities• not about treating everyone in the same way• acknowledges and ensures that individual
needs are met in the most appropriate way
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 27
© CIEH, 2010
Diversity• recognising and valuing individual differences• respecting and valuing the different cultural
backgrounds of learners, colleagues and the wider community
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© CIEH, 2010
Inclusion• ensuring that all learners are able to participate
and feel included• working to remove any barriers to full
participation by all learners
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 29
© CIEH, 2010
Functional skills‘...those core elements of English, mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable him/her to operate confidently, effectively and independently in life and work.’
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Functional skills standards• Entry 1• Entry 2• Entry 3• Level 1 (equivalent to GCSE grades D–G)• Level 2 (equivalent to GCSE Grades A*–C)
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© CIEH, 2010
Functional skills standards – Speaking and listening: levels 1 and 2Level1
2
Skill standardTake full partin formal and informal discussions/exchanges.
Make a range ofcontributions todiscussions and make effective presentations in a wide range of
contexts.
Coverage and range• make relevant contributions to discussions, responding appropriately
to others • prepare for and contribute to formal discussion of ideas and opinions• be flexible in discussion, making different kinds of contributions• present information/points of view clearly and in appropriate languageIn formal and informal exchanges and discussions.
• listen to complex information and give a relevant, cogent response in appropriate language
• present information and ideas clearly and persuasively to others• adapt contributions in discussions to suit audience, purpose and situation• make significant contributions to discussions, taking a range of roles and
helping to move discussion forward to reach decisions in a wide range of contexts, including
those that involve others who are unfamiliar.
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English• speaking and listening• reading• writing
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Mathematics• process skills – calculating• representing – making sense of a situation and
realising the problem in numerical terms• analysing – processing and using mathematics• interpreting – communicating the results of the
analysis
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 34
© CIEH, 2010
ICT• using ICT systems• finding and selecting information• developing, presenting and communicating
information
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 35
© CIEH, 2010
Approaches to develop functional skills• discrete – taught by functional skills specialists
apart from other subjects• partly embedded – taught by functional skills
specialists and applied in a range of purposeful contexts including other subjects
• fully embedded – taught and developed by all teachers within and across courses
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© CIEH, 2010
Identifying functional skills• inviting guests • finding recipes on the internet• adapting to suit specific dietary requirements• making a list of ingredients• purchasing ingredients within a budget• selecting suitable utensils• planning preparation and cooking times• preparing the meal following the instructions• setting the table for the guests• serving the meal
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 37
© CIEH, 2010
CommunicationContent of words
Tone of voiceNon-verbal
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 38
© CIEH, 2010
Assessment• initial – to help plan to meet needs• diagnostic – to identify existing skills and
knowledge and identify areas to develop• formative – ongoing assessment• summative – final assessment
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 39
© CIEH, 2010
The teaching and learning cycle