Ptlls

LEARNING OUTCOME 1: Understand own role, responsibilities and boundaries of role in relation to teaching. 1.1 Explain own role and responsibilities including the limits of your teaching role: As a Tutor it is my role to deliver innovative and inspiring training sessions to all Intraining customers within a clear framework and to a high standard. I use a range of effective internal training resources and materials to schedule/deliver a range of innovative and relevant activities to help customers move closer to employment. Identifying and breaking down barriers I provide them with essential tools to sustain employment. It is my responsibility to identify preferred learning styles with customers and discuss training interventions available; deliver training through effective use of materials; motivate and engage customers to ensure feedback is received and acted upon; to continually review the effectiveness of training courses and materials; communicate with staff and customers to ensure that training calendars are published/kept up to date and customer records are updated with training attended. Boundaries are essential when training and are generally covered by legislations polices and procedures. It is imperative that boundaries are set and explained clearly before starting a session and that all customers fully understand these. Disciplinary procedures and relevant training is provided to ensure that customers and trainers stick to clearly set boundaries. 1.2 Identify key aspects of relevant current legislative requirements and codes of practice within specific context.  The student will write a 500 word essay explaining the NEW STANDARDS FOR TEACHERS AND TRAINERS. Explaining the new standards expected. Including details of Health & Safety. New professional teaching standards have been produced by the Lifelong Learning UK (LLUK). These standards are for teachers, tutors and trainers within the whole of the FE system in the lifelong learning sector. These standards describe the skills, knowledge and attributes required of those who perform the wide variety of teaching and training roles undertaken within the sector with learners and employers. Some of the standards will not necessarily relate to all teaching roles but they do supply the basis for the development of contextualised role specifications and units of assessments, which provide benchmarks for performances in practice of the variety of roles performed by teachers, trainers, tutors and lecturers within the lifelong sector. The new professional teaching standards consist of six domains; Domain A: Professional values and practice; Domain B: Learning and Teaching; Domain C: Specialist learning and teaching; Domain D: Planning for learning; Domain E: Assessment for learning; Domain F: Access and progression. The practice of teaching is underpinned by a set of professional values that should be observed by all teachers, tutors and trainers in all settings. Domain A sets the standards for these values and their associated commitments. The standards set in this domain state that teachers should value all learners’ progress and development; their learning goals and aspirations and the experience they bring to their learning; it’s potential to benefit people emotionally, intellectually, socially and economically, and it’s contribution to community sustainability; equality, diversity and inclusion in relation to learners, the workforce, and the community; reflection and evaluation of their own practice and their continuing professional development as teachers and collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners. In addition to this teachers also have to be committed to the application of agreed codes of practice and the maintenance of a safe environment as well as improving the quality of their practice. The values set out in Domain A support and inform all the commitments, knowledge and practice set out in the other domains. In Domain B teachers have to be committed to maintaining an inclusive, equitable and motivating learning environment; applying and developing own professional skills to enable learners to achieve their goals; communicating effectively and appropriately with learners to enhance learning; collaboration with colleges to support the needs of learners and using a range of learning resources to support learners. In Domain C teachers have to be committed to understanding and keeping up to date with current knowledge in respect of own specialist area; enthusing and motivating learners in own specialist area; fulfilling the statutory responsibilities associated with own specialist area of teaching and developing good practice in teaching own specialist area. In Domain D teachers have to be committed to planning to promote equality, support diversity and to meet the aims and learning needs of learners; learner participation in the planning of learning and evaluation of own effectiveness in planning learning. In Domain E teachers have to be committed to designing and using assessment as a tool for learning and progression; assessing work of learners in a fair and equitable manner; learner involvement and shared responsibility in the assessment process; using feedback as a tool for learning and progression and working with the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress. In Domain F teachers have to be committed to encouraging learners to seek initial and further learning opportunities and to use services within the organisation; providing support for learners within the boundaries of the teacher role; maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area and a multi-agency approach to supporting development and progression opportunities for learners. It is essential that Teachers are aware of the Health & Safety legislations that affect the job and learners. Learners must be informed and made aware of where these policies are displayed and where to find fire exits and means of evacuation on induction and before each session.  Make a list of location where you can research changes to your subject topic including details of location and the method of research. Web resources for Employability and skills for life Adult Literacy & Numeracy (Method of research – Internet) DFES www.dfes.gov.uk The department for education www.education.gov.uk Department for work and pensions www.dwp.gov.uk Indus Delta www.indusdelta.co.uk Skills for life network www.skillsforlifenetwork.com Move On www.moveon.org.uk Adult Basic skills resource centre www.skillsworkshop.org Lifelong learning UK www.lluk.org Citizens Advice www.citizensadvice.org.uk Skills wise www.bbc.co.uk/skillswise BBC Bite size www.bbc.co.uk/schools/bitesize. Employee intranet  Draw a mind map for your preferred learning style and include it within your portfolio. 1.3 Identify issues of equality and diversity, and ways to promote inclusion.  Define equality and diversity Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably, specific to their needs, including areas of race, gender, disability, religion or belief, sexual orientation and age. Diversity aims to recognise, respect and value people’s differences to contribute and realise their full potential by promoting an inclusive culture for all staff and students.  What does the term inclusive mean' Inclusion in education involves: Valuing all students and staff equally. Increasing the participation of students and reducing their exclusion from the cultures, curriculum and communities of local schools. Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality. Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as having special educational needs'. Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely. Viewing the difference between students and resources to support learning rather than as problems to be overcome. Acknowledging the right of students to an education in their locality. Improving schools for staff as well as for students. Emphasising the role of schools in building community and developing values, as well as in increasing achievement. Fostering mutually sustaining relationships between schools and communities. Recognising that inclusion in education is one aspect of inclusion in society.  Write a brief essay explaining what does equal opportunity cover' Equal opportunities means that no-one is treated less favourably due to their race, gender, age, sexual orientation, disability, religion, social background, academic ability or political beliefs. This applies to all groups of communities including minorities, travelers, asylum seekers, faith communities, young offenders, older people and those with disabilities or learning difficulties. Equal opportunities is covered by law and legislations like; Equality Act 2006; Human Rights Act 1998; Race Relations Act 1976; Sex Discrimination Act 1975; Disability Discrimination Act 1995 and Special Educational Needs and Disability Act 2001.  Place copies of equal opportunities policies from a number of companies if your company does not have any. To be inserted  Write a short essay explaining the importance to address the issues of equality, diversity and inclusion within your training area. It is important that equality, diversity and inclusion are addressed to ensure that all learners are treated fairly, are valued for their individual differences and feel included irrespective of sex, race, age, religion, sexual orientation, metal aptitude or physical impairment. Learners also need to understand that they and others are all equal and all have access to the training we provide. An assessment to identify individual needs and what barriers they have that will prevent success needs to be discussed on their initial visit to the centre to ensure we can facilitate the positive and negative issues before training starts. This will also identify any external partners that the learner could be signposted to for financial, health, access and learning support. Progress, goals and aspirations need to be reviewed on a regular basis through feedback and progress reviews to ensure that the individual feels supported, valued and safe which in turn should provide a happy and inclusive training environment. Sessions need to be well planed and prepared to ensure all resources are available for each individuals needs and individuals need to be informed of additional resources we have available to aid them through their learner journey like funding for hearing loops, translators and external providers that can meet their needs. 1.5 Explain the need for record keeping.  Write a reflective piece explaining how you feel about keeping paper work and record keeping. (200) Record keeping is an essential, important reflective tool for trainers and clients in the training environment. A detailed and accurate record taken throughout training enables trainers and clients to continually assess the effectiveness of the training/learning. Records/Feedback indicate whether clients have learnt what they are being trained and if they are making sufficient progress within the course; who requires additional support or if the quicker/more advanced clients need more in-depth work to work at an advanced level by assessing if their progress is better or worse than expected; and to identify if trainers need to adapt areas of training by assessing the successful areas and shortcomings where training needs to be strengthened and improved. Records of attendance are equally important as non attendance could indicate the client has problems that are external from the training environment and may benefit from referral to external partners or could identify a clients dissatisfaction with the teaching style that is being used. This can be addressed by reassessing the teaching styles used to promote a more inclusive session. Annotation of session plans ensures reflective practice concerning what happened during the session and how I felt the session progressed. By noting my experiences this way I continually monitor and evaluate where adjustments need to be made to improve the training quality and performance. This also makes it easier for another trainer to cover in my absence. Learning Outcome 2: Understand the appropriate and learning approaches in the specialist area. 2.1 Identify and demonstrate relevant approaches to teaching and learning in relation to the specialist area.  Write a brief essay explaining the approaches for a specialist teaching area. (200) The approach needed within the specialist area I am now working in – delivering life and employability skills to long term unemployed require me to adapt many different approaches. Most importantly is my delivery style. Standing up and ‘Preaching’ in a formal style classroom would result in low attendance and disruption with our learning group. An informal welcoming environment with a relaxed friendly sympathetic teaching style is essential so that the learning group – many 40 years since they last attended any teaching/training session is what is required. In addition to this a good listening ear is also required. Using effective icebreakers at the start of a session is a fun way of allowing the group to get to know one another and helps learners to feel more comfortable and relaxed. Sharing personal experiences in gaining employment aids learners to open up, discuss and address barriers to employment. This in turn prompts learners to; discuss issues as a group; voice opinions; ask questions and to share good/bad experiences. Respecting other people’s opinions plays a big part whilst running session so setting clear boundaries and displaying visual ground rules is also essential. 2.2 Explain ways to embed functional skills in the specialist area  With reference to an experience teacher you have previously observed in your specialist area. Explain how your teacher can keep up to date with their teaching practice in their specialist area' I believe that my teacher can keep up to date with their teaching practice by embedding more functional skills into their sessions. These functional skills include; Literacy; Numeracy; Communication; IT; Problem Solving; Leadership skills. Employers and educators have identified these skills as vital for enabling young people and adults to have the practical skills to succeed in further learning, employment and life in modern society. A key characteristic of functional skills is that they are based on a problem solving approach. Clients who are ‘functionally skilled’ are able to use and apply the Literacy/Numeracy/IT they know to tackle problems that arise in their life and work. 2.3 Justify the selection of teaching and learning approaches for a specific session.  Produce a learner task for the course that you have delivered A learner task for the course is to research the companies that they would ideally like to work for acquiring information to enable them to produce an effective speculative letter. Learners will use functional skills to complete this task such as; Literacy; IT; Communication; Problem Solving  Clearly explain how you would teach communication and ICT As a trainer of employability it is essential that ICT and communication skills are embedded into our sessions. These functional skills are designed to improve the quality of teaching, training and learning in order to; raise achievement; improve retention; prepare learners for successful progression to further training, education or preferably employment. Trainers focus on the development of oral and written communication through; role plays; group discussions/activities, assignments and 121’s. Basic ICT is embedded through; 121 support; demonstrations; explanations; online courses and presentations. Learning Outcome 3: Demonstrate session planning skills 3.1 Plan a teaching and learning session which meets the needs of individual students.  Complete a full teaching plan for the micro teaching session. ADD SESSION PLAN 3.2 Justify selection of resources for a specific session.  Write a brief essay of (100) explaining the reason for the use of specific resources within your teaching session. The resources that are used in my session consist of; whiteboard; calculators; handouts; pairing activity; paper and pens and projector when required. I use the whiteboard to enable me to demonstrate and explain to the group how to change a fraction into a decimal and percentage. The learners can then revert back to this throughout the session. I then introduce a team activity/competition to clarify group understanding on matching equivalent fractions, decimals and percentages. Observing this activity enables me to determine individual understanding of the subject and also adds a bit of fun to the session. I issue all learners with calculators/paper and pens to aid the lower level learners when dividing and multiplying to work out the equivalences. Learning Outcome 4: Understand how to deliver inclusive sessions which motivate students. 4.1 Explain ways to establish ground rules with students which underpin appropriate behaviour and respect for others.  Write a brief statement explaining methods of establishing clear ground rules When working with students especially in groups it is important to set clear ground rules. I approach this by getting the students to establish a working agreement. The working agreement should be agreed by all group members and at all times adhered to. If at times the agreement is broken then members of the group should be reminded of this. The working agreement is signed by all members at the start of the session and is displayed in the room whilst the session is being run.  Give examples of a ground rules list  To listen actively  To speak in “I” statements  To welcome equality and diversity  Not to put ourselves or others down  To respect each other  It’s fine to make mistakes  In terms of confidentiality – keep anonymity. This means sharing information not the person  To take responsibility for our own feelings  To respect others turn taking rights  To have fun! 4.2 Use a range of appropriate and effective teaching approaches to engage and motivate students.  Feedback sheets for other students Issuing feedback sheets for students is an essential communication tool between trainer and student. Student feedback collected during the session can help the trainer to understand if students are learning and grasping what is being taught. It can give you first hand information on the success of a particular educational goal e.g. a new teaching strategy. It can confirm and validate the effectiveness of the work you have invested into your classroom teaching. Collecting student feedback during the session can prevent the frustration of feedback at the end of the session that says it was “disappointing” by allowing you to address issues as they occur. Student feedback can make students feel more invested in the course as it shows that the trainer values their opinions. Another major benefit of collecting student feedback during the session is that you can collect the kind of specific feedback you may want from your students. 4.3 Explain and demonstrate good practice in giving feedback.  Complete an essay explaining good practice and examples of bad practice. The intent of feedback is to improve performance. Certain feedback strategies produce better results than others so as trainers it is important that trainers understand and use the most effective, researched based strategies when proving and collating feedback from students. Feedback should be corrective, meaning that feedback should provide students with an explanation of what they are doing incorrectly and correctly. I have found the least effective strategy for providing students feedback in a testing situation is to mark student responses to questions as correct or incorrect. Using this strategy may actually result in an overall drop in student performance. Effective strategies include (1) providing students with the correct answer, (2) asking students to keep working on a task until they succeed, and (3) providing students with an explanation as to what is accurate and inaccurate about their responses. Feedback should also be timely. Feedback should be given immediately after a formal demonstration of learning. The longer a teacher waits to give feedback, the less improvement there is in student achievement. Feedback should be provided as soon as possible after the test is complete. 4.4 Communicate appropriately and effectively with students.  Copy of the feedback sheets from lead instructors and Internal Verifier INSERT IV REPORTS 4.5 Reflect on and evaluate the effectiveness of own teaching.  Complete a reflection on the effectiveness of the teaching method used and the ways you can improve your teaching practices. In teaching and learning it is essential that teachers develop reflective practices on the effectiveness of the teaching methods used. In my session on recognising equivalent fractions, decimals and percentages I used demonstration and group activity. To reflect on the effectiveness of teaching methods used I firstly go through the students feedback to see how they rated the; course content; pace of course; handouts; trainer skills; room conditions and also if they felt; the group session was well planned and organised; the trainer made the session interesting; they have learnt something from the session; if there is anything they would change about the course; they will be doing anything differently as a result of attending the course and evaluate any other comments they have made. To reflect on the effectiveness of the two methods used in my micro teach (demonstration/group activity) I asked myself the following questions and came up with the following responses; 1. What did the learners learn from the session' Students learnt how to change a fraction into a decimal and percentage using multiplication and division, as at the end of the session I issued each member with individual equivalences and all learners calculated this correctly. 2. How well did the learners gain understanding from the demonstration and how did they express their understanding (questions/answers/response)' After the demonstration I asked each member open questions to determine if the method was explained clearly in the demonstration and also if they now understood how to do these calculations using the method demonstrated. All learners confirmed their understanding and some learners expressed their surprise verbally when they realised how easy it actually was. 3. Were the aims and objectives met in this session' All aims and objectives were met in this session. Each member clarified their understanding by completing individual tasks regarding recognising equivalent fractions, decimal sand percentages. 4. Did all learners contribute to gaining an understanding of the group activity' If not, how do I ensure inclusion next time' Some learners took a back seat in this activity and let the higher level learners take the lead. Due to this being a pairing exercise I found that some of the lower level learners tried to use common patterns like 50% ½ instead of using the method demonstrated. To ensure this does not happen next time I will reduce the amount of cards to match and also reduce the group sizes. I will also try pairing lower level learners with higher level learners within the smaller groups. 5. Did all learners participate in group activity' All learners fully participated in this session, asking questions through out to clarify their own understanding. 6. What went well in the session' The demonstration went well as at the start of the session there were a lot of disappointed faces (negative body language) as maths was not their favourite subject. Once the demonstration was complete it was nice to see there faces light up and their body language change to positive when they realised that the calculations were quite simple once explained. 7. What could have been done better' I believe that the group activity needs to be amended and improved to ensure inclusion for the lower level learners. I will also ensure I use the three step approach for demonstration 1) Explain how to do it 2) Get them to tell me how to do it as going through demonstration 3) Get them to demonstrate how to do it. Learning Outcome 5: Understand the use of different assessment methods and the need for record keeping 5.1 Identify different assessment methods.  Write a reflection piece on the types of assessments you have experienced during your training time and school experience and the methods that have been effective and ineffective. The main form of effective assessment I have experienced is through observations. Whilst working for a previous training provider I was observed by my manager delivering employability skills session. He informed me in advance of the dates and times he was observing me and prepared me for the assessment by providing me with a document that highlighted; what criteria would be assessed; how the performance will be measured/rated; guidance notes for the documentation that will be used through out the assessment; explanation of the process for observations from preparation of observation to how I will receive the feedback regarding strengths and area of improvement. After the observation I was given another date to receive the feedback and to be issued with a copy of my completed observation document for me to reflect on and develop any areas of improvement. The least effective form of assessment I have experienced is through my secondary school years. I received feedback from my teachers through marked essays/assignments with a simple tick symbol for correct answer and a cross symbol for incorrect answer. No additional information, advice or guidance was given to determine or reinforce my understanding of the subject/learning experience. 5.2 Explain the use of assessment methods in different contexts, including reference to initial assessment.  Write an essay explaining the use of assessment methods and the different times you would use these methods including details of initial assessment prior to starting a course. Including details of the types of assessment that are suitable for different areas. How can you use these assessment techniques be used to assessment learner progress. Assessment is a reflective tool designed to check understanding and development within any subject area. It is essential to begin a course with an assessment of students’ prior learning in order for the teacher to pitch their teaching at the correct level and to ensure inclusion of all students learning needs. This initial assessment can take the form of questions and answers as part of icebreaker activities or open group discussion of previous knowledge. Alternatively individually completed quizzes or tests in the first week of teaching are a useful way to assess need and prepare students for the structure of ongoing assessment over the course duration. Having assessed prior learning, ongoing formative assessment ensures that students demonstrate progressive understanding of the learning objectives set for each teaching session. Ongoing assessment can take the form of observation of practical activities and/or group exercises during sessions; cumulative project or course work to form a final portfolio of achievement; or essays, extension work and learning journals; all of which provide feedback on learners’ performance and act as a tool to diagnose strengths and weaknesses. These ongoing forms of assessment along with tutorials to discuss progress boost confidence and motivate and reassure learners that their understanding of the subject matter is moving in the right direction. Having checked the progress of learners throughout the course it is important to have a summative form of assessment to ensure that the overall aims and objectives of the course have been met. The final assessment is usually in the form of a final exam in which weekly learning is brought together to assess students grasp of the subject matter as a whole. This final exam could be a written paper or a practical assessment where observation ensures that skills have been mastered to an acceptable standard. A final portfolio of work can also achieve this by drawing together work completed throughout the course as can presentations where students demonstrate their understanding pictorially and/or verbally. 5.3 Explain the need for record keeping in relation to assessment.  Briefly explain the need for good record keeping due to the fact and relationship of the awarding bodies and the requirement of traceability of all document and processes. It is important to correctly document and record assessments when they have taken place. There are many ways of recording assessments and the results for example using a simple tick sheet or by a written report. More formally Awarding Bodies require specific material and forms to be completed and stored for set periods as part of the audit trail whether this is financial or if there were any appeals from learners about their assessment results. The advent of the internet and e-assessment has obviously made this much easier. NVQ’s and Keyskill portfolios are always demanding in terms of record keeping, as whole portfolios need to be kept in some instances until the External Verifier visits to complete a random sample. If a training organisation is fortunate enough to have direct certification status, there is still important documentation in the form of Internal Verifier reports to be kept and to be available for the External Verifier to view at the request of the Awarding Body. All of the above is important, and in my industry it was important not only to record the result, but as we claimed as an organisation on certificates we needed to keep a copy of the certificate as further evidence that a learner had successfully completed a qualification. Experience tells me wherever there is qualifications being delivered from funding there is always plenty of paperwork to go with it. Learning Plans, Enrolment Forms, Assessment Results usually the main ones and some even require the storing of progression reviews.