Day one of your PTLLS training

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Welcome

• Day one of your PTLLS training
• Designing teaching, learning assessment

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Our aims this weekend are to

• Develop our big-picture thinking about teaching,
  learning assessment (TLA), and start to create
  some maps of TLA
• Start to develop and use the language we need to
  be able to talk about TLA in an informed,
  critical way
• Crack on with PTLLS!

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Constructive Curriculum Alignment
Decide the learning outcomes
Decide the course content
Decide the assessment grading criteria
Choose the teaching learning activities (Teacher
? Peers? Individual students?)
Choose how students get feedback (When? What on?
Who from? How?)
Choose the assessment method(s) (Teacher? Peers?
Individual students?)
Think about how youll evaluate the course
(during after)
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Some thinking processes
What do I want them to be able to do?
Whats going to be on the course?
How will I know they know if theyve been
successful how well theyve done?
What are we all going to do to help them get
there? Why are we doing it this way?
How will they know how well theyre doing as
theyre going along what they need to work on?
How can I assess them fairly, reliably,
validly? Why is this the best way?
What am I looking for to tell me if this is
working?
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Your background, experience, knowledge
Contextsthe institution / norms / curriculum
requirements / the subject / available resources
...
How you think about teaching, learning
and assessment (TLA) about the subject / topic
about the participants
How you behave design deliver TLA
How students respond, behave learn
What students learn, how well they
perform, whether they change, or how much they
change as a result of the course.
How students understand TLA
Another map what impacts on getting to this
destination?
Students background, experience, knowledge
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PTLLS

• Theory assessments

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PTLLS assessment

• All the information you need is on the blog
• Neillthew.typepad.com/petals/
• Please also refer to the assessment handout
• There are 7 theory assessments and 7 practical
  ones
• Were going to start with the theory assessments
  today, together, in class.

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PTLLS theory assessments

• These are all written
• They all have the same format - a short
  mini-essay (plus a reflection on what youve
  learned from the assessment and how you can
  develop further - but we will come on to these,
  as they come under the practical side)
• You need to word process each essay on a separate
  sheet, with the title of the essay at the top of
  the sheet
• CG give you a specific form for writing the
  reflection - Appendix 5 of the forms on the blog.

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Appendix 5 Reflective learning journal A
Reflective Learning Journal must be completed
after each theory / practical assessment task (eg
task 1, task 2, task 3, etc) and / or each
session attended throughout the PTLLS programme.
Candidates are permitted to use their own journal
format or use this pro forma. Name of
candidate The main points from this journal fit
into assessment task no The main points I
have learnt from this session / assessment
are How I could develop my practical skills
as a result of this session / assessment How I
could develop my knowledge and understanding as a
result of this session / assessment
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Advice

• What theyre looking for in the short essays is
  that you show that you know what youre meant to
  be doing, and can state this clearly! (Look at
  the verb at the start of the question!)
• Its often good to use the reflection to include
  an example of what youve actually done in your
  own work, and how you might improve it, for the
  practical skills section
• You can refer to activities such as further
  reading / study / attending courses / working
  with mentors observers etc for the knowledge
  development part
• The reflection can actually be very useful - it
  shows you where you need to develop, and helps
  you plan for this. -)

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PTLLS theory assessments

• 1 Describe what your role, responsibilities and
  boundaries would be as a teacher in terms of the
  teaching/training cycle. Recommended word count
  300-500 words.
• 2 Identify the key aspects of current legislative
  requirements and codes of practice relevant to
  your subject and the type of organization within
  which you would like to work. Recommended word
  count 150-250 words.

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PTLLS theory assessments

• 3 Explain how you could promote inclusion,
  equality and diversity with your current/future
  learners. Identify other points of referral
  available to meet the potential needs of
  learners. Recommended word count 200-300 words.
• 4 Explain the ways in which you would establish
  ground rules with your learners, and which
  underpin behaviour and respect for others.
  Recommended word count 150-250 words.

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PTLLS theory assessments

• 5 Explain ways to embed elements of Functional
  Skills in your specialist area. Recommended word
  count 200-300 words.
• 6 Explain the need for keeping records and
  describe the types of records you would maintain.
  Recommended word count 200-400 words.

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PTLLS theory assessments

• 7 State the different assessment methods
  available and explain the ones you would use for
  your subject area, including reference to initial
  assessment. State the types of assessment records
  you would complete and explain why. Recommended
  word count 300-500 words.

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Brainstorm

• What would you write on the forms?
• The main points from this journal fit into
  assessment task no
• The main points I have learnt from this session /
  assessment are
• How I could develop my practical skills as a
  result of this session / assessment
• How I could develop my knowledge and
  understanding as a result of this session /
  assessment

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Tackling the assessments together

• In a while, Im going to split you into three
  groups and ask each group to have a first go at
  brainstorming one of the assessment topics
• 3 - inclusion, equality diversity
• 4 - ground rules
• 5 - embedding functional skills (communication /
  writing / Maths / ICT)
• But first well look at 1 2 together to get you
  into the swing of it -)

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1 Describe what your role, responsibilities and
boundaries would be as a teacher in terms of the
teaching/training cycle. Recommended word count
300-500 words.
Identifying needs planning
Designing
Evaluating
Facilitating
Assessing
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Assignment 1 - other pointers

• Identifying needs and planning - could include
  thinking about the organization / the learners /
  the syllabus ...
• Designing - as well as lesson planning, you might
  consider room layout / handouts / resources ...
• Facilitating - is about teaching, learning
  feedback conducted in a suitable way
• Assessing - is about making sure your learners
  really have learnt the necessary knowledge /
  skills etc
• Evaluating - is about getting feedback (self /
  peers / students?) and deciding what to modify /
  change for the future.

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2 Identify the key aspects of current
legislative requirements and codes of practice
relevant to your subject and the type of
organisation within which you would like to work.
Recommended word count 150-250 words.

• For this section, you need to research the
  aspects that most clearly impact on you. As a
  general guideline
• Health Safety legislation impacts us re. noise
  levels / moving heavy equipment / working with
  electrical equipment / creating a safe
  environment (e.g. trip hazards) - see BIMM Tutor
  Manual on this
• Equal Opportunities legislation aims to eliminate
  discrimination in Britain, and is in a state of
  flux right now ...

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Equality Act 2010

• Over the last four decades, discrimination
  legislation has played an important role in
  helping to make Britain a more equal society.
  However, the legislation was complex and, despite
  the progress that has been made, inequality and
  discrimination persist and progress on some
  issues has been stubbornly slow.
• The Equality Act 2010  provides a new
  cross-cutting legislative framework to protect
  the rights of individuals and advance equality of
  opportunity for all to update, simplify and
  strengthen the previous legislation and to
  deliver a simple, modern and accessible framework
  of discrimination law which protects individuals
  from unfair treatment and promotes a fair and
  more equal society.
• The provisions in the Equality Act will come into
  force at different times to allow time for the
  people and organisations affected by the new laws
  to prepare for them. The Government is
  considering how the different provisions will be
  commenced so that the Act is implemented in an
  effective and proportionate way.

http//www.equalities.gov.uk/equality_act_2010.asp
x
Handouts 3 and 4 as well as on the blog
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Current / Outgoing Equality Legislation

• The Special Education Needs and Disability Act
  (2001) The Disability Discrimination Act (2005,
  revised) made it law that learners must be given
  the reasonable and necessary adaptations needed
  to allow them to participate fully in learning
• The Sex Discrimination Act (1975) makes it
  illegal to treat people less favourably on the
  grounds of their sex or marital status

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More Laws

• The Race Relations Act (1976, amended 2000) makes
  it illegal to discriminate on the grounds of
  colour, race, nationality, ethnic or national
  origins
• The Protection of Children Act (1999) is designed
  to protect children - and is why you need a CRB
  check if you are working with children / young
  adults / vulnerable adults

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And finally ...

• The Data Protection Act (1998) regulates the kind
  of information we are allowed to obtain, hold,
  use or disclose about other people, and the ways
  we are allowed to store and work with this
  information. If you keep personal records about
  people, you need to check how this Act applies to
  you.
• Is there anything else that anyone is aware of
  that applies to, or impacts on, them?

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Now well split up the next 3!

• Each group needs to brainstorm their topic, and
  produce a poster with the key points youd cover
  in your mini-essay (think of this as producing an
  essay plan to share with the group)
• Youll then be asked to present your poster, and
  well give you feedback make any additions that
  we think of - the final posters will be
  photographed, and Ill put the photos up on the
  blog.

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The explicit and implicit limits and norms of
behaviour, language, dress, eating, drinking,
reward and culture which define how it is to
be in a group - for learning

• Level 1 - Practical things
• Encouraging respect for the learning environment
• Visible, clear, not usually contentious e.g.
  Eating and drinking, health and safety, care of
  equipment, mobile phones, use of computers ......
  
• Level 2 - Practical things behaviour
• Encouraging ways of working and being that give
  value to the learning group
• Mildly contentious but easy to discuss e.g.
  punctuality, start and end of sessions, stretch
  and comfort breaks, seating and use of and
  responsibility for equipment, recording of
  learning in and between sessions .......
• Level 3 - A safe place to learn
• Encouraging personal learning
• Not obvious, often unconscious, but can make the
  difference between surface and deep learning.
  e.g. Encouraging respect, valuing difference and
  risk taking, valuing confusion and not knowing
  alongside fun and celebrating success, speaking
  one at a time, challenging sexism, racism and
  discrimination, language, discussing learning
  styles, and previous education experience
  .........

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Doing ground rules and boundaries

• When and How
• At the start
• By discussing and inviting ideas
• In consultation with group
• Write them down (you or small group)
• Post them up for reference
• Revisit as needed
• Worth spending time on for inclusion, buy in and
  clarity
• Do the ground rules need to be different for
  different levels of students?

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For the final two ...

• The challenge is to work on your own! -)
• Ive given you some starters on the handout,
  though
• And dont forget to refer to the BIMM tutor
  manual for information as well - sometimes all
  you need to do is to show that you are aware of,
  and that you follow, college policy.

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HOMEWORK

• Please have a go at actually writing a first
  draft of the topic you were responsible for
  brainstorming
• Bring those tomorrow
• Well share them and do peer feedback
• By the end of that exercise, I hope everyone will
  be clear about whats expected, and will feel
  confident to go and have a first stab at writing
  them all.

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Checklist for Tomorrow

• We start here at 10 sharp! Well aim to end at 4.
  Were going to start on the PTLLS practical
  assessments.
• Please do the first draft of your PTLLS essay to
  bring tomorrow for peer feedback