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Preparing to teach in the the lifelong learning sector.

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  1. 1. CIEH PTTLS Chartered Institute of Environmental Health Award in Preparing to teach in the lifelong learning sector Lloyd Dean
  2. 2. Who am I? Advanced Practitioner and teacher trainer for an Ofsted Outstanding Further Education provider Standards verifier for Edexcel External examiner for OCR Presenter at several eLearning conferences Educational blogger
  3. 3. Expectations (Both parties) Engage with discussions and activities Planned sessions that relate to the outcomes of the qualification To be treated with respect and have your voice heard To learn!
  4. 4. Now your turn to introduce…. Work with a partner and introduce them 1.Who are you? 2.What teaching background do you have? 3.What are you looking to gain from this qualification? 4.How do you learn best?
  5. 5. Course Structure 5 topics to learn and be assessed on: A.Role and responsibilities B.Learning styles and preferences C.Teaching planning skills D.Teaching styles and communication E.Teaching assessment
  6. 6. How am I assessed? PTLLS is divided into two parts: 1.Micro-teach, which is assessed 2.Concludes the learning with two assignments
  7. 7. Assignment 1  Produce a plan for a 25 minute micro-teach sessions. Which includes:  An indication of how the session relates to a full teaching programme  The nature of the target group  The learning outcomes  A selection of teaching and learning approaches to engage and motivate learners  An appropriate method of testing to ensure learning has occurred In delivering the micro-teach session you must demonstrate your ability to:  Set the scene for effective learning  Communicate appropriately and effectively with learners  Give feedback to learners You will obtain feedback from your peers and me, and complete a self-evaluation to reflect on and review the effectiveness of your micro-teach session.
  8. 8. Assignment 2 Write a concise summary (approximately 1,200 words) to demonstrate your understanding of your roles and responsibilities as a teacher in relation to: Your responsibilities and those of others who have an effect on your work Legislation – how it might impact on your area and context of teaching Equality, diversity and inclusion – in what ways you can integrate these principles into your teaching Internal and external assessment requirements – what requirements you need to follow in this area Keeping records – what records you need to keep and why
  9. 9. Assignment 3 1.    Review a teaching session that you recently delivered and describe: The teaching and learning approaches used The effectiveness of learning that took place Areas where you could improve your teaching 2. Describe how you would extend this teaching session into a full teaching programme. 3. Produce two further session plans from the teaching programme. They must include:       An indication of how the session relates to a full teaching programme The nature of the target group The learning outcomes A selection of teaching and learning approaches to engage and motivate learners An appropriate method of testing that learning occurred An indication of where functional skills can be embedded into the teaching programme
  10. 10. One more thing on assessments….. You need to achieve a pass in all three assignments to be awarded a CIEH PTLLS qualification It takes approximately eight weeks for the centre to receive your results
  11. 11. Initial Assessment PTLLS Initial Assessment Name: Contact details Home phone/ Mobile/ Email: Access to a PC/tablet/smartphone with microphone / webcam? Highest English and Maths qualification Existing qualifications relevant to teaching area: Do you have any access or Individual support needs? What experience of teaching/training do you have? What do you teach? Or what skill or subject are you considering teaching/training? Is there anything you want to say about your expectations, hopes or concerns about joining the PTLLS course? Tutor’s end-of-course feedback Date: (GCSEs? NVQ? Degree?) (eg help with assignment writing/ Dyslexia / Study skills help )
  12. 12. A. Roles and responsibilities
  13. 13. Aims By the end of this section you should be able to: Identify teacher roles and teacher-related roles as recognised by the lifelong learning sector. Have an understanding of the responsibilities that teachers have and who have an effect on their work. Identify key aspects of current legislative requirements, codes of practice and professional standards. Recognise the importance of matching the teaching material to the needs of the learners. Identify issues of equality and diversity, and ways to promote inclusion. Explain the need for record keeping and procedures that can be adopted.
  14. 14. Teachers roles and responsibilities White board splash On the board, list three different roles that you think you undertake as a teacher. Place your initial to each answer. Roles of a teacher Educator Student Friend Role-model Source of support it? Facilitator Organiser Counsellor Disciplinarian Is this is
  15. 15. Teachers roles and responsibilities Responsibilities
  16. 16. Legislation, codes of conduct and professional standards BYOD (Bring your own device) Research, using any access to the internet you have, a legal topic that impacts your role as a teacher (1), one code of conduct for teaching (2) and a professional standard that must be maintained whenever teaching (3). Get into groups, as per your number allocation, and collate evidence on a flipchart paper.
  17. 17. Legislation, codes of conduct and professional standards Legislation Health and Safety at Work Act (1974) Data Protection Act (1998) Equality Act (2010) Freedom on information Act (2000) Children and Young Persons Act (2008) & Designated Teacher (2009) Codes of conduct Continuous professional development Safeguarding Professional standards Respect Confidentiality Trust Feedback
  18. 18. Matching the teaching material to the needs of the learners Complete the worksheet “Meeting the learner’s needs” How do you know the answers to the questions, from a learner perspective, are correct? Why is it important to meet learner’s needs? What else could you know? Complete learning styles questionnaire What can this tell us?
  19. 19. Equality, diversity and ways to promote inclusion (Type this into your device and answer the questions below) What is equality and diversity? What ways can we promote inclusion? Equality and Diversity 9 protected characteristics to ensure everyone is treated as an equal Ways to promote inclusion Find the learners styles Plan assessments for the individual small learning groups Apply E&D to each learner Create
  20. 20. Record keeping procedures “When ever I finish delivering a qualification I just store the assessed work in a cupboard in my office. It it not locked but I know no-one will use it. Sometimes though, I do throw large files away if they take up too much space. Some learners are assessed electronically and this is stored on my computer. I make sure that I keep this locked with a password though” What statements are good practice, and what needs to improved? What else needs to be considered for this teacher?
  21. 21. B. Learning styles and preferences
  22. 22. Aims By the end of this section you should be able to: Identify and demonstrate relevant approaches to teaching and learning, in relation to the specialist area. Explain ways to embed elements of functional skills in the specialist area. Recognise factors that influence learning and use a simple but effective structure for identifying and accommodating different learning preferences in any teaching situation. Have an understanding of how learners have preferences for receiving and assimilating information.
  23. 23. Relevant approaches to teaching and learning, in relation to the specialist area Things that you could do Are there any? Things that you could not do For both questions consider your own specialist area
  24. 24. Embedding functional skills  English  Maths  ICT  Why and how can you embed functional skills? Key Point: Work the functional skills around the topic. Do not just make something up in order to “box tick”. There will be sometimes when embedding functional skills is not viable.
  25. 25. Learning styles and preferences  Think of the best session you were ever involved with as a learner?  Why was this?  Probably, your own learning style was included in the session.  Number of learning styles, but common approaches include: Visual – Learners develop knowledge best by seeing various diagrams (Pinterest) Auditory – Learners develop knowledge best by hearing information (Podcasts/Theory input/Questioning) Kinaesthetic – Learners develop knowledge best by “doing” or creating something. (iMovie/Practical task) Task Go back to your earlier learning styles questionnaire. How could you fit your micro teach topic to suit all learning styles?
  26. 26. C. Teaching Planning Skills
  27. 27. Aims By the end of this section you should be able to: Identify appropriate learning outcomes for a specific teaching group. Design teaching sessions by carrying out effective planning and preparation that takes account of the needs of the learners. Select different and diverse teaching resources for a specific session.
  28. 28. Learning outcomes  By the end of this sentence you should be able to analyse and understand why cows “moo”.  By the end of this slide you be able to identify the importance of clear and precise learning outcomes.  By the end of the PTLLS course you will be be an outstanding teacher Which one is illustrating the point? Design your learning outcomes for your micro-teach.
  29. 29. Designing sessions that take the needs of learners into account What would you do if the following was an issue: Motivation Dyslexia Understanding Environment Disability
  30. 30. Selecting diverse and different teaching resources What I use:  Padlet iMovie Educreations Work in pairs and present favourite teaching resource No resources? Articulate Snowball fight What’s the point; engaging assessment!
  31. 31. D. Teaching Styles and Communication
  32. 32. Aims By the end of this section you should be able to: Explain ways to establish ground rules with learners, which underpin appropriate behaviour and respect for others. Use a variety of different ways of communicating information and making teaching more accessible and interesting to learners. Explain and demonstrate good practice in giving feedback to learners to ensure a process of continuous improvement. Communicate appropriately and effectively with learners. Evaluate teaching to ensure a process of continuous improvement.
  33. 33. Ground rules and behaviour How did our first meeting start as a group? How do I/we agree ground rules? What do you do, and why? Does this really matter………………
  34. 34. Communication, interesting and accessible learning How can you communicate with learners to engage them and/or enable them to access resources? We’ve already covered a few. What were they? GoogleDocs Wikspaces YouTube Screencasting Virtual learning environments
  35. 35. Evaluating teaching and CPD “Ten years of teaching without reflection is just 1 year repeated 10 times” Hands up who has never made a mistake delivering any session/workshop? Evaluation will help to ensure you know what aspects are the strongest in your practice as well as what you can do to improve Continuous professional development (CPD) can give these targets structure (E.g. PTLLS!) CPD is a requirement in teaching. Do you store yours as evidence in a portfolio?
  36. 36. E. Teaching Assessment
  37. 37. Aims By the end of this section you should be able to: Understand a variety of different ways of assessing the effectiveness of teaching measuring results. Explain the use of assessment methods in different contexts, including reference to initial assessment. Explain procedures for recording internal and external assessment information.
  38. 38. Procedures for recording internal and external assessments What would you do with paperwork? How long does it have to be kept for? What is the learner cycle and what role would an internal and external quality assurer play in the assessment process?
  39. 39. Different ways to assess teaching effectiveness What is assessment? Assessment for learning vs. assessment of learning Why? What’s the difference? Complete the “assessment for learning” task sheet and feedback answers.
  40. 40. Different types of assessments Initial assessments is one that we have completed. Create a list for us to use in our session plans and teaching practices under the “assessment” column
  41. 41. Review of course What has gone well? What has not gone as well as you hoped? What are your targets from here? How would develop the delivery?