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INDUCTIONS vital building block or necessary evil ?

INDUCTIONS vital building block or necessary evil ?. Excellence Gateway (2011,online) suggests an induction: ‘… is an important part of delivering learning, outlining expectations and setting the scene for what is to come.’.

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INDUCTIONS vital building block or necessary evil ?

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  1. INDUCTIONS vital building block or necessary evil ? Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  2. Excellence Gateway (2011,online) suggests an induction: ‘… is an important part of delivering learning, outlining expectations and setting the scene for what is to come.’ “One size does not fit all – a standardised induction course is unlikely to satisfy anyone” (CIPD, 2011, online) Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  3. What makes inductions ineffective? • Passive activities • Information absorption exercises • Pre-prepared checklists Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  4. What makes inductions effective? • Cited by ‘Excellence Gateway (2011,online): • Well planned and delivered induction • Well structured and purposeful induction • Flexible and well designed induction • Thorough and effective induction Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  5. SUCCESSFUL INDUCTIONS - RESEARCH • FACTUAL ( deadlines; plagiarism; procedures) According to Avis et al (2010, p 141) : “Induction is also the best time to establish ground rules about conduct, attendance and punctuality and completion of work” Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  6. ORIENTATIONAL • (mapping exercise: input, expectation, output) • SOCIAL Avis et al (2010 p 141) state regarding inductions: “Treasure hunts and quizzes can be used to introduce and consolidate information about the institution and course requirements” Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  7. PROPORTIONAL The notion from Business Link (2011, online) that one should provide information in an induction: “at a rate that allows them to understand it properly” • SAFEGUARDING “.. principal responsibility is to ensure the health and safety of your students at all times” (Minton 2002 p92 ) Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  8. SUCCESSFUL INDUCTIONS - PRACTICE • LEARN NAMES (in advance) • REMOVE ANXIETY (involvement/icebreaker) * • HELP THEM SUCCEED ( communicate; open forum) • MEANINGFUL (engages interest) * • MEMORABLE (motivational) * Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  9. KIM’S GAME Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  10. Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  11. STAIRS V. ESCALATOR Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

  12. REFERENCES: Avis, J.; Fisher, R. and Thompson,R.(2010)Teaching in Lifelong Learning. Maidenhead.Open University Press. Business Link (2011) Practical Advice for Business [Internet] London, Business Link. Available from: http://www.businesslink.gov.uk/bdotg/action/detail [Accessed on 21.2.11.] CIPD (2011) Induction [Internet] London, CIPD. Available from: http://cipd.co.uk/subjects/recruitment/induction/induction.htm [Accessed on 21.2.11] Concise Oxford Dictionary. (1999) Oxford. Oxford University Press. Excellence Gateway (2011) Induction [Internet] London, Excellence Gateway. Available from: http://excellencegateway.org.uk/page.aspx? [Accessed on 21.2.11.] Minton, D.(2002) Teaching Skills in Further and Adult Education.London. Macmillan Press. Petty,G.(2001) Teaching Today 2nd Edition. Cheltenham. Nelson Thornes Ltd. Waterhouse,R. (2003) Buddy, can you spare a minute? [Internet], London, TES Connect. Available from: http:// www.tes.co.uk/article.aspx? [Accessed on 23.2.11.] Jim Corrigan- Yorkshire Coast College(Grimsby Institute)

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