Training to Teach in the Learning and Skills Sector From Threshold Award to QTLS 1st Edition by Liz Keeley Browne 1138411043 9781138411043

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ISBN 10: 1138411043

ISBN 13: 9781138411043

Author: Liz Keeley-Browne

This text takes a pragmatic approach to training to teach in the lifelong learning sector, relating theory to real practice through a wealth of cases, illustrations and interactive tasks. Whether at the beginning of training or already qualified, this book offers everything needed to acheive Qualified to Teach: Learning and Skills (QTLS).

Training to Teach in the Learning and Skills Sector From Threshold Award to QTLS 1st Table of contents:

1 The context for change New professional standards for teachers in the learning and skills sector

The context for change

New professional standards

Statutory requirements

The minimum core

Professional recognition

Star awards

Continuing professional development

The learning and skills sector

Recognising the skills of lecturers in the sector

The new technologies for teaching

Training to use the new technologies

Impact of technology

E-learning standards

Observation log and assessment record sheet

Preparing for the training period

Programme support

How can I qualify to teach in the learning and skills sector?

Key tips to take from this chapter

Assessment grid mapped to the standards

2 Professional values A focus on entitlement, equality and inclusiveness

Training to teach or training to teach your subject

Professional values, skills and competences

Standards expected of lecturers and trainers

The learners

The safe learner

Personalisation

Key tips to take from this chapter

Assessment grid mapped to the standards

3 Professional practice Creating effective and stimulating opportunities for learning

Achieving clarity for yourself and your learners

Applying the theory

Making objectives more explicit

Achieving your objectives

Domains of learning

Differentiated learning objectives

Teaching techniques and supporting resources

A focus on group work

Lesson structure and sequencing

The introduction

The development

The consolidation

The conclusion

Schemes of work and course aims

Schemes of work

Course aims

Key tips to take from this chapter

Assessment grid mapped to the standards

4 Professional skills Planning learning programmes to meet the needs and expectations of learners

How can I ensure I am effective as a teacher?

Surviving on your own

Answering the how questions

Micro-teaching

Preparing a micro-teaching session

Working with a mentor/subject learning coach

Subject learning coaches

Practising your observational skills

Reflective practice

Further evaluation

Using iclt in learning and teaching

Resource availability

Key tips to take from this chapter

Assessment grid mapped to the standards

5 Theory and practice Secure knowledge and understanding of what it means to teach

Why theory?

Meta-cognition

Learning styles

Information processing theory

Constructivist theories

Application

Key principles

Key principles

Conditions of learning

Key principles

Situated learning

Key principles

Peer-assisted learning

Purpose

Engagement theory

Principles

Key tips to take from this chapter

Assessment grid mapped to the standards

6 The new technologies for teaching Using ILT as an enhancement to learning

ICT competence

Clarifying the terminology

Additional skill development

Encouraging learners to manage their own learning

Planning to use ILT as part of a learning programme

Facilitating learning on-site using ILT

Facilitating learning online (using the intranet or internet)

Developing and adapting ILT materials

The assessment and tracking of learner achievements

Supporting the achievement of key skills

Resources to support teaching and learning

Search engines

Help with evaluating the quality of websites

Starter guides

Other sources

Java applets

Image libraries

WebQuests

Advantages of WebQuests

Blogs

SmartGroups

Using electronic methods to meet learners’ needs

Plagiarism

Key tips to take from this chapter

Assessment grid mapped to the standards

7 The curriculum contextualised Secure knowledge and understanding of the subject and curriculum

What do we mean by the term ‘curriculum’?

How is the curriculum constructed?

Some recent history

Curriculum policy

Overview of current policy

Entry-level qualifications

GCSEs

GNVQs

Key skills

NVQs

A levels

AEAs

VCEs

Pelts

Curriculum philosophy

Improving vocational education

Subject specificity remains

The context

Curriculum practice

Regional context

A model for curriculum practice

Back to the lesson plan

The national transformation project and the focus on teaching and learning

Summary

Key tips to take from this chapter

Assessment grid mapped to the standards

8 Skills for the twenty-first century Using the learner’s experience as a foundation for their learning

National strategy and its impact on the curriculum

Requirements for staff

The key skills qualification

The key skills qualification structure

The six key skills

Application of number

Communication

Working with others

Information technology

Problem solving

Improving own learning and performance

The personalisation agenda

Stretching able learners

Supporting those with additional needs

Identifying need and providing support

The safe learner

Personalising learning

Key tips to take from this chapter

Assessment grid mapped to the standards

9 Assessment Using feedback as a tool for learning and progression

The function of assessment

Presenting evidence for assessment

What is assessment?

Types of assessment and their purpose

Designing assessment tasks

Appropriateness of assessment task

Using assessment criteria

Different types of assessment

Group assessment

Peer- and self-assessment

Traditional assessment methods

Computer-assisted assessment

External testing

Helping students prepare for assessment

Understanding assessment criteria

Giving feedback

Adjustments for learners with a disability

Using feedback to help learners to improve

Assessing learning

Record keeping

Key tips to take from this chapter

Assessment grid mapped to the standards

10 Helping learners to achieve their full 10 potential Providing effective support to learners

Information, advice and guidance

Induction

Icebreakers

Tutorial schemes

Initial assessment

Use of individual learning plans

Planning to meet individual needs

Simple steps to success

Statutory responsibility

Learners with specific needs

Specific identified disabilities

Attention deficit/hyperactivity disorder

Helping learners with AD/HD

Useful websites

Dyslexia

Helping learners with dyslexia

Useful addresses

The autistic spectrum

What is autism?

What is Asperger syndrome?

How to recognise autism and Asperger syndrome

Symptoms and difficulties in relation to study

Helping learners with autistic spectrum disorders

Useful address

Using evaluation to inform practice

Setting targets

Retention and achievement strategies

Diversity issues

Diversity checklist

Key tips to take from this chapter

Assessment grid mapped to the standards

11 Enhancing learner behaviour Establishing and maintaining an effective learning environment

Enhancing, not managing

Classroom climate

Creating a positive climate

Rights and responsibilities

Agreeing the ground rules on a contractual basis

Classroom misbehaviour

Motivational dialogue

Challenging behaviour

Key tips to take from this chapter

Assessment grid mapped to the standards

12 Continuing professional development Developing by participating in formal and informal professional activities

Your skills and development pathway

Case exemplars

Recording your development activities

The planning cycle

Training routes

Basic skills lecturer

E-learning practitioner

Health and safety specialist

Mentor/coach role

Teacher trainer

Centres for Excellence Teacher Training

Leadership roles

Developing a professional and career profile

Keeping your CV up to date

Why maintain a CV?

What is in a CV?

Why keep an electronic CV?

Will all employers ask for a CV?

Is there a standard model of CV?

Key tips to take from this chapter

Assessment grid mapped to the standards

Example answers to selected tasks

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