TQUK Level 3 Award in Education and Training

1. TQUK Level 3 Award in Education and Training

3. Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training. Role and responsibilities of the teacher with regards to: Legislation (Generic and Specific): Health and Safety at Work Act 1974, Data Protection Act 1998, Display Screen Equipment Regulations 1992. Regulatory Requirements: Restrictions, special considerations that apply to own area of teaching. Codes of Practice: Guidelines of conduct within own profession and/or within teaching (IFL Code of Professional Practice 2008).

4. Equality and Diversity • The Equality Act 2010 • Protected characteristics Teachers should: Identify when comments or behaviour have the potential to cause offence. Make every possible reasonable adjustment to help all of their students succeed in their chosen course or programme of study. Represent a broad cross section of society with the resources they use in their lessons. Equality- Everyone has the same opportunities regardless of differences. Diversity- Differences are valued and celebrated.

5. Identifying Individual Learning Needs: • Age, maturity, experience • Skills, ability, knowledge • Social status and the need for acceptance • Physical or mental disabilities • Interests, previous experiences • Motivation (intrinsic/extrinsic) Reasonable adjustments can be made to accommodate students with all different types of learning needs. Abraham Maslow believed that people have a hierarchy of needs:

6. Hierarchy of Needs

7. Teachers facilitate learning by creating an environment in which students can flourish! Maslow believed that people perform better when they feel safe both physically and psychologically.

8. Relationships in Lifelong Learning Teachers have to manage relationships with: • Students • Parents • Colleagues • Stakeholders • Managers • Assessors • Other Administrative Support Staff

9. Boundaries of own role-Teachers should recognise when others are more suited to dealing with specific areas : Teachers sometimes think they have to know how to deal with everything! IT issues Teaching vs. Assessment/Quality Assurance Administration Disciplinary issues (students)

10. Boundaries- Recognising the scope of one’s own expertise and knowing when to draw the line. Teachers might have to refer students who: Can be referred to internal and/or external agencies: ESOL, tutors, managers, more experienced colleagues. Citizens Advice Bureau Victim Support • Do not have the necessary skills or knowledge to participate in the training. • Are experiencing immigration difficulties. • Are victims of crime or domestic abuse.

11. Own Responsibilities: • Continuous Professional Development:With regards to subject and teaching. • Identify and meet learners’ needs:Catering to preferred learning styles (VARK), making reasonable adjustments and referring students when necessary.

12. Own Responsibilities: • Reflective practice:Learning from what went will and didn’t go so well in lessons (Experiential Learning). • Being a role model:IFL Code of Professional Practice (behaviour and respect. • Help students achieve their potential!

13. Preferred Learning Styles (VARK) • Visual- Students prefer to learn by seeing (PowerPoint, videos, demonstrations). • Aural- Students prefer to learn by speaking and listening (lectures, discussions, debates). Teachers who give their students opportunities to utilise all of the learning styles in lessons significantly improve their chances of success in a course or programme.

14. Preferred Learning Styles (VARK) • Read/Write- Students prefer to learn by reading (textbooks, hand-outs) and writing (note-taking, essays). • Kinaesthetic-Students prefer to learn by doing (role-plays, demonstrations, practical activities). Teachers who give their students opportunities to utilise all of the learning styles in lessons significantly improve their chances of success in a course or programme.

15. Experiential Theory David Kolb (1984)

17. Unit 4:Understanding and Using Inclusive Teaching Approaches in Education and Training. Teaching Approaches: • Demonstrations • Role-plays • Group work • Icebreakers and energisers • PowerPoint • Videos • Discussions • Case Studies

18. Using multiple approaches help teachers: • Maintain interest in their lessons. • Cater to preferred learning styles. • Promote inclusion and maximum participation. • Give students a sense of belonging and that their contributions are valued. • Assess the knowledge, skills, and attitudesof their students. • Give students something to look forward to. • Achieve outcomes regardless of learning abilities (differentiation).

19. Whilst teachers should devise interesting lessons, they may be limited in the amount of strategies they can use to satisfy curriculum expectations or awarding body requirements. In recent years, there has been a massive shift towards informal teaching approaches in further education. Malcolm Knowles suggested that a relaxed and interactive style of teaching was a more suitable approach to take with regards to education of adults. The new few slides take a look at some popular theories and ideas about inclusive teaching approaches.

20. Inclusive Teaching Approaches: • Andragogy-Lessons are student-centred. The focus is on the students as opposed to Pedagogy which is a teacher-centred approach. Refer to the Socratic method. • Facilitating learning- The teacher facilitates learning (makes it easier) by exploring different ways individuals best relate to the subject. Theories are not directly imposed upon students but are introduced and discussed with the teacher in a supportive learning environment. Refer to Carl Rogers’ Humanistic Approach:

21. Inclusive Teaching Approaches: Carl Rogers’ Humanistic Approach: • “A person cannot teach another person directly; a person can only facilitate another's learning” (Rogers, 1951). This personality theory states that everyone exists in a constantly changing world of experience in which he or she is the centre. • Each person reacts and responds based on perception and experience. The belief is that what the student does is more important than what the teacher does. The focus is on the student (Rogers, 1951).

22. Inclusive Teaching Approaches: Carl Rogers’ Humanistic Approach: • The background and experiences of the learner are essential to how and what is learned. Each student will process what he or she learns differently depending on what he or she brings to the classroom.

23. Inclusive Teaching Approaches: Proponents of inclusive teaching approaches also focussed on relationships and group dynamics within the classroom. Refer to Bruce Tuckman’s Team Building Model and Eric Berne’s Transactional Analysis: • Bruce Tuckman: Forming-Storming-Norming-Performing. Relates to the stages a team or class goes through once they are assembled to complete a task. Teachers should be able to identify what sort of instruction, discipline, encouragement, and praise their students need at different stages in learning.

24. Inclusive Teaching Approaches: • Eric Berne: Transactional Analysis. Relates to personalities or roles people adopt in different situations and/or with other people: The Parent assumes the role of authority in a “transaction” or communication with another. The Adult tends to view things objectively and assumes that others in a transaction are competent. The Child tends to assume the role of the victim and will seek guidance or reassurance from a Parent figure. "Ground Rules” should be agreed upon by the teacher and students to help them identify and promote adult behaviour in the classroom.

25. Inclusive Teaching Approaches: Open questioning methods:Refer to the Socratic Method. Socrates’ approach to teaching reflected his belief that his students would know the right answers once they were asked the right questions.

26. Inclusive Teaching Approaches: • Differentiation- Teachers should endeavour to give every student in a class an opportunity to learn the subject in a way which best suits him or her. The teacher should be able to teach the same subject in a different way to help all students achieve their potential.

27. Visual, Aural, Read/Write, Kinaesthetic (VARK) Teachers should use resources which promote inclusion. Students might desire a little bit of competition and a sense of achievement (gapped hand-outs). They might also look for relevance of the subject being taught in a modern context (news articles, videos). Some students might have dyslexia and need to look at hand-outs in different colours. Teachers should consider preferred learning styles when planning resources.

28. Teachers in further education should give their students every opportunity to use the basic skills they will need to survive and/or succeed in the workplace. Embedding Functional Skills Numeracy Literacy Information and Communications Technology Language

29. Functional Skills- The focus of the curriculum should not be on these but they should always be an integral part of the learning process. • Numeracy-Weights, measurements, dates, page numbers, index or glossary numbers, percentages, counting, lists, simple arithmetic. • ICT- Websites, PowerPoint, use of laptops, recommended websites, emails, references to computer software and/or hardware. • Language- Discussion, paraphrasing, debates, key words exercises, case studies. • Literacy- Reading hand-outs, worksheets, books and/or PowerPoint presentation, taking notes.

30. Students need to see that their teachers expect them to succeed! Involving Students in the Assessment Process: Give students opportunities to show their knowledge, skills and experience within different areas of the curriculum. Agree and set realistic goals with them (Individual Learning Plans). Keep checking for times when students seems to lose motivation and/or interest in the subject and check their understanding.

31. Teachers assert their authority at different times and in subtle ways in a course or programme of study. Ground Rules: Teachers should help their students agree rules which minimise the potential for disruption in the class. Should focus on positive behaviour. Should be on constant visual display to remind students of expected standards of behaviour. Can be amended to help teachers deal with unexpected problems or issues.

32. Feedback: • Can be written or verbal. • Evaluative feedback- “That’s good!” “Well done!” • Descriptive feedback- Praise, points for development, encouragement. Layer cake, sandwich feedback. • Should help improve the knowledge and/or skills of the student. • Should not embarrass or discourage the student. • Can be given in a way so that students take credit for additional clarification the tutor provides.

33. Unit 4:Understanding and Using Inclusive Teaching Approaches in Education and Training. • Lesson/Session Plans • Delivery of a 30 minute Micro-teach session- Preparation of resources. • Peer evaluations (2) • Self evaluation • Reflections on experience (3.1,3.2 of Lesson Plan)

34. Writing Lesson/Session Plans Help Teachers: • With timings: Teachers should try to predict when their students are likely to reach milestones within a course or programme of study (outcomes/objectives). • Plan activities which help them maintain students’ interest in the subject at different times within the programme of study. • Plan resources which cater to a variety of preferred learning styles and needs. • Plan ways to check that their students are meeting the requirements and achieving their potential (assessment methods) at each stage of the course (assessment types). • Ensure that their students have opportunities to practice and/or develop functional skills. • Cater for maximum inclusion and participation regardless of ability, attention spans, or interests (differentiation).

35. Micro-teach sessions: • Prepare resources which cater for preferred learning styles (VARK) and which can be placed into a portfolio for assessment. • Complete 2 assessments of peers which can be placed into a portfolio for assessment. • Complete a self-evaluation form (can be handwritten) which can be placed into a portfolio for assessment. • Complete sections 5.1 and 5.2 of the Lesson Plan (reflection of inclusive practice during Micro-teach and own conclusions relating to areas for subsequent improvement).

36. Unit 5: Understanding Assessment in Education and Training. • Assessment types • Assessment methods • Self-assessment • Peer-assessment • Records of assessment • VACSR • Quality assurance

37. Assessment Methods: • Questions • Questionnaires • Worksheets • Multiple choice tests • Role-plays • Essays • Presentations Teachers use different assessment methods depending on what knowledge, skills, or attitudes they are assessing in a course or programme. Consider strengths and limitations of each assessment method.

38. Self and Peer Assessment: • Self-assessment: Gives students opportunities to evaluate their own strengths and weaknesses in a subject. Consider SWAIN analysis: Strengths, Weaknesses, Aspirations, Interests, Needs with regards to self-assessment. __________________________________________________________ • Peer-assessment: Students are given opportunities to observe others and learn from what they did well or not so well. Encourages teamwork, and helps students identify vital processes or steps required when learning new skills.

39. Assessment Types: • Diagnostic assessment: Administered to students to help determine whether they have the necessary skills to participate in their chosen course or programme. • Initial assessment: Conducted at the beginning or before a course or programme. Entails identification of learners’ needs. Can be administered to help teachers devise individual learning plans (ILP). • Formative assessment: Conducted during the course or programme. Helps teachers track the progress of their students and identify specific strengths or weakness in their learning. • Summative assessment: Conducted at the end of a course or programme and usually administered to determine if a student has earned a formal qualification or award.

40. Assessment Methods Should Be: • Valid- Does the assessment method properly relate to the subject being taught? • Authentic- Did the student complete the work himself or herself? Has it been copied? • Current- Is the assessment method and the student’s work relevant in a modern context? • Sufficient- Does the assessment adequately evaluate the student’s work and competence? • Reliable-Will a sample of a student’s work be marked in a similar way by a different assessor? VACSR

41. Quality Assurance: • An auditing system which gives training providers information on how well their processes and procedures are working. • This system should help training providers identify solutions to problems with the planning, delivering, or evaluation of a course or programme. • Helps training providers guarantee the integrity of their “products”.

42. Records of Assessment: • Are kept to help track students’ progress and prove that they have met or not met the requirements of a course or programme. • Are kept to satisfy awarding body requirements. • Can be used to keep track of the training provider’s effectiveness in helping students achieve their potential (quality assurance). • Can be analysed to help training providers standardise their assessment processes. • Are kept in accordance with the Data Protection Act and Freedom of Information Act.

43. Writing Essays (Units 1,4, and 5) • You will have to submit a portfolio-based assignmentwhich will involve writing essays relating to: • Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training. • Unit 4: Understanding and Using Inclusive Teaching Approaches in Education and Training. • Unit 5: Understanding Assessment in Education and Training.

44. Writing Essays (Units 1,4,and 5) • When writing essays within the portfolio-based assignment, make sure that you provide evidence of research by using formal referencing methods (Harvard Citation). • While it is important that you write about well-known facts, theories, or ideas relating to Unit 1,4,and 5, it is even more important that you explainin the context of your own teaching role!

45. Referencing Essays (Units 1,4,and 5) • Research of topics should be demonstrated with both in-text references (short form) within individual essays (1.1, 1.3, 2.2, etc.) and bibliographies (long form) at the end of each Unit. • In-text referencescan be placed at the beginning, middle or end of essays. • The bibliographyprovides a more comprehensive list of all book or internet references that the student used to research the essay assignments.

46. Writing Essays (Group A, B & C) • Support is provided in the CD to help you identify and research key points relating to each essay you have to write. Example essay assignment: “1.2 Analyse own responsibilities for promoting equality and valuing diversity.”  Example guidance: “Tip:Provide evidence in your essay that you know the difference between equality and diversity. You could explore some of the challenges you might face in the classroom with regards to stereotypes, prejudices and discrimination and explain how you might deal with them. Consider your own responsibilities as a teacher and a role model and how you will plan your classroom activities and resources to make everyone feel included. Research Equality Act (2010). 200 words recommended word count.”

47. In-Text Referencing (Short Form) • Example in-text book reference:Teachers should familiarise themselves with their centre’s health and safety procedures in order to help them minimise potential risks and hazards to their students (Gravells, 2012). • Example in-text book direct quotation reference:“Equality, whilst driven by legislation, should develop the culture and ethic of wanting to meet the needs of all learners.” (Wilson, 2008, p.27) • Example internet reference:As a teacher in lifelong learning, I must stay up to date with changes made to the curriculum and regularly update my knowledge and skills of my specialty subject. (ATA, 2016)

48. Bibliographies (Long Form) • Book References: • Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters. • Wilson, L., 2008. Practical Teaching: A Guide to PTLLS & CTLLS. Hampshire: Cengage • Websites: • www.o99.co.uk[last accessed 28/07/18 @ 12:50]

49. Portfolio Layout Students have 4 weeks from the day of their Micro-teach sessions to complete and submit portfolios to o99 Training Academy.

50. THANK YOU!