Sighted Guide Practitioner
Training
National Sighted Guide Training
Programme
National Sighted Guide Training
• Insert all logos
Aim
To give participants the advanced skills to
support others in providing sighted guide
service and work with more deman...
Course Objectives
• For people to confidently train everyday and
volunteer sighted guides
• To assess the learning of ever...
Agenda
20 mins Introductions and welcome
30 mins Introduction to assessment
30 mins Introducing the assessment part of the...
What is a Sighted Guide
Practitioner?
• Requires learning,
assessment and
practice at modules 1, 2
& 3
• Trains other sigh...
Other modules and roles
Everyday Sighted Guide
• Requires learning at module
1
• An Everyday Guide
confidently and effecti...
Assessment
• To successfully complete this module, you
have to complete some learning online and a
learning log
• This lea...
Online learning
• Insert screen grab of learning website
Guidelines to help the course run
smoothly
• Mobile phones off or on silent please
• We all agree for only one person to s...
Introductions
Hopes and Fears
Principles of Assessment
• Assessment must be valid
• Assessment should be reliable and
consistent
• Assessment should be ...
Valid
• Measuring a learner’s achievement at the
right level
• Measuring against the right criteria
• The learner does not...
Reliable and consistent
• Assessors need a clear and consistent
framework to measure against
• Learners will be confident ...
Transparent and explicit
• Always assess against the right criteria and
outcomes which are in the assessor’s guide
• The l...
Fair and equitable
• Assessors will treat all learners the same and
use the same criteria for all learners
• Learners will...
The assessor’s guide
Online link
The “I’ll never...” exercise
Learning styles
• People learn in different
ways
• How people learn
should affect how we
train
Honey and Mumford’s learnin...
The activist learner
• Activists involve themselves fully and without
bias in new experiences. They enjoy the here
and now...
The pragmatist
• Pragmatists are keen on trying out ideas,
theories and techniques to see if they work in
practice. They p...
The reflector
• Reflectors like to stand back to ponder
experiences and observe them from many
different perspectives. The...
The theorist
• Theorists adapt and integrate observations
into complex but logically sound theories.
They think problems t...
Good feedback
Principles of good feedback
• Allow good time
• Avoid feedback overload
• Always give constructive feedback
• Create a pos...
Scenario 1:
• Your Aunt Maud has knitted you a new
sweater which is circa 1970 in design and feel.
It’s not your style at ...
Scenario 2:
• Your neighbour has been feeding your cats each time
you go away for the last 10 years. Recently your cat
dev...
Scenario 3:
• Your teenage son has hit adolescence with a
vengeance! All of a sudden, he has developed
body odour and is b...
Scenario 4:
• Your partner or best friend has been given an award
for their performance at work. It’s quite a big deal
and...
Scenario 5:
• Your partner or best friend has a new dress.
She asks you how she looks. You think the
dress is very unflatt...
Understanding the agendas and
resources
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Final sighted guide practitioner training

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Final sighted guide practitioner training

  1. 1. Sighted Guide Practitioner Training National Sighted Guide Training Programme
  2. 2. National Sighted Guide Training • Insert all logos
  3. 3. Aim To give participants the advanced skills to support others in providing sighted guide service and work with more demanding clients themselves
  4. 4. Course Objectives • For people to confidently train everyday and volunteer sighted guides • To assess the learning of everyday and volunteer sighted guides • To competently assess risks and hazards in the context of risk enablement • To understand advanced safeguarding issues • To develop an in-depth understanding of the emotional and physical effects of sight loss • To understand potential issues when guiding clients with complex needs
  5. 5. Agenda 20 mins Introductions and welcome 30 mins Introduction to assessment 30 mins Introducing the assessment part of the website 20 mins Tea Break 45 mins What makes a good trainer? 75 mins Providing feedback 20 mins Tea break 30 mins What you need for modules 1 & 2 30 mins Q&A session on your practice so far 15 mins Arranging your practice
  6. 6. What is a Sighted Guide Practitioner? • Requires learning, assessment and practice at modules 1, 2 & 3 • Trains other sighted guides • Provides sighted guide support for people with challenging and complex needs
  7. 7. Other modules and roles Everyday Sighted Guide • Requires learning at module 1 • An Everyday Guide confidently and effectively provides sighted guide assistance in everyday life situations Sighted Guide Volunteer • Requires learning, assessment and practice at modules 1 and 2 • Provides a sighted guide service for an agreed period to enhance the client’s independence through getting out and about
  8. 8. Assessment • To successfully complete this module, you have to complete some learning online and a learning log • This learning is assessed by your assessor (usually the same person as your trainer today)
  9. 9. Online learning • Insert screen grab of learning website
  10. 10. Guidelines to help the course run smoothly • Mobile phones off or on silent please • We all agree for only one person to speak at a time • Relax! • Say what you think • Be respectful at all times
  11. 11. Introductions Hopes and Fears
  12. 12. Principles of Assessment • Assessment must be valid • Assessment should be reliable and consistent • Assessment should be transparent and explicit • Assessment should be fair and equitable
  13. 13. Valid • Measuring a learner’s achievement at the right level • Measuring against the right criteria • The learner does not have access to assessor’s guides
  14. 14. Reliable and consistent • Assessors need a clear and consistent framework to measure against • Learners will be confident that their work is being assessed correctly
  15. 15. Transparent and explicit • Always assess against the right criteria and outcomes which are in the assessor’s guide • The learner can see clearly how their work measures up to the criteria.
  16. 16. Fair and equitable • Assessors will treat all learners the same and use the same criteria for all learners • Learners will be able to compare their assessments and clearly see that the criteria is equitable
  17. 17. The assessor’s guide Online link
  18. 18. The “I’ll never...” exercise
  19. 19. Learning styles • People learn in different ways • How people learn should affect how we train Honey and Mumford’s learning styles
  20. 20. The activist learner • Activists involve themselves fully and without bias in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open- minded, not sceptical, and this tends to make them enthusiastic about anything new.
  21. 21. The pragmatist • Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sort of people who return from courses brimming with new ideas that they want to try out in practice. " and "If it works it's good".
  22. 22. The reflector • Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to a conclusion.
  23. 23. The theorist • Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They tend to be perfectionists who won’t rest easy until things are tidy and fit into a rational scheme.
  24. 24. Good feedback
  25. 25. Principles of good feedback • Allow good time • Avoid feedback overload • Always give constructive feedback • Create a positive attitude about learning • Use the sandwich technique: Positive + constructive negative + positive
  26. 26. Scenario 1: • Your Aunt Maud has knitted you a new sweater which is circa 1970 in design and feel. It’s not your style at all. You have already politely thanked her and put the sweater to the back of your wardrobe. Today, Maud tells you that she is saving her pension to buy more wool to knit you a matching hat and glove set. You know Maud is short of cash. How do you give her feedback?!
  27. 27. Scenario 2: • Your neighbour has been feeding your cats each time you go away for the last 10 years. Recently your cat developed an illness which means that it must have a tablet twice a day. Your neighbour seemed happy to do this but on return from your holiday, you notice that there are 5 more tablets than there should be left in the packet. You are away again next month and your neighbour is your only option. How do you give feedback?
  28. 28. Scenario 3: • Your teenage son has hit adolescence with a vengeance! All of a sudden, he has developed body odour and is blissfully unaware of the fact. You notice that his friends are commenting to each other. He was dumped by his girlfriend recently and so is feeling even more sensitive than usual. How do you give him feedback?
  29. 29. Scenario 4: • Your partner or best friend has been given an award for their performance at work. It’s quite a big deal and they have asked you to come to the dinner dance where they have to accept the award and make an acceptance speech. On the morning of the ceremony, they run their speech by you. You think it is dreadful - awful jokes and far too long. You know how important it is for them to impress as their boss is talking about promotion. How do you give feedback?
  30. 30. Scenario 5: • Your partner or best friend has a new dress. She asks you how she looks. You think the dress is very unflattering indeed. How do you give feedback?
  31. 31. Understanding the agendas and resources
  32. 32. Close

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