DTLLS Year 2 Day 1

1. DTLLS Year 2Day 1 Induction to Year 2

2. Aims • To give an overview of year two • To know the main themes in year two and understand the different way of working • To develop more critically reflective skills • To understand the assessments • To understand the ‘Turnitin’ trial • To introduce module two DTLLS Year 2, February 2011

3. Course content • Lifelong Learning Sector: political and economic perspectives • Widening knowledge about the sector • Developing as a professional practitioner • Developing teaching skills • More independent research • Tasks building up what you need for each assignment

4. Themes • Action Research • Political and economic perspectives on education and training in the Lifelong Learning sector • Roles and responsibilities of different groups of people and organisations in the sector • Class, gender, culture, disability and ethnicity in the Lifelong Learning Sector • Curriculum Design • Models of Reflective Practice • Evaluation, assessment and quality assurance and quality improvement

5. Module 1 and 2 • Module one • Economic and political influences • Roles and responsibilities • Module 2 • Class, gender, culture, disability and ethnicity in the Lifelong Learning Sector • Curriculum design

6. Module 3 and 4 • Module 3 • Models of reflective practice • Evaluation, assessment and quality assurance and quality improvement • Module 4 • Action research

7. Assessment • Four assignments • Teaching practice • Professional Development Portfolio

8. Assignments • Political and economic perspectives (1) • Curriculum design (2) • Reflective practice (3) • Action research (4) • 1.5 line spaced, titled, footer - name and page nos • Referenced accurately • Bibliography and references • Electronically submitted as one document

9. Professional Development Portfolio • ILP inc review of teaching and self assessment • Widening teaching and learning • Working with your subject mentor • Teaching observation file (extended lesson plan) • Teaching progress reviews • DTLLS Action Plan • Feedback from learners • Trigger incidents • Completed online tasks & signed task tracker

10. Reflective Practice • Want theory to be applied to reflective work e.g. Trigger incidents • Brookfield’s ‘Four Lenses’: Learner Tutor Peers/colleagues/others Theory Open Studies DTLLS (Skills for Life) second year

11. ‘Turnitin’ • Developing plagiarism policy • Trial of ‘Turnitin’ • Alert – above 20%

12. Day one – Part 2Module 2Equality, diversity and inclusivity DTLLS year 2

13. Learning outcomes • To understand more about equality, diversity and inclusivity by: • Reviewing current legislation • Exploring our own values and attitudes • Considering our organisations’ values • Considering the impact of these in the classroom

14. We are not neutral… We want our students to grow in independence, self-determination and self appraisal. And it is here that we need to recognise that we as teachers come from a particular cultural background; that we are created beings, built up through many different experiences. ...The criteria that we apply to ourselves and to our subject matter are all partial, contingent and contested, even within our own discipline. We are not neutral, not impartial; we are the product of our culture and at the same time we are the disseminators of the values of that culture. It cannot be otherwise – but if we can become aware of this and reflect critically on our situated value systems, we shall become much more open when we meet other cultural value systems among our student participants. (Rogers, A. (2002) Teaching: content and methods. In: Teaching adults. 3rd ed., Buckingham: Open University Press)

15. Who do you think you are? • Critically reflect on your own values in relation to cultural differences - class, gender, culture, ethnicity, disability - considering how your values have been formed (upbringing; socio-economic factors; education) and how they are disseminated.

16. But what if…? • Travellers set up outside your house or the end of your road • You phone a call centre where you can’t understand the person talking to you • You see a new house that you can afford – it’s an ex-council house in a deprived area

17. If you were asked to work with … • A sex offender • A learner who said ‘We got my son’s computer from the shop lifter’ • A learner who reads ‘The Sun’ for page 3 • A colleague whose strong religious beliefs are in contrast to your own

18. White working class • Discuss the text in small groups of 3 or 4 • Highlight three key points / questions to share • Write them on the flip chart paper

19. White working class • Identify how the values we share (culture, media, stereotyping) about this minority group lead to their discrimination in education. • What are the effects of this discrimination, in relation to their achievement and opportunity, in education? • Could such discrimination and inequality exist in your organisation and curriculum; for example, at organisational/departmental levels, where particular groups of learners are offered a limited choice of courses and/or resources, or 'streamed', based on false assumptions about learners' ability or motivation; learning materials and resources which favour one group against another, or the choice of language used on a worksheet to describe a learner or a group of learners?

20. Organisation’s values • Does you organisation’s values match yours? • Are they values shared by your organisation’s culture and ethos? • How do the values translate into practice in your curriculum? • Do these help to promote and celebrate diversity? • Are these positive values evidenced and observable in your curriculum through your planned resources and delivery methods

21. Impact on the curriculum • Consider how you can practically address and challenge one area of inequality that is relevant to your teaching context and learner group - so that it is minimised and can be used as an opportunity to positively promote diversity.

22. Challenging Discrimination and Inequality • Why challenge? • Not challenging condones • To create a safe environment • To try and influence values and attitudes • ? • ?