The World of Learning - Apprenticeship Training Material - Pathway Group.ppt
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The World of Learning - Apprenticeship Training Material - Pathway Group A powerpoint which covers topics such as different learning and teaching styles, along with delving into what they are and the advantages of them.
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The World of Learning - Apprenticeship Training Material - Pathway Group.ppt
- 1. The World of Learning
- 2. Different Approaches to delivering apprenticeships
- 3. Learning Styles Visual Auditory Kinaesthetic Reading/writing © Pathway Group | E & OE
- 4. Delivery styles and approaches Different techniques depending on the task Practical training such as learning new software Reading materials to support knowledge Role play as preparation for tasks Watching short videos like U-tube and Ted talks On the job coaching Job shadowing – learning from a professional Discussion and questioning Case studies Quizzes and games Coaching Mentoring © Pathway Group | E & OE
- 5. Overview of methods Face to Face Remote delivery 121 and group delivery (as above) Workshops / Webinars / short tutorials Pre-recorded content, recorded sessions – accessible via e- portfolio / Learning platforms Handouts, resources, how to guides, templates Assignment briefs / hints and tips Grade descriptors and examples © Pathway Group | E & OE
- 6. Let’s discuss The benefits and considerations of each delivery style In meeting the needs of apprentices and employers © Pathway Group | E & OE
- 7. Blended learning models and their effectiveness
- 8. Combined Learning Blended learning often known as ‘Hybrid learning’. Suits all learning styles Have a combination of both face to face and remote delivery Provides flexible training for busy professional people Becoming more popular in apprenticeship delivery Improves engagement due to ability to stop and start when diary / work commitments permit Can incorporate quizzes and knowledge checks that are self marking © Pathway Group | E & OE
- 9. Brick & Mortar Online Learning Face to Face Blended Learning Virtual (Online) Conversation Negotiated interaction Production Collaboration Application Self-paced Language skills Authentic content Practice & feedback Progress Monitoring © Pathway Group | E & OE
- 10. Areas of further development • Additional resources provided which can be evidenced for example: • Safeguarding and Prevent • British Values • Equality & Diversity • Short online CPD units as added value and supports CEIAG • Workshops of the development and support of behaviours • Certification helps with tracking © Pathway Group | E & OE
- 11. Let's discuss… What strategies should be considered for designing and implementing effective blended learning models in apprenticeship programmes (this should include Intent, Implementation and Impact) © Pathway Group | E & OE
- 12. Off-the-job training, mentoring, and supervision
- 13. Definition of Off-the-job Training (OTJT) Apprenticeship funding rules 2022/23 “Off-the-job training is a statutory requirement for an English Apprenticeship. It is training received by the apprentice within their practical period, during the apprentice’s normal working hours, to achieve the knowledge, skills and behaviours of the approved apprenticeship; this is referenced in the apprenticeship agreement. By normal working hours, we mean the hours the apprentice would normally be paid, excluding overtime.” © Pathway Group | E & OE
- 14. The importance of on-the-job training for skills development and practical experience An apprenticeship is a work base programme OTJT should be carried out in work time OTJT should be identified in the apprentices learning plan OTJT can't be completed during overtime as its unplanned OTJT cant be called anything else OTJT should be kept up to date at all times by the apprentice The tutor should carry out regular checks and discuss OTJT with the apprentice and employer OTJT is flexible and anyone can deliver it! © Pathway Group | E & OE
- 15. What can be included… Apprenticeship funding rules 2022/23 “Off-the-job training must deliver new skills directly relevant to the apprenticeship standard. It can include the following: • The teaching of theory (e.g. lectures, role-playing, simulations, exercises, online learning and manufacturer training); • Practical training, shadowing, mentoring, industry visits, and participation in competitions, where the activity has been agreed upon and documented as part of the agreed training plan or • Learning support and time spent writing assignments” © Pathway Group | E & OE
- 16. What can't be included Apprenticeship funding rules 2022/23 “Off-the-job training must not include: • Time spend on initial assessment and onboarding activities; • English and maths training, up to including Level 2 • Training to acquire knowledge, skills and behaviours that are not required by the apprenticeship standard; • Progress reviews or on-programme assessments; or • Training which takes place outside the apprentice’s normal working hours (unless the apprentice has been paid for these additional hours or been given time off in lieu) © Pathway Group | E & OE
- 17. Why are supervisors and mentors important in apprenticeships? • The supervisors should carry out a thorough induction for new staff or upskills • Workplace mentor or coach to be assigned • Ensure the provider is aware of contact details • Supervisors or mentors can attend the tripartite review if they are able to contribute to the feedback and development process • Tutors should provide progress updates to supervisors. Learners may request mentors to be involved • Mentors can help the apprentice resolve issues quickly if they don’t feel comfortable talking the employer • No formal training is required to be a mentor © Pathway Group | E & OE
- 18. Let's discuss… Effective strategies for providing on-the-job training, mentoring and supervision to enhance apprentices' learning experiences © Pathway Group | E & OE
- 19. The importance and impact of work- based projects • Work-based projects allow the apprentice to apply their learning directly to real-life challenges within the organisation. • Projects can be created to improve processes and efficiencies. This may even be environmental or money saving projects. • The tutor will provide guidance around tools such as Gannt charts and creating business cases. • Organisations can benefit from these projects • Projects can be used as best practice and develop a culture of collaboration and team work © Pathway Group | E & OE
- 20. Why are assessments, and practical applications important Skills evaluation Practical experience Feedback and improvement Performance tracking and monitoring Confidence building Preparation for their EPA – ‘showcasing their best self’ © Pathway Group | E & OE
- 21. Let's discuss… As a manager or mentor, how would you help your apprentice agree on a project? What impact would you like to see and hear within your business? © Pathway Group | E & OE
Editor's Notes
- So why are we starting with this? You will all be aware of different learning styles, and apprenticeships are a great way cater to these needs. For the purpose of today lets explore the 4 types of learning styles- All these learning styles really do fit perfectly in an apprenticeship by the way it should be delivered, evidenced and assessed. Visual learners Likes to observe, use pictures and diagrams Work may be presented in a similar way with diagrams and pictures/videos Auditory learners Like to listen to the tutor rather than reading notes, but likes to get involved Work may be presented in verbal discussions and Q&A Kinaesthetic learners Learn through experiencing things ‘hands on’ Work may be presented by observations Reading/writing learners Will research and use the internet mixture of reading and visual Work may be presented in both written and pictural forms
- Introduction to delivery styles and approaches used in apprenticeships There are so many ways to deliver training to apprentices, in fact in many ways to wider the scope the better to delivery. As with all delivery it changed during the period of Covid and providers had to responds quickly to remote learning. This enabled a new way of doing things. Its allowed apprentices to continue with their learning, provided more flexibility and also helped developed skills which probably weren’t really considered before. Historically a tutor would deliver a lot of sessions face to face and in the workplace for classroom environment. With a lot of printed out handouts and even paper portfolios which got bigger throughout the time on programme. With the introduction of online sessions, e-portfolios and learning platforms its enabled delivery to take on a whole different theme. There are so many different ways an apprenticeship can learn. Ofsted will measure the ‘delivery of education 'by its curriculum intent, implementation and impact. This session really explores the ‘Implementation of the curriculum as well as personal development of behaviours and attitudes We have previously covered assessment methods, so lets delve into this in more detail.
- The list really is endless. The main thing around delivery methods is that the method is relevant to the standard and workplace. That the apprentice is learning on the job training, its being evidenced and they are developing their skills and behaviours and that is caters for their learning style. This helps keep them engaged and motivated. Tutors may do 121 and group remote delivery but attend on site every 10 -12 weeks to carry out the tripartite review, do a T&L session and an observation. This might also include a witness testimony from an employer or a chat with a mentor. Providers often offer a variety of methods to suit the apprentice, learner and curriculum in a classroom or workplace environment. Lets explore what's available: Face to Face Remote delivery 121 and group delivery (as above) Workshops / Webinars / short tutorials Pre-recorded content, recorded sessions – accessible via e-portfolio / Learning platforms Handouts, resources, how to guides, templates Assignment briefs / hints and tips Grade descriptors and examples Maybe even a combination of everything Finally, quizzes are a great way of checking knowledge levels and recapping of information. As with all software there are many versions available, but some providers use simple ones like Kahoot and Padlet
- Discuss as a group Lets discuss the benefits and considerations of each delivery style In meeting the needs of apprentices and employers Flexible – fits around job role, working hours and personal commitments (i.e. childcare, homeworking, shift work( Suits individual learning styles Less intrusive in workplace Includes a mixture of technology and increases exposure Off the Job Training Need to consider Wi-Fi, laptop and quiet space Shorter productive sessions Meet others in group sessions and share experiences Not everyone is confident learning / using technology Employers can contribute and sequence curriculum making its relevant at the right time Less travel Remote sessions -learners to develop confidence to have camera on Mentor support – helps see things differently
- This form of learning lends itself well to apprenticeship provision as it allows for more flexibility within the workplace. As we know our work flows can be busier at certain times of the month which doesn't always fit within scheduled classroom delivery or availability from tutors. By offering a blended learning approach it means apprentices can work through pre-set work tasks, videos, tutorials or recorded workshops. There are several forms of online learning platforms and ways to collaborate with tutors and fellow apprenticeships through online forums and group chats. Another positive for online content or recorded sessions allows apprentices to go back and rewatch areas that the maybe didn’t understand or needed to re-enforce the learning experience. A lot of providers use desktop and mobile platforms such as TEAMS or ZOOM to communicate with learners as this offer functionality such as group delivery, whiteboards, breakout rooms, mute, share screen and chat functions. To share video content provider are using their integrated e-portfolio's and VLEs platforms or software like Panopto, Vimeo and Opencast. For example Panopto is used to support teaching and learning by Recording live sessions with voice and visual and creates learning materials. Blended learning often known as ‘Hybrid learning’. Suits all learning styles Have a combination of both face to face and remote delivery Provides flexible training for busy professional people Becoming more popular in apprenticeship delivery Improves engagement due to ability to stop and start when diary / work commitments permit Can incorporate quizzes and knowledge checks that are self marking A good example of a remote session is on Teams. Teams allows you to go back and look at your chat box which is great if you completed an activity and need especially if your updating your OTJ or completing a task.
- This is a good visual representation of how they will work together if delivered and managed properly
- Referring back the to the EIF. There are two areas that are inspected: Personal development and behaviours and attitudes. Online deliver itself is unable to really show the impact of this, however the certification of CPD or non accredited learning can assist the tutor explore these areas further and record on monthly assessments and 12 weekly reviews. This might also link to any requests from employers around further development or employability skills. There are a vast amount of CPD units available, which brought in bulk can be very cost effective. The same concept can be applied to tutors as part of their CPD.
- Learning objectives (intent) o help learners to understand what they can expect from their training If your using curriculum writer or content creators they can understand the purpose To provide a timeline and expectations Hers a list of things to consider, as well any many others What strategies should be considered for designing and implementing effective blended learning models in apprenticeship programmes (this should include Intent, Implementation and Impact) To have clear learning objectives What is face to face and what is online How will it be accessed (laptops, mobile phones, tablets) How will it have the right level of visual and written content How will it be evidenced What tasks our outputs are expected How will OTJT be recorded or captured – reflection How will we know its worked?(Impact) How will they know what's next ? Can the sequence be changed?
- An apprenticeship is a work-based programme. Therefore, it is reasonable that the training must be delivered during the apprentice’s normal working hours, away from their productive job role. It would be unfair to expect an apprentice to undertake the apprenticeship in their own time, in addition to their (potentially full-time) job role. ‘Off-the-job training’ is the term used in legislation and is integral to the apprenticeship programme. It is important that we are consistent in our terminology to ensure all parties have a shared understanding of the programme OTJT is flexible in the way its delivered in relation to : • When it happens • Where it happens • How it is delivered and • Who delivers it In summary all the while the apprentice is learning and developing new knowledge and applying the skills and its relevant to the standard, even if its internal training and mentoring it can be recorded.
- There are four key tests. To be considered as off-the-job training, the activity must: Teach new knowledge, skills and behaviours; • Be directly relevant to the apprenticeship standard; • Take place in the apprentice’s normal working hours; and • Exclude English and maths up to Level 2. Apprentices will be provided with the total amount of OTJT required by the training provider. This is normally viable on in their e-portfolio system, This will also track the OTJT progress so the apprentice is able to manage this.
- Why is the time spent on initial assessment and onboarding not included? These activities do not count towards off-the-job training as they do not meet the definition of delivering new skills. Initial assessment is about the provider forming an opinion of the individual’s existing skills and support needs, and assessing what training is needed to help them to develop occupational competence at a defined level. English and maths provision is separately funded because all apprentices do not require this training
- An induction could include: one-to-one meetings for the apprentice to meet or shadow key members of the team so that they understand how their role fits with the wider organisation information on what is expected of them, for example, dress code, time management and general work behaviours details of how the apprentice’s work fits with the wider team and where they can go to for support a clear outline of their job role and objectives to help the apprentice understand what is expected of them an introduction to company policies rather than asking the apprentice to read them regular one-to-one meetings with the apprentice’s line manager a welcome handbook which provides a useful glossary of key business terms, organisational charts and key tasks for them to complete in the first weeks an introduction to their workplace mentor and/or ‘buddy’ The majority of this can be recorded as OTJT and should be recorded and discussed with a tutor Mentoring Assigning a workplace mentor/coach is a powerful tool which can ensure your apprentice settles into their role quickly and thrives in the workplace. A mentor/coach is separate to a line manager and is someone who provides a support system for the apprentice. They can help your apprentice resolve issues quickly when they don’t feel comfortable talking to their line manager. You can watch our webinar to learn more about mentoring and support. A workplace mentor may: share their knowledge and experiences provide advice, guidance and feedback act as a sounding board for ideas and action plans offer encouragement and support celebrate the apprentice’s success identify development opportunities build an apprentice’s confidence, independence, and self-belief set goals support personal development and wellbeing
- Discuss with group Lets explore effective strategies for proving on-the-job training, mentoring and supervision to enhance apprentices' learning experiences Reflective practice Improved performance Increased confidence to complete a task Working on own initiative Apprentice works on a business improvement project Mentors may help resolve conflict Mentors can act as a sounding board Morale boost Support with preparation for exams and assessments
- Ask the group of any apprentices have done this and the impact. Work-based projects allow the apprentice to apply their learning directly to real-life challenges within the organisation. Projects can be created to improve processes and efficiencies. This may even be environmental or money saving projects. The tutor will provide guidance around tools such as Gannt charts and creating business cases. Organisations can benefit from these projects Projects can be used as best practice and develop a culture of collaboration and team work
- Assessments and practical applications are crucial components of apprenticeship programmes. They serve several important functions: Skill Evaluation: Assessments allow for the evaluation of an apprentice’s skills and knowledge in a structured manner. This helps in identifying areas of strength and areas that need improvement. Practical Experience: Practical applications provide apprentices with hands-on experience in their field. This is invaluable as it allows them to apply the theoretical knowledge they’ve gained in a real-world context. Feedback and Improvement: Both assessments and practical applications provide opportunities for feedback. This feedback can then be used to guide the apprentice’s learning and development. Performance Tracking: Regular assessments can help track an apprentice’s progress over time. This can be useful for both the apprentice and the organisation to understand how well the learning objectives are being met. Confidence Building: Successfully completing assessments and practical tasks can help build an apprentice’s confidence in their abilities. Remember, the goal of an apprenticeship is not just to learn, but also to apply that learning effectively in a professional setting – regardless of level