PTTLS - Session 2

Ojaih Willow-Edwards

Icebreakers
In groups of three share the icebreaker you found for homework. Discuss: how will it help your learners? how will it help you? how does it meet last weeks criteria for icebreakers?

Learning Outcomes:
identify the roles, responsibilities and relationships of a teacher/ trainer in the lifelong learning sector identify relevant legislation & regulatory requirements identify different ways and styles of learning

Just a job?
For each row decide whether it is your responsibility: all the time some of the time none of the time. Also identify other professionals you could work with

Stakeholders
learners/ trainees

employers
colleagues

funders
self

law

Task
In groups of 3 present the act you researched to your colleagues.

I will tell you when to go on to the next presentation

Task
Decide:
what legislation or regulatory requirements are relevant what your responsibility is in the situation

How do we learn?

Task
In pairs: look at the different activities you have been given and group them according how they are learnt.

How do we learn?

M U D

How do we learn?

Memory Understanding Doing

Memory

association, repetition, review

Understanding

Making sense of information

Doing
I hear and I forget. I see and I remember. I do and I understand.

Confucius
Being involved in a practical task

What percentage do we remember of what we:

read

say
do

What percentage do we remember of what we:

read - 10%

say - 20%
do - 90%

Learning Styles

Task
Look at the cards you have been given and choose the ones that apply to you, personally, most.

What does this tell you about your learning style?

Unit 001: Roles, responsibilities and relationships in lifelong learning

Learning Styles VARK

Learning styles
V A R K Visual Aural Read/Write Kinesthetic

Idea was initially developed in 1987 by Neil Fleming in New Zealand (Uni.Lincoln NZ)

Some key points

Identifies the best way in which people learn

Gives people the confidence to excel by using the style that best suits them
Identifies learning preferences rather than strengths 5070% of population fall into multi-modal preference Helps teachers understand their students better Aims to improve efficiency of learning and delivery of learning

Visual
Learn by looking/seeing
Video PowerPoint TV

Whiteboard
Slides Photos Pictures

Posters
Slides Flow Charts and Graphs

Aural
Learn by listening Tapes Group discussion Role play Debate Explanations Stories and jokes

Read/write
Learn by reading and writing Assignments Reading books Questionnaires Multi-choice Handouts Dictionaries/thesaurus Textbooks Manuals Internet

Kinesthetic
Learn by doing Practical Demonstration Micro teach Field trips Use all senses (sight, touch, taste, etc) Laboratories Trial and error

Multi-modal
Multiple preferences A choice of 2, 3 or 4 modes of learning Use a variety of learning styles to ensure the different people in your group benefit (www.vark-learn.com)

Key Legislation

Data Protection Act (2003)

processed fairly and lawfully obtained and used only for specified and lawful purposes adequate, relevant and not excessive accurate and, where necessary, kept up to date kept for no longer than necessary processed in accordance with the individuals rights kept secure transferred only to countries that offer adequate protection
Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Children Act | Every Child Matters

be healthy stay safe enjoy and achieve

make a positive contribution

achieve economic well-being
Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Code of professional Practice (2008)

professional integrity

respect
reasonable care professional practice criminal offence disclosure responsibility during Institute investigations
Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Copyright Designs & Patents Act (1988)

Acknowledging other peoples work Institutions will have their own policies
Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Education & Skills Act (2008)

increase participation
a right for basic and intermediate skills development

thrive in society and throughout their working lives

Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Equalities Act (2010)

age disability gender/ transgender race religion

sexual orientation
pregnancy and maternity marriage and civil partnerships

Freedom of Information Act

see information an organisation holds about you

Health & Safety at Work (1974) (HASAWA)

all staff within the working environment are responsible for creating a safe place to learn.

Human Rights Act (1998)

gives all people basic rights

Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Protection of Children Act (POCA) (1999)

Places a responsibility on local authorities to make enquires if they receive concerns about child abuse
Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Safeguarding Vulnerable Groups Act (2006)

Vetting and barring scheme for people working with children or vulnerable adults
Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Regulatory Requirements

The Further Education Teachers Qualifications (England) Regulations (2007)

register with IfL

partake in CPD
complete PTLLS within a year of first teaching post

hold QTLS/ ATLS within five years of taking a teaching position

now superceded
Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Other Legislation

Other legislation | 1
Control of Substances Hazardous to Health (COSHH) Regulations (2002)

Food Hygiene Regulations (2006)

Health and Safety (Display Screen Equipment) Regulations (1992) Information technology codes of practice Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Other Legislation | 2
Management of Health and Safety at work Regulations (199) Manual Handling Operations Regulations (1992)

Reporting of Injuries, Diseases and Dangerous Occurrences (RIDDOR) Regulations (1995)

Ann Gravells, Preparing to Teach in the Lifelong Learning Sector: The New Award(2012)

Unit 008: Roles, responsibilities and relationships in lifelong learning

Roles and responsibilities of the teacher

Learning outcomes for today

Identify the characteristics of a good teacher by reflecting on own experiences Identify best practice in teaching and learning

What are your roles, responsibilities in relation to the teaching cycle

Evaluate Identify needs

Assess

Plan and Design

Deliver

Identify needs
Know as much as you can about your learners

What do learners know when they arrive?

How do they like to learn? What have others said about them? Provide an appropriate learning environment Room size Access Lighting, heating Boundaries Refer learners on to someone else know where your professional role stops and anothers begins (eg finance, personal issues, additional support)

Plan and design

Induct students into the organisation, eg
Ice breaker Ground rules Inform them of the qualification requirements Enrol them on course, register them with City & Guilds

Produce a scheme of work to meet internal and external requirements Produce session plans to meet each individuals learning needs Use a variety of resources and learning methods Continue to get to know your learners

Deliver/facilitate
Enable learners to gain a qualification to meet organisation targets and deadlines Ensure equal opportunities and acknowledge diversity within your group
Use a variety of learning methods to meet VARKS Use a variety of resources to meet learning needs Provide an enjoyable and safe learning experience Ensure learners are learning write learning outcomes you can measure and learners can meet

Be available for learners 1-1 support, tutorials to help you to get to know learners

Assessment
Ensure that you take the time to assess learners throughout their programme to measure their learning. Assessment should take place during all lessons or individual situations, formally and informally Use a variety of assessment methods to meet all learners needs It is your responsibility to keep records of progress for yourself and to feedback to learners to motivate them You need to keep records to meet internal and external demands audits, quality monitoring, etc

Evaluation
It is your responsibility to evaluate your classes and programme to help improve
your delivery your planning your assessment techniques your support for learners your teaching methods the resources you use

Your organisation will expect you to evaluate achievement and learner satisfaction for the self-assessment Report (SAR)

What are the qualities of a good trainer/teacher?

In summary qualities of a good trainer/teacher Knowledgeable

Enthusiastic Approachable Prepared Good communicator spoken, written, non-verbal Work as part of a team Flexible Professional, eg
Appropriately dressed Maintain confidentiality students and staff Appropriate use of language Appropriate interaction with learners

Homework

Homework
Complete assignment 1 Complete journal entry 1

Complete the VARK questionnaire

Complete the reading on the website.