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Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
Trainer Development   Some Thoughts And Reflections
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Trainer Development Some Thoughts And Reflections

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  • 1. Trainer Development: Some Thoughts and Reflections Paul Cutler Taken from the NCB PEAL Development Days - October 2008
  • 2. Purpose of the session <ul><li>Explore options for continuing development and accreditation </li></ul><ul><li>Share some learning from the PTLLS course </li></ul><ul><li>Identify priorities for personal and shared development and support </li></ul>
  • 3. Sorry for the jargon and acronyms! <ul><li>PTLLS is Preparing to Teach in the Lifelong Learning Sector </li></ul>
  • 4. Benefits of development <ul><li>Quality </li></ul><ul><li>Consistency </li></ul><ul><li>Improvement </li></ul><ul><li>Confidence </li></ul><ul><li>Networks </li></ul><ul><li>Knowledge, skills and attitudes </li></ul><ul><li>Broadens awareness of training and teaching contexts </li></ul><ul><li>Selling yourself </li></ul><ul><li>Developing better products and courses to sell! </li></ul>
  • 5. Routes to development <ul><li>Continuous Professional Development (CPD) </li></ul><ul><li>Institute for Learning www.ifl.ac.uk </li></ul><ul><li>Accreditation of prior learning </li></ul><ul><li>PTTLS </li></ul><ul><li>CTLLS </li></ul><ul><li>PEAL Facilitators Course </li></ul><ul><li>PEAL Development Days </li></ul>
  • 6. PTLLS - Preparing to Teaching in the Lifelong Learning Sector <ul><li>City & Guilds Level 3 and 4 </li></ul><ul><li>30 hours study </li></ul><ul><li>16 written assignments - 8 theory and 8 practical </li></ul><ul><li>Reflective diary </li></ul><ul><li>Video assessment! </li></ul><ul><li>Group work and eLearning </li></ul>
  • 7. How did it feel? <ul><li>Why me? </li></ul><ul><li>What will I learn? I am experienced! </li></ul><ul><li>Seeing yourself on video! </li></ul><ul><li>Getting peer and tutor feedback </li></ul><ul><li>Learning from other great trainers </li></ul><ul><li>New materials </li></ul><ul><li>Re-looking at familiar ideas </li></ul><ul><li>Being accountable and structured </li></ul>
  • 8. Course areas <ul><li>Learning styles and learning theory </li></ul><ul><li>Planning and structure </li></ul><ul><li>Equality and diversity </li></ul><ul><li>Teaching, training and facilitation </li></ul><ul><li>Assessment </li></ul><ul><li>Functional skills </li></ul><ul><li>Tools, styles and equipment </li></ul><ul><li>Motivation and feedback </li></ul><ul><li>Accountability, records and health & safety </li></ul>
  • 9. Learning 1 - Training Objectives <ul><li>SMART </li></ul><ul><li>Action verbs </li></ul><ul><li>Ability to evidence </li></ul><ul><li>Examples - demonstrate, list, describe, evaluate, create, produce, measure, identify, categorize </li></ul><ul><li>Reflection - “wow, my old objectives were not so good” </li></ul>
  • 10. Learning 2 - Functional Skills <ul><li>Literacy, language and numeracy </li></ul><ul><li>Accessibility </li></ul><ul><li>Clarity </li></ul><ul><li>Embedding </li></ul><ul><li>Reflection - “confession - I don’t think enough about this” </li></ul>
  • 11. Learning 3 - Revisiting Learning Styles <ul><li>Visual, Auditory, Kinesthetic </li></ul><ul><li>Activist, Reflector, Pragmatist, Theorist </li></ul><ul><li>Kolb’s Learning Cycle </li></ul><ul><li>The Training Cycle </li></ul><ul><li>Reflection - “yes, I know all this BUT how am I using it?” </li></ul>
  • 12. Learning 4 - Assessment <ul><li>Importance of assessment </li></ul><ul><li>Linking to clear learning outcomes </li></ul><ul><li>Benefits </li></ul><ul><li>Methods of assessment </li></ul>
  • 13. Learning 5 - Course Structure <ul><li>Individual Learning Plans (ILPs) </li></ul><ul><li>Scheme of work </li></ul><ul><li>Session plans </li></ul><ul><li>Linked to aims and objectives </li></ul><ul><li>Communicating to others </li></ul><ul><li>Reflection - “this feels more professional and less intuitive” </li></ul>
  • 14. Conclusions <ul><li>Revisiting familiar stuff is very useful </li></ul><ul><li>Reflection is powerful </li></ul><ul><li>Being the learner rather than the trainer for a change </li></ul><ul><li>Applying the learning to current and new work </li></ul><ul><li>It is nice to have a new certificate! </li></ul>
  • 15. Exercise - Small Group Discussion <ul><li>What are your personal development needs as a trainer over the next 12 months? </li></ul><ul><li>What support would you want from PEAL? </li></ul>

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