Accrington & Rossendale College
Edxcel PTLLS Level Three Award in Preparing to Teach in the Lifelong Learning Sector I Rushton
(Mon 1.00 – 4.30 & Tues 5.30 – 9.00)
2008
CONTENTS SECTION 1
PROGRAMME OVERVIEW
1.1 1.2 1.3 1.4 1.5 1.6
Programme Team Programme Content Progression Routes Credit Value Programme Delivery Learning Support
SECTION 2
ASSESSMENT DETAILS
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9
Details of Qualification The Portfolio Assessment Schedules & Hand-in Dates Assignment Tips Assignment General Guidance Assignment 1 (Theory) – Assignment Brief Assignment 2 (Practical) – Assignment Brief Assignment & Portfolio Suggestions Reflective journal
SECTION 3
APPENDICES
Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G
Assessment Record Assignment 1 Cover Sheet Assignment 2 Cover Sheet Reflective Journal (sample proforma) Reflective Journal Cover Sheet Micro-teach Report (Tutor observation) Micro-teach Report (Peer observation)
3 3 4 4 5 5
6 6 8 8 10 12 13 14
21 22 23 24 25 26 28
SECTION 4 Bibliography and recommended reading Blank Session Plan (Front sheet) Blank Session Plan (Continuation sheet)
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SECTION ONE PROGRAMME OVERVIEW 1.1
Programme Team
•
Key Members
Sharon Marriott Divisional Head for Teacher Education smarriott@accross.ac.uk
Ext. 4073
Ian Rushton
Programme Leader for Teacher Education, Course co-ordinator, Personal Tutor, Internal Verifier irushton@accross.ac.uk
Ext. 4116
Marta Menor-Rodriguez
Ext. 4133
Personal Tutor; Internal Verifier
mmenorrodriguez@accross.ac.uk
Julie Garrigan Internal Verifier jgarrigan@accross.ac.uk
Ext. 4174
(TBA)
Edexcel
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External Verifier Personal Tutors
Some team members will act as personal tutors for a particular student group. Your personal tutor will oversee your progress on the programme as a whole and will help you if you have any difficulties. •
Guest Lecturers
Occasionally, people who are specialists in particular areas may be invited to deliver particular sessions. This will enable you to benefit from their experience and expertise. 1.2
Programme Content
•
Level Three PTLLS Award
The PTLLS Award is essentially a survival guide to teaching and training in Further and Adult Education and consists of a minimum of 30 hours study and practice. It is wholly introductory and aims to give the untrained practitioner an understanding of the essential elements of teaching/training in a variety of educational settings, for example, colleges, community centres, workplace/industry and hospitals, indeed any settings in what is now termed the ‘Lifelong Learning Sector’. The course helps to promote a feeling for the challenges, responsibilities and satisfactions of teaching and for this reason acts as the basic unit of teaching competence embodied in the other teaching qualifications that can be progressed to. (When progressing onto another qualification you should not need to re-take PTLLS).
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1.3
Progression Routes
Edexcel Level Three Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS)
Edexcel Level Four Certificate in Teaching in the Lifelong Learning Sector (CTLLS) Or Edexcel Level Five Diploma in Teaching in the Lifelong Learning Sector (DTLLS) Or Certificate/Professional Graduate Certificate in Education (Post Compulsory) (Levels 5 & 6) (See also section 1.4 Credit Value)
1.4
Credit Value
Each of the new Teaching Qualifications carries a credit value that gives an indication of the depth of competence, teaching duties, knowledge and understanding required to achieve them: PTLLS (Award) @ Level 3 = 6 credits CTLLS (Certificate) @ Level 4 = 24 credits DTLLS (Diploma) @ Level 5 = 120 credits Certificate in Education (actually this is Diploma equivalent but is awarded by the University of Huddersfield and delivered at Accrington & Rossendale) @ Level 5 = 120 credits Professional Graduate Certificate in Education (a Diploma equivalent for those who already hold a degree, again from the University of Huddersfield and delivered here) @ Level 6 = 120 credits Given the amount of time and effort required to achieve the various teaching qualifications, as indicated in the credit values, trainee teachers should use the PTLLS programme to very carefully consider which qualification is the most appropriate one for them as individuals so that later work is not duplicated or credits gained unnecessarily. The PTLLS course tutors will use the 30-minute tutorial slots (4.00 – 4.30 on Monday, 5.30 – 6.00 on Tuesday) to negotiate these and other issues with trainees but, for the moment, a brief overview is provided here. PTLLS: Level 3, 6 credits, 30 hour course, no teaching required. A compulsory qualification for any teacher from September 2007, regardless of the teaching role and the first unit of the following qualifications. CTLLS: Level 4, 24 credits, 90 hour course in addition to having achieved PTLLS, 30 hours teaching practice required (can be voluntary teaching). The compulsory qualification for an Associate Teacher (one who has a limited teaching role) from September 2007. PTLLS Level 3 Award - Course Handbook
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DTLLS: Level 5, 120 credits, 360 hour course (less 30 hours for PTLLS, but designed as a two-year course) 150 hours teaching practice (can be voluntary). The compulsory qualification for those with a Full Teaching role from September 2007. Certificate in Education: Level 5, 120 credits, two year course, 150 hours teaching practice (must be paid teaching). A university-designed DTLLS-equivalent qualification for those with a Full Teaching role and compulsory from September 2007. Professional Graduate Certificate in Education: Level 6, 120 credits, two year course, 150 hours teaching practice (must be paid teaching). A university-designed DTLLS-equivalent qualification for those graduates with a Full Teaching role and compulsory from September 2007.
1.5
Programme Delivery
The taught programme is delivered as a series of three-hour sessions, each with a 30-minute voluntary tutorial. The programme team values students’ existing knowledge and skills and is committed to your future development as a teacher/trainer. Teaching methods will be mainly student-centred, e.g. group discussion, practical activities and short presentations enabling group members to use and share their experience and expertise whilst developing communication skills and confidence. Wherever possible, tutors will offer some choice in relation to activities in order to accommodate the needs of the student group. You will also have the opportunity for one-to-one discussion and individual tutorials with your personal tutor. The programme team is committed to the college’s Equal Opportunities Policy and to the Inclusive Learning Policy. Issues relating to racism, sexism, ageism and learning difficulties/disabilities will be addressed throughout the programme. You will be required to demonstrate awareness of, and sensitivity to, such issues. 1.6
Learning Support
•
Learning Resources
A range of facilities/resources, including the recommended core text for the course, are available in the Library+ centre (01254-354041). Please refer to p. 29 for details. In addition, trainees will also receive a core text book and supporting CD-ROM from Edexcel upon registration. •
Extra Help
Students with visual, hearing or mobility impairments may be eligible for extra support. Please ask for details. A 30-minute tutorial slot each week will comprise supportive study skills to assist you with the academic requirements of the course. •
Attendance
Students are expected to attend all classes and it is a typical pre-requisite of Awarding Bodies to stipulate a minimum 80% attendance since you are likely to find it difficult to complete assignments if you miss a number of sessions. Please tell your personal tutor if you have any difficulties which will affect your attendance. PTLLS Level 3 Award - Course Handbook
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SECTION TWO ASSESSMENT DETAILS 2.1
Details of qualification
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Title, Level and Awarding Body
The full title of the qualification is:-
Level Three Award in Preparing to Teach in the Lifelong Learning Sector The level of the qualification is Level 3/Advanced (The PTLLS award is also available at Level 4 where assessment is more demanding). The Awarding Body (the organization that designs, assesses, administers and awards the certificate) is: Edexcel (See http://www.edexcel.org.uk )
2.2
The Portfolio
This is your record of evidence for completion of the two assignments, demonstrating that you have achieved all of the learning outcomes for the unit, as presented in a ring binder or card wallet at the end of the course. It is recommended that you familiarize yourself with the detailed guidance and suggestions for this portfolio available on the CD-ROM and given by your tutor. It is essential that you file all the tutor comments (written to you on the feedback sheets) at the front of each assignment. (If you have to re-submit an assignment, the original feedback forms and the first drafts must be included). The reason for this is that, since the portfolio is evidence of your development, you need to show what feedback you received, how you acted on it and how you can develop further in future. (Please don’t use one plastic wallet per page; just staple all pages of an assignment together and put the whole bundle in one wallet).
•
Verification of Portfolio and Assignments
You will be required to submit your portfolio of work for internal and external moderation, as part of the Quality Assurance systems, to ensure that your work is being assessed and marked fairly. Each candidate will have at least one assignment internally verified by an independent assessor immediately after it has been first marked by your tutor. Completed portfolios will be moderated by the External Verifier from Edexcel at the end of the course. The accreditation fee, paid at enrolment, covers the cost of verification.
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Appealing against an assessment decision
If you are dissatisfied with an assessment decision, you should first discuss this with the module tutor who marked the assignment. If you are still dissatisfied, or the marking tutor is the course co-ordinator, you should contact the Divisional Head for Teacher Education who will send the work to an internal second “blind” marker for an independent opinion. If the matter is still unresolved, it will be referred to the External Verifier whose decision will be final.
•
Portfolio Evidence (Checklist)
Your portfolio is a collection of all the assignment/presentation work you have produced during the course, assembled in a ring binder or card wallet and including evidence in the following order: Cover sheet: Please ensure you have clearly identified on the outside of your file or wallet the following information: Candidate Name
…………………………………………
M.I.S. Number
…………………………………………
Edexcel Candidate Number
…………………………………………
Tutor Name
…………………………………………
Monday or Tuesday group
………………………………………….
Commencement Date of Course
…………………………………………
End Date of Course
…………………………………………
Contents Page (Your contents page must be word-processed and read as follows): 1.
ILP
2.
Assessment Record (Appendix A)
3.
Assignment 1 (Theory)
4.
Assignment 2 (Practical)
5.
Reflective Journal
For all assignments you should use the special forms provided in the Appendices or, if you wish to develop your functional skills, reproduce your own ensuring that you retain the content. Whilst you are free to photocopy these forms you can also download blank copies from It’sLearning on the college website (you will be shown how to do this during one of the tutorials), you can copy them to a pen drive or floppy disk during tutorial or you can request them by email from your tutor if you wish to word-process the forms/journal entries etc. PTLLS Level 3 Award - Course Handbook
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2.3
Assessment Schedules/Hand-in Dates
Submission dates for all drafts and assignments are clearly listed on the Programme Outline (provided as a separate handout at week 1 of the course) and are listed under the relevant week numbers on the Assessment Record (Appendix A). MAKE EVERY EFFORT TO MEET THE ASSIGNMENT SUBMISSION DATES (Given that the assessors and internal verifiers have substantial marking loads for their other programmes the submission dates have been carefully allocated for marking your work. Late submissions have serious knock-on effects not only for other curriculum areas in the college but also for the immediacy of feedback on your work). If you are unable to meet the submission date due to exceptional circumstances discuss this with your tutor prior to the submission date. Assignment Tips – How to Present your Work
2.4
Your personal/group tutors will give detailed guidance for each of the two assignments including the format and structure of particular questions or tasks, a very good reason why you should attend each session. In the event of you being absent from a taught session you must check for such details with your peers. General pointers: •
All assignments must be word processed and coherently organised. The details of each assignment (pp. 12 & 13) provide a clear statement of what you must include in each assignment in order to achieve the learning outcomes.
•
Try to keep to the suggested word count for each assignment. If your assignment is significantly below the suggested word count you are unlikely to have covered all aspects of the question or task adequately in which case you would be likely to have to re-submit. If you exceed the word count significantly, you are making work for yourself! (Exceeding the word count is not penalised on this Level 3 programme but is in higher level qualifications). Try to find a balance. (Contents, Appendices and Bibliographies are not included in the word count).
•
All assignments should include evidence of reading and list all sources in a Harvard-style bibliography. (These aspects will be addressed during tutorials and assignment briefings).
•
Submit your Assessment Record (Appendix A) and Assignment Cover Sheet (Appendix B for Assignment 1 or Appendix C for Assignment 2) with each assignment since these are your personal tracking sheet and tutor feedback sheet. It is vital that tutor feedback sheets are kept with your assignment at all times so that there is a record of assessment for Edexcel and to provide a record of development in the case of re-submissions.
•
Each assignment should be submitted in a clear plastic wallet. Please do not present each page in individual wallets or use bulky hard-backed files as this causes unnecessary expense and makes the work extremely time consuming to mark.
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•
Your Reflective Journal (Appendix D) is a vital component of your development and must be kept up to date weekly and submitted on each of the three dates. Your tutor will need to see all entries, and the tutor feedback sheet for it (Appendix E), at each submission in order to see how your reflective practice is developing.
•
Your assignments will be presented in a portfolio/card wallet at the end of the course.
•
The Level 3 status of the PTLLS Award requires candidates to demonstrate abilities in line with the QCF (Qualification and Credit Framework) descriptors reproduced below:
QCF Level 3 Summary Achievement at Level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while welldefined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work.
Knowledge and understanding • Use factual, procedural and theoretical understanding to complete tasks and address problems that, while welldefined, may be complex and non-routine • Interpret and evaluate relevant information and ideas • Be aware of the nature of the area of study or work • Have an awareness of different perspectives or approaches within the area of study or work
Application and action • Address problems that, while well-defined, may be complex and nonroutine • Identify, select and use appropriate skills, methods and procedures • Use appropriate investigation to inform actions • Review how effective methods and actions have been
Autonomy and accountability • Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervision or guiding others • Exercise autonomy and judgement within limited parameters
Source: Edexcel (2007) p. 60
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2.5
Assignments – General Guidance
All Learning Outcomes Make sure that you read, and fully understand, the LLUK Learning Outcomes for both assignments (they are all in either Appendix B or C). The key to a successful assignment is making sure that you include everything that is being asked for in each of the questions and tasks, pointers for which are listed below. Use the core text, or other teaching text books, to relate your understanding of the questions to known theories as discussed in the text books (guidance on this will be a feature of one of the tutorial slots). Any such text books/websites that you have referred to should be listed in Harvard format in a Bibliography at the end of each assignment (the Bibliography at the end of this handbook shows how this should be done). Again, a tutorial slot will be used to explore this method. Proof-read each assignment before submitting it and, when you are happy with the finished article, have a trusted friend read it aloud to you carefully – you might be surprised with what you have written! There are only two assignments for the PTLLS award and these have been broken into smaller components that enable you to manage your study time when away from college and to focus only on certain topics at particular times: Assignment 1 (Theory) This assignment has been broken into seven questions which you submit for assessment on the due dates. As each submission is assessed by your tutor, the Assignment Cover Sheet (Appendix B) is completed by the tutor providing feedback (refer also to your written script as the tutor will probably have annotated that also at key points). As you act on this feedback your later submissions may improve and these individual submissions can be considered as drafts. When all questions have been fully answered by you the assignment will be considered to be a final submission and summative feedback given. If you wish to combine several or all questions into one submission then feel free to do so but only if you do them early in the course – ignoring the submission dates and leaving them all until the end of the course is the worst thing you could think of doing since you will most likely have been withdrawn from the course due to missed deadlines. As you submit each piece of work, mark it on the Assessment Record (Appendix A) as a draft and give it a reference No. (so that the verifier can find it easily in the portfolio) so that you have your own tracking document as a record of your progress. In order to clarify the relevance of your work for each question, it is strongly advised that you include the Learning Outcome reference and title as a header to each piece of writing. Eg, when you write your submission for Assignment 1 Question 2, begin with a heading which reads, 1.2 Identify key aspects of relevant current legislative requirements and codes of practice within a specific context. Then write your response to the question. (Suggestions as to how you might structure your responses and the key points you might focus on are explored in some depth on pp 14 – 16).
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Assignment 2 (Practical) This assignment has been broken into six tasks which should help you in preparing for the micro-teach and, whilst there are no individual submission dates for these tasks, you can submit them for informal assessment and guidance well ahead of your micro-teach. Eg, Assignment 2 Task 2 is, 3.1 Plan a teaching and learning session which meets the needs of individual learners. In other words, this is your session plan for the micro-teach and you may wish your tutor to check it before you deliver your session. Generally speaking, one useful approach to Assignment 2 might be to complete tasks 1, 2 & 4 during the planning of the session; write the session plan (task 3); complete task 5 after delivering and reflecting on the micro-teach, then submit all the work (including the Observation Reports from your tutor and peers/learners – this is task 6) one week after the session. If you are unsure of any aspects of what you have written or produced as part of your preparation you should submit them for informal assessment well in advance of the micro-teach. (Suggestions as to how you might structure your planning of the tasks, and the key points you might focus on during the different stages of the micro-teach, are explored in some depth on pp 17 – 19).
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2.6
Assignment Brief Level Three Award in Preparing to Teach in the Lifelong Learning Sector
Assignment 1 (Theory) (See course handbook for assignment guidance) Q. No.
Learning Outcome
Question
Suggested Word Count
1
1.1
Explain what your role, responsibilities and boundaries would 200 - 300 be as a teacher.
2
1.2
Identify the key aspects of current legislative requirements and 200 -300 codes of practice relevant to both your subject and the organization within which you would like to teach.
3
1.4
Explain how you could promote inclusion, equality and diversity 100 - 150 with your learners. Identify other points of referral which could be available to meet the potential needs of your learners. 100 - 150
1.3
4
4.1
Explain the ways in which you would establish ground rules 150 - 200 with your learners which underpin appropriate behaviour and respect for others.
5
2.2
Explain ways to embed elements of functional skills in your 200 - 300 specialist area.
6
1.5
Explain the need for keeping records. List the type of records 150 - 200 you would maintain.
7
5.1
List a range of different assessment methods available to you.
5.2
Explain why you would use particular assessment methods in 200 - 300 both your specialist area and initial assessment.
5.3
Explain the need for record keeping in relation to assessment.
50 – 100
50 - 100
This assignment will be graded PASS or REFER. PTLLS Level 3 Award - Course Handbook
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2.7
Assignment Brief Level Three Award in Preparing to Teach in the Lifelong Learning Sector
Assignment 2 (Practical) (See course handbook for assignment guidance) T. No.
Learning Outcome
Task
Suggested Word Count
1
2.1
Produce a table to identify a range of suitable teaching & 100 - 150 learning methods appropriate to your specialist area.
2
2.3
Justify your choice of teaching and learning methods for a 150 - 200 specific session.
3
3.1
Completed Plan a teaching and learning session which meets the needs of session individual learners. plan
4
3.2
Justify selection of resources for a specific session.
5
4.3
Evaluate own practice in giving feedback to learners in a 100 – 150 specific session.
4.4
Evaluate effectiveness of own communication in a specific 100 – 150 session.
4.5
Reflect on and evaluate the effectiveness of own teaching.
2.1 4.2 4.3
Demonstrate a range of suitable teaching & learning methods, Completed which engage and motivate learners, appropriate to your Observation specialist area. Reports (Tutor and Demonstrate good practice in giving feedback. peers)
4.4
Communicate appropriately and effectively with learners.
6
150 - 200
300 - 400
This assignment will be graded PASS or REFER.
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2.8
Assignment & Portfolio Suggestions Assignment #1
Q.1. 1.1 Explain own role and responsibilities, and boundaries of own role as a teacher. To help you think about the roles, responsibilities and boundaries of the teaching role in your specialist area you are well advised to look at job advertisements for teaching posts that you might be interested in. Good sources of these are the Tuesday Guardian, Times Educational Supplement on Fridays, Job Centre+ and bespoke websites, e.g. www.jobs.ac.uk or your local training provider website. Bear in mind that not all vacancies will be exactly the same and you should focus on those that interest you the most. Simply put, this question is asking what you should and should not do as a teacher in your chosen field. In response to this question it is also recommended that you include an updated copy of your CV with the latest CPD, skills updating or professional development clearly highlighted since this links you to the features you discussed in the first part. ………. Q.2. 1.2 Identify key aspects of relevant current legislative requirements and codes of practice within a specific context. When considering how you will respond to this question, try to think outside the box. E.g. Health & Safety is common to all subjects, to varying degrees, but there may be particular legislation that is pertinent to only your subject (i.e. “within a specific context”) (e.g. training CCTV operators requires engagement with the Police and Criminal Evidence Act 1984). Likewise, there are a number of codes of practice around that may be relevant to you, e.g. the LLUK standards for teaching (if we didn’t have this then you wouldn’t have a PTLLS course). Good sources of these are www.lluk.org.uk and www.dfes.gov.uk where there are links to other legislative bodies. Having made a list of the relevant legislation and codes of practice, briefly explain why each is relevant to your subject. ………. Q.3. 1.4 Identify issues of equality and diversity, and ways to promote inclusion. Whilst these terms may seem a touch ‘wordy’ they are actually common sense in their meaning and represent the different ways in which we treat students, peers and colleagues with respect and dignity because we are ‘professional’. One way to answer this is to write each term, give a definition of what it means and a couple of examples of how would/could make sure that it happens for your learners.
(Q.3. is continued on the next page) PTLLS Level 3 Award - Course Handbook
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1.3 Identify other points of referral available to meet the potential needs of learners. The second part of this question could be a little thorny if you’ve never had to struggle with learning. What it’s looking for is your ideas about how you can help potential students overcome barriers to learning, e.g. they may be dyslexic, have childcare issues, lack the income to pay course fees etc, all of which can be coped with providing you know where to ‘refer’ learners for support rather than trying to heal the world yourself. Just make a list of such ‘points of referral’ and say something about the strengths/limitations of each. (5 minutes in Information+, or dipping into the college prospectus, will work wonders for this activity). ………. Q.4. 4.1 Explain ways to establish ground rules with learners which underpin appropriate behaviour and respect for others. This is an easy one when you keep in mind what you wrote for 1.4 in Q.3. Quite simply, how should your students behave when in class and how would you go about establishing such a set of ground rules/group guidelines? A quick way to do this would be to produce a set of ground rules that you would expect your students to sign-up to, say why they are important and describe one way of making it all happen. It would be a good idea, for several reasons, to suggest an ice-breaker activity that could be used at the same time. ………. Q.5. 2.2 Explain ways to embed functional skills in the specialist area. This is where you put your creative head on if you want to take the simple way out of this question. Produce a learning activity for a topic in your specialist subject, but one which includes your learners developing their language/literacy, numeracy and ICT skills. Write a short explanation of how the activity will develop these skills. (You could even try it out when you do your micro-teach). ………. Q.6. 1.5 Explain the need for record keeping. If you already have a teaching role you’ll breeze through this. If you’ve never had a teaching role you can do most of this question in E103 by spotting the type of records kept by your tutor (you even have records in this handbook). Simply done, make a list of the types of record you would need to keep and explain why each of those recording systems is important. (You might prefer to look at this question from three different perspectives: the needs of the organization; the needs of the learners; the needs of the tutor). ………. PTLLS Level 3 Award - Course Handbook
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Q.7. There are three distinct parts to this question and you should find them quite straightforward using your course materials. 5.1 Identify current assessment methods. Firstly, make a list of a few assessment methods making sure that you include at least one for each type of assessment, i.e. initial assessment (you have been initially assessed several times – think about how this took place); formative assessment (how to check whether learning is taking place in a session – again, you have experienced a number of these methods on the PTLLS course); summative assessment (how to check or test overall learning in a subject or programme). 5.2 Explain the use of assessment methods in different contexts, including reference to initial assessment. Secondly, think of two very different learners (background, experience, school or work history etc – you might think of this as learner biography) who might be applying for a course in your subject and you are to initially assess them for their suitability and/or potential for the course – call them Learner 1 and Learner 2. Since this is a highly theoretical question you can dream up two very different, even opposite, biographies and you must suggest a suitable and appropriate method of initial assessment for each of them – and remember to explain how the information you draw out of them both can be used by you. Next, (this is why there is a high word count for this part) explain why each of the methods you have chosen has advantages over other methods of assessment. 5.3 Explain the need for record keeping in relation to assessment. Thirdly, you need to think about why it is important to keep accurate records of assessments. The suggested way of doing this is to think of two different types of records and produce a mock-up of each, one for Learner 1 and one for Learner 2. Explain why these might be of particular use to different people, e.g. the learner, the tutor, the learner’s employer or the organization where the course runs.
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Assignment #2 This is where the whole PTLLS course comes together – planning and delivering a 20-minute session to your peers – and you do need to think of it in those two distinct ways since the planning will be reflected in what and how you teach. You’ll have a fabulous time. (Whatever you do, don’t give a 20minute presentation and don’t read to your “learners” – get them actively involved and interested in learning the objectives). If you are not a teacher at the moment then the aims and objectives of the session will be concerned with your specialist subject and will be the same as those that you would deliver to a typical group of students studying your field. If you are currently teaching then the aims and objectives of the session must concern a topic outside your teaching subject, e.g. a hobby, interest or voluntary work that you do etc. (We think that Edexcel have stipulated this because they want you to be stretched and go into the unknown). In the micro-teach you will teach your peers (they will become learners of your subject for 20 minutes) and they will also provide you with written feedback on how they thought it all went (Appendix G). Your tutor will not take part as a learner but will be completing an observation report for you (Appendix F). Edexcel require you to observe your peers and you should clearly record these in your journal. Before starting any of these tasks decide on your aims and objectives, preferably something that gets your learners active. T.1. 2.1 Identify and demonstrate relevant approaches to teaching and learning in relation to the specialist area. Now that you have an idea of your aims and objectives, think about the ways in which you could make the learning interesting and put them in a table. ………. T.2. 2.3 Justify selection of teaching and learning approaches for a specific session. Against each teaching and learning method/approach/strategy listed in your table, call them what you will, justify why they are appropriate to teaching that topic. Give this table to your tutor/observer before you deliver the micro-teach (it’s on Appendix F as one of the things s/he must check for). (You see how easy this is?) ……….
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T.3. 3.1 Plan a teaching and learning session which meets the needs of individual learners. This is your session plan and it is suggested that you use the one at the end of this handbook since it includes everything that Edexcel are asking for. It is also suggested that you obtain an electronic version of the form from your tutor so that you can draft your layout of the session. Whilst some people prefer to word-process their session plans this is not compulsory for you and you will find that it takes forever if you try to. Since the session plan is a working document you need to ensure that it is clear and easy to follow so space out your writing, adding extra sheets as required, so that they do not appear cluttered. There is no limit to the number of sheets you use (Rushton once had a session plan 14 pages long but he’s a control freak). Remember to give a photocopy of the session plan to your observer before you start the micro-teach, along with your table in Task 1. ………. T.4. 3.2 Justify selection of resources for a specific session. This is something you will probably want to complete whilst you are doing Tasks 1 & 2 since it is fiendishly similar. Basically, you’ve decided what to teach and how you’ll do it, so now you just need to decide what resources you’ll use and why. Another table is the obvious choice but it doesn’t need to be – you can just list the most appropriate resources/aids and say why you’ve chosen them/why they are pertinent and appropriate for your subject. ………. T.5. 4.3 Evaluate own practice in giving feedback to learners in a specific session. If there is anything in this assignment that is uncomfortable it might well be this. You’ve just taught your peers something from your subject area (this is the ‘specific session’), you formatively assessed whether they were actually learning and achieving the objectives and you gave them feedback on their achievement – how well did you give them feedback? (Remember that this is something your tutor will have been looking for). Give this some thought and write it down. 4.4
Evaluate effectiveness of own communication in a specific session.
Communication is an essential skill for all teachers and you’ve just been teaching – how well did you communicate? Your peers will have been thinking about this and will have provided you with their thoughts, opinions and suggestions which you’ll need to pick through, make sense of and relate to your own perceptions of how you did. Now write about it.
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4.5 Reflect on and evaluate the effectiveness of own teaching. EVALUATE: At the end of the session your tutor will give you all of the feedback forms and you should immediately record your initial thoughts in the blank section on page 2 of Appendix F – this is your initial evaluation of the session and is what you would ordinarily write in the Evaluation section of your session plan (we always evaluate what we have done/what did or didn’t work well etc). REFLECT: Next, you borrow a dog and tennis ball, pour a glass of Merlot, sink into a bath of smellies & suds or just sit on the corner of your bed and have a good, long think about the whole experience – this is your reflective practice. Reflective practice is concerned with identifying what was effective/not effective, why, and how you could improve it next time. You should consider: * * * * * * *
planning and preparation content teaching methods resources/aids assessment methods communication how you might change things if you were to deliver the session again
An alternative starting point for reflective practice is to ask yourself, “Was that the right learning experience for everyone? Did I miss anyone? Were they all fully engaged, motivated and learning? Why? Why not?” Then take it from there. (There are several ‘models’ of reflection and you should explore these in the text books and adopt one of them that you can use after each session. Most can be done in the car on the way home). Remember that the submission date for the completed Assignment 2, together with the session plan, table, tutor and peer observation forms and copies of any handouts/assessments and OHTs, etc is the following week. As a final thought about the micro-teach, remember to draw on some of the theories/reading around these issues as you write and reflect, a point that is sometimes forgotten regarding the micro-teach due to its practical nature.
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2.9
Reflective Journal Reflective Journal
One good feature of the reflective journal is that it is not a part of any assignment. (Phew!) Another good point is that, when done properly, it provides additional and supporting evidence for your assignment questions and tasks. E.g. when your completed portfolio is presented, the EV might say, “I’m not convinced that this candidate has provided enough evidence for Learning Outcome 1.1” whereupon your tutor might reply, “Ah, but you obviously haven’t read her journal entry for week 1”. Where you think you’ve unpacked an issue really well in the journal then you should write PJ as a second entry in the reference No. column on Appendix A for whatever Learning Outcome you think you’ve chewed over. Similarly, because you need to provide evidence of having observed other micro-teach sessions, you should mention these in your journal. There are three key aspects to producing an excellent journal: 1. Do it (complete Appendix D) every week whilst it is fresh in your mind. 2. Be evaluative rather than descriptive. I.e. Don’t do, “Dear Diary, today we did……” Rather you should let your thoughts run riot, e.g. “I was amazed at the 6’ plastic chicken, particularly the way it always turns to the left when it sits down, which probably explains why I was no good at needlework at school, and prompted me to think about….” And, “I thought that the group work with laminated cards would be a better way for my students to learn the construction of a spud pie since it uses all three learning styles” etc. Or, “The best thing I will take from this session is the importance of……....for learners as they are new to a course, for example how to……because it really helped me to settle after the Icebreaker” etc. 3. Keep prompting yourself and asking, “Why do I think like this? How can I use this? What else could I try that would have the same result?” Use the headings on Appendix D as prompts which you unpack further. In other words, reflective practice.
“You cannot reflect on learning experiences you cannot remember. Teachers need to be keenly aware of how learning happens for them if they are to help their students learn. As you explore the role of teacher, you need to monitor change as it occurs for you.” (Minton, 1991, p.17) It is also worth pointing out that the Journal is a key tool used by your tutors to evaluate both the development of candidates and the effectiveness of the PTLLS course. Likewise, the Journal entries often send clear signals about what needs to be included in the tutorial sessions and how individual candidates can be further supported on the course, particularly when making decisions about progressing onto further courses and qualifications. Some students find the Journal to be a useful channel of communication with their tutor where confidentiality and discretion are assured (only your tutor and the EV will ever read them). Please ask your tutor if you have any queries.
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Appendix A
PTLLS Award (Level 3) Assessment Record
Candidate Name:
Edexcel No.: Official Use Only
Assessment
Learning Outcome
Individual Learning Plan
Ref. No.
Hand-In week
1.1
2
Assignment #1 Question #2
1.2
5
Assignment #1 Question #3
1.3, 1.4
4
Assignment #1 Question #4
4.1
7
Assignment #1 Question #5
2.2
5
Assignment #1 Question #6
1.5
3
Reflective Journal
Final Passed
I.V.
1
Assignment #1 Question #1
Assignment #1 Question #7
Draft
5.1, 5.2, 5.3 6 All
4, 7, 10 One
Assignment #2 Task #1
2.1
Assignment #2 Task #2
2.3
Assignment #2 Task #3
3.1
Week After Micro-
Assignment #2 Task #4
3.2
Assignment #2 Task #5
4.3, 4.4, 4.5
Assignment #2 Task #6 Microteach (Observer & peer reports)
2.1, 4.2, 4.3, 4.4
Teach Session
This is your personal record. Insert at the front of the Portfolio when completed. Level 3 PTLLS Award completed (date):
Appendix A
Assessor: Candidates are required to produce a session plan for delivery of a 30 minute microteaching Internal verifier: PTLLS Level 3 Award - Course Handbook
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Appendix B Assignment Cover Sheet (Assignment 1 – Theory) Candidate Name: Q 1
Learning Outcome 1.1 Explain own role and responsibilities, and boundaries of own role as a teacher.
2
1.2 Identify key aspects of relevant current legislative requirements and codes of practice within a specific context.
3
1.3 Identify other points of referral available to meet the potential needs of learners. 1.4 Identify issues of equality and diversity, and ways to promote inclusion.
4
4.1 Explain ways to establish ground rules with learners which underpin appropriate behaviour and respect for others.
5
2.2 Explain ways to embed functional skills in the specialist area.
6
1.5 Explain the need for record keeping.
7
5.1 Identify current assessment methods. 5.2 Explain the use of assessment methods in different contexts, including reference to initial assessment. 5.3 Explain the need for record keeping in relation to assessment. PTLLS Level 3 Award - Course Handbook
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Appendix C Assignment Cover Sheet (Assignment 2 – Practical) Candidate Name:
Edexcel No.:
Learning Outcome 2.1 Identify and demonstrate relevant approaches to teaching and learning in relation to the specialist area.
2
2.3 Justify selection of teaching and learning approaches for a specific session.
3
3.1 Plan a teaching and learning session which meets the needs of individual learners.
4
3.2 Justify selection of resources for a specific session.
5
4.3 Explain and demonstrate good practice in giving feedback.
6
4.5 Reflect on and evaluate effectiveness of own teaching.
Observation
T 1
Formative Feedback
the
4.1 Explain ways to establish ground rules See Observation Form with learners which underpin appropriate behaviour and respect for others. 4.2 Use a range of appropriate and effective teaching and learning approaches to engage and motivate learners. 4.3 Explain and demonstrate good practice in giving feedback. 4.4 Communicate effectively with learners.
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Appendix D Reflective Journal (Entry No.:
Date:
Candidate Name:
)
Edexcel No.:
The following are prompts rather than prescriptive questions – just think aloud about this session and the materials, how it relates to what you previously thought or knew, how your thinking or opinions may be changing and why. For me, the key learning points from this session were
I found it particularly interesting/uninteresting because
My teaching practice might develop in the following ways
I could use the knowledge gained from this session to
I need to research/further explore the following points/issues
Other thoughts include
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Appendix E Reflective Journal Cover Sheet Candidate Name: Submission Date #1
Edexcel No.: Formative Feedback
Development Points
1
Tutor signature:
2
Tutor signature:
3
Tutor signature:
Reflective Journal Completed: Tutor signature:
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Appendix F (Page 1 of 2) Microteach Observation Report Date Room
Candidate: Observer:
No. in class
Topic:
Preparation. The candidate:
√ or X
Comments:
√ or X
Comments:
Prepared a correctly sequenced session plan including all required information.
Checked the environment, room layout and resources beforehand. Produced a table learners’ needs to learning strategies.
relating various
Delivery. The candidate: Delivered an introduction, main section of learning and a conclusion. Used a range of appropriate and effective teaching & learning methods/approaches. Used subject-specific resources appropriate for the objectives, topic and learners. Engaged and motivated learners fully and equally.
all
Established and maintained an effective rapport with the learners. Used appropriate methods to assess the learning that was taking place in the session. Demonstrated good practice in giving feedback.
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Appendix F (Page 2 of 2) Microteach Observation Report Conclusions and feedback Strengths:
Areas for development
Candidate’s immediate thoughts or comments
Observer feedback
Observer signature & date: Candidate signature & date:
(Well done on completing your micro-teach. Now you should take your observer’s feedback, and that of your peers, reflect on your micro-teach and write a good journal entry. Make particular mention of what you might do differently if you were to repeat the session and why you think this way. Finally, complete Task 5 for Assignment 2. Submit Assignment 2 at the next session ensuring that you include all materials relating to all six tasks, including the feedback sheets, one copy of each handout etc). PTLLS Level 3 Award - Course Handbook
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Appendix G Microteach (Peer Evaluation) Candidate (Teaching):
Peer (observing) (Optional): Comments:
Session introduction Sequencing of session Session conclusion Learning experience (achievement of objectives; engagement & motivation of learners etc.) Activities & resources Teacher’s communication Strengths of session Areas for development Additional comments
Peer Observer signature: PTLLS Level 3 Award - Course Handbook
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Bibliography Edexcel (2007) PTLLS – Level 3 and level 4 DRAFT Teacher Support materials. London: Edexcel Limited. Minton , D. (1991) Teaching Skills in Further and Adult Education. Basingstoke: McMillan and City & Guilds of London Institute. Core Text The following work is recommended as a core text for the course, makes a good present to yourself and can be purchased from Library+ at a discount: Gravells, A. (2007) Preparing to Teach in the Lifelong Learning Sector – Level 3 Coursebook (2nd. Edn.), Exeter: Learning Matters Ltd. Recommended Reading This is a useful, but not exhaustive, list of texts which you may find useful. These and others are to be found in the Library+ centre at Broad Oak which has an extensive Education section and a good range of journals. Huddleston, P. and Unwin, L. (1997) Teaching and Learning in Further Education. London: Routledge. Kyriacou, C. (1998) Essential Teaching Skills (2nd edn.) Cheltenham: Stanley Thornes. Minton , D. (1997) Teaching Skills in Further and Adult Education (2nd edn.) Basingstoke: McMillan and City & Guilds of London Institute. Petty, G. (1998) Teaching Today: A Practical Guide (2nd edn.) Cheltenham: Stanley Thornes. Reece, I. and Walker, S. (2003) Teaching, Training & Learning – a Practical Guide (5th edn.) Sunderland: Business Education Press.
A full list of all Education-related books stocked in Library+ is filed in the paper rack in E103. Guidance leaflets will be provided for • Compiling a bibliography • Using Harvard referencing
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SESSION PLAN Sheet 1 of Candidate Date
Group Time
Topic Duration
Aims:
Objectives: “At the end of the session students must be able to:”
Functional skills opportunities: Language/literacy: Numeracy: ICT: Evaluation (to be completed after the session)
Location & Room
Time
Obj.
Teacher Activity
Learner Activity
Resources
L.S.
Differentiation
Sheet Assessment
of