Assessing Learning

1. Assessing Learning Module 25

2. Module 25 core objectives Be able to: • Demonstrate commitment to the concepts, content and policies of training within the Scout Association • Demonstrate acceptance of the Purpose, Principle and Method of the Scout Association • Undertake appropriate assessments and validations • Provide positive and constructive feedback • Identify any learning and development needs of the people you support • Plan to meet your own subject knowledge needs

3. Training Adviser Role • Agrees Personal Learning Plan • Supports and encourages • Validates learning • Recommends Wood Badge • Subject to CTM approval Note the TA role is not about training delivery

4. Manager Role • Agrees and reviews role description • Ensures training is completed • Ensures appropriate permits are held • Understands process • Explain training commitment • Responsible for ongoing learning

5. Nights Away Adviser Role • Supports and encourages through gaining permit • Assesses adults against 8 core skills • Assists in gaining required experience • Recommends appropriate Permit • Advises on camping and residential issues

6. Activity Assessor Role • Assesses technical competence • Recommends permits for specific adventurous activities

7. Scout Show Assessor Role • Assesses Scout Shows • Recommends national recognition

8. Any Scouting assessor • Needs to understand Scouting fundamentals • Operate within Scouting’s: • Policies • Purpose • Principles • Methods

9. Policies Chapter 2 of POR • Equal opportunities • Safety • Anti-bullying • Child protection • Religious policy • Development

10. Purpose “The purpose of Scouting is to contribute to the development of young people in achieving their full physical, intellectual, social and spiritual potentials, as individuals, as responsible citizens and as members of their local, national and international communities.” POR

11. Principles Members of The Scout Association have a duty to: • their God, • other people • and themselves. Every member who makes the promise undertakes to do their best.

12. Method People participate in Scouting by: • enjoying what they are doing; • learning by doing; • participating in varied and progressive activities; • making choices for themselves; • taking responsibility for their own actions; • working in groups; • taking increasing responsibility for others; • taking part in activities outdoors; • sharing in prayer and worship; • making and living out their Promise.

13. Evidence • Demonstration • Discussion • Workbook • Questionnaire • External qualification • Working documents • Project • Witness statement • Video

14. Feedback • Constructive • Positive • Consider: • Venue • Body language • Position • Tone • Language • Give concrete areas to work on

15. Communication Theory Decoding Encoding Message Feedback • Communication • “The transmission of information so that the recipient understands clearly what the sender intends”

16. Problems in verbal communication • Not paying attention • Listening but not hearing • Thinking about what to say next • Interrupting • Hearing what one expects • Being defensive • Looking for disagreement

17. Facts • We listen at 125-250 wpm, we think at 1000-3000 wpm • 75% of the time we are distracted, preoccupied or forgetful • 20% of the time, we remember what we hear • More than 35% of businesses think listening is a top skill for success

18. Active listening • Avoid distractions • Don’t pre-conceive • Pay attention to the speaker • Don’t interrupt • Concentrate on what is being said Show your interest to the speaker

19. Active listening • Listen for the whole message • Hear message before evaluating • Ask open questions to check understanding • Repeat back in your own words to convey understanding Check understanding

20. Questioning Open questions Focus Closed questions Understanding

21. Active listening Do I understand what they think they said ?

22. Communication Do we get the ratio right? Two ears One mouth

23. Active listening • Allows you to make sure you hear the words • and … • understand the meaning behind the words

24. Questioning & Listening Process • Open ended questions: • What, how, who, where, why, when Listen for vagueness or significant remarks Probing questions Summary to check understanding Silence is a useful technique

25. Questioning Avoid if possible • Interruptions • Multiple questions • Leading questions • Biased questions • Ambiguous questions

26. Active listening Do I understand what they think they said ?

27. Active listening • Avoid distractions • Don’t pre-conceive • Pay attention to the speaker • Concentrate on what is being said • Don’t interrupt • Listen for the whole message • Hear message before evaluating • Ask open questions to check understanding • Repeat back in your own words to convey understanding Show your interest to the speaker

28. Module 25 core objectives Be able to: • Demonstrate commitment to the concepts, content and policies of training within the Scout Association • Demonstrate acceptance of the Purpose, Principle and Method of the Scout Association • Undertake appropriate assessments and validations • Provide positive and constructive feedback • Identify any learning and development needs of the people you support • Plan to meet your own subject knowledge needs

29. Training Advisers / Managers

30. Training scheme principles • Considers needs of learner • Modular • Flexibility • Accessible • Recognises prior learning • LOVE • Uses Scout methods • National scheme • OCN and ILM recognition

31. 1 Essential Information 4 Tools for the Job 2 Personal Learning plan 3 Tools for the Job 10 First Aid 18 Practical Skills 19 International 7 Valuing Diversity 5 Fundamental Values of Scouting 6 Changes in Scouting 8 Skills of Leadership 9 Working with Adults 28 Facilitating 29 Presenting 31 Planning a Learning Experience 27 Instructing Practical Skills 30 Supporting Local Learning 32 Delivering a learning Experience 33 Planning a Learning Provision 34 Managing a Learning Provision 35 Internal Moderation 36 Special Needs 11 Administration 12 Providing a Balanced Programme 13 Growing the Movement 15 Challenging Behaviour 14 Young People Today 16 Nights Away 17 Activities Outdoors 20 Administration 22 Section Support 23 Safety for Managers 21 Growing the Movement 24 Managing Adults 25 Assessing Learning 26 Supporting Adults The Modular Scheme Getting Started Completed before Warrant presented All appointments Section Leaders and Section Supporters Managers GSLs AGSLs DCs DDCs ADCs CCs DCCs Specialist roles

32. Appointment process Before warrant: • Agree job spec • Complete getting started • Tools for the job • Essential information • Produce agreed Personal Learning Plan • Meet Appointment sub-Committee

33. AA & CRB AA Segment B & CRB GSL Adult Appts Sec HQ Stage 1

34. HQ Check OK GSL Adult Appts Sec HQ LTM TA Stage 2 Prov Appt

35. CRBOK Appointments Committee Adult Appts Sec DC HQ TA TA Stage 3 (over next 5 months) Agree PLP Module 2 Learning Modules 1 and 3/4 Validate Module 1 & 3/4

36. AA Segment C Adult Appts Sec DC HQ Stage 4 When ALL stage 3 completed Full Appt

37. The Seven Steps 1 Identify learning and development needs 2 Agree and record a Personal Learning Plan 3 Monitor progress at regular intervals 4 Provide constructive feedback 5 Support and encourage 6 Validate the learning 7 Identify new needs and repeat the process

38. Role of TA in PLP • Identify appropriate modules for the role • Familiar with content of modules • Establish which parts learner can already do • Establish what learning the learner will need to complete • Establish which methods will be best for learners • Complete Personal Learning Plan

39. Personal Learning Plan

40. Personal Learning Plan

41. The Seven Steps 1 Identify learning and development needs 2 Agree and record a Personal Learning Plan 3 Monitor progress at regular intervals 4 Provide constructive feedback 5 Support and encourage 6 Validate the learning 7 Identify new needs and repeat the process

42. Monitor and support • Monitor progress regularly • Provide constructive feedback • Support and encourage the learner • Be flexible to changing conditions

43. The Seven Steps 1 Identify learning and development needs 2 Agree and record a Personal Learning Plan 3 Monitor progress at regular intervals 4 Provide constructive feedback 5 Support and encourage 6 Validate the learning 7 Identify new needs and repeat the process

44. Validation Validation is about confirming that someone is able to do what they are supposed to be able to do “That they are fit for purpose” It is about confirming that the required learning has taken place by checking what the learner has done with it in practice.

45. Validation - Do’s • Encourage learner to take responsibility • Compare evidence against the validation guidelines • Sign off validation if evidence demonstrates understanding of required learning • Value the learners effort and work • Suggest positive ways forward

46. Validation - Do’s • Use open questions to probe • Ask another TA or LTM if unsure • Keep a written record • Keep the learner aware

47. Validation - Don’ts • Sign off validation if • not convinced • evidence is not current • not happy criteria met • Be afraid to ask for further evidence / training • Be afraid to say “no”

48. Personal Learning Plan

49. Grievances • Two possible areas: • Learner and TA unable to agree on which modules are required. • Participant disagrees with a validation decision

50. Validating Module 25 Training Advisers • Work as a Training Adviser for at least 2 new adults over at least 3 months • Determine their learning needs • Help them prepare Personal Learning Plans • Support them through at least 3 modules • Keep a record of meetings with them, discussions held, and how agreements were reached