CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 1 © CIEH, 2010 CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS) Name of trainer:

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 2 © CIEH, 2010 Part 1 Sessions 1–6 1.Role and responsibilities 2.Learning styles and preferences 3.Training/teaching planning skills 4.Training/teaching styles and communication 5.Training/teaching assessment 6.Micro-teach

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 3 © CIEH, 2010 Part 2 Sessions 7–10 7.Consolidation 8.Role and responsibilities 9. Teaching practice 10.Evaluation and consolidation

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 4 © CIEH, 2010 The teaching and learning cycle

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 5 © CIEH, 2010 Differentiation task support questioning target setting expectation specific needs feedback language resources culture time

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 6 © CIEH, 2010 A good balance

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 7 © CIEH, 2010 Domains of learning CognitiveKnowledgeHead AffectiveAttitudeHeart PsychomotorSkillsHands

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 8 © CIEH, 2010 Activities associated with domains of learning cognitive – ‘thought processes’, memorising, reasoning, etc: –cognitive knowledge – requires the learner to remember or state facts –cognitive understanding – requires the learner to use and apply knowledge based on reasoning affective – feelings, emotions, etc. psychomotor – acquiring skills, using tools or equipment, etc.

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 9 © CIEH, 2010 What domains are involved in learning to drive a car?

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 10 © CIEH, 2010 Training/teaching approaches associated with domains of learning CognitiveLectures, quizzes, question and knowledgeanswer sessions CognitiveResearch projects, presentations understanding AffectiveCase studies, discussions, role play activities PsychomotorDemonstrations, simulations

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 11 © CIEH, 2010 Domains of learning help to determine the outcomes of the session clear outcomes, in turn, help to determine appropriate training/teaching approaches

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 12 © CIEH, 2010 DomainVerb Cognitivedefine, label, list knowledge Cognitiveinterpret, explain, summarise, understandingcompare Affectivediscuss, justify, relate Psychomotordemonstrations, assemble, build, repair, weigh, copy

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 13 © CIEH, 2010 Aims general statements about what a session or course intends to cover and what learners will achieve

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 14 © CIEH, 2010 Objectives statements of what the trainer/teacher intends to cover in the session and what he/she hopes will be learnt

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 15 © CIEH, 2010 Outcomes statements about what a learner should be able to do by the end of the session

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 16 © CIEH, 2010 Outcomes Sspecific Mmeasurable Aachievable Rrealistic Ttime-bound

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 17 © CIEH, 2010 Communication Content of words Tone of voice Non-verbal

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 18 © CIEH, 2010 Room layouts Boardroom Hollow square U-shape Theatre Herringbone Classroom Cabaret style A Cabaret style B Coffee table style

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 19 © CIEH, 2010 The teaching and learning cycle

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 20 © CIEH, 2010 Assessment initial – to help plan to meet needs diagnostic – to identify existing skills and knowledge and identify areas to develop formative – ongoing assessment summative – final assessment

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 21 © CIEH, 2010 New teaching qualifications Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS) Certificate in Teaching in the Lifelong Learning Sector (CTLLS) Diploma in Teaching in the Lifelong Learning Sector (DTLLS)

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 22 © CIEH, 2010 Preparing to Teach in the Lifelong Learning Sector (PTLLS) 1.Understand own role, responsibilities and boundaries of role in relation to teaching. 2.Understand appropriate teaching and learning approaches in the specialist area. 3.Demonstrate session planning skills. 4.Understand how to deliver inclusive sessions that motivate learners. 5.Understand the use of different assessment methods and the need for record keeping.

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 23 © CIEH, 2010 Literacy and numeracy assessment mark ranges and levels LevelLiteracyNumeracy Entry 15–123–8 Entry 213–209–13 Entry 321–2814–18 Level 129–3619–22 Level 237–4023–25

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 24 © CIEH, 2010 Teaching roles Associate Teacher, Learning and Skills (ATLS) Qualified Teacher, Learning and Skills (QTLS) both roles require achievement of the PTLLS award the full role requires the teacher to demonstrate an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 25 © CIEH, 2010 The teaching and learning cycle

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 26 © CIEH, 2010 Equality making sure everyone is treated fairly and given opportunities not about treating everyone in the same way acknowledges and ensures that individual needs are met in the most appropriate way

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 27 © CIEH, 2010 Diversity recognising and valuing individual differences respecting and valuing the different cultural backgrounds of learners, colleagues and the wider community

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 28 © CIEH, 2010 Inclusion ensuring that all learners are able to participate and feel included working to remove any barriers to full participation by all learners

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 29 © CIEH, 2010 Functional skills ‘...those core elements of English, mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable him/her to operate confidently, effectively and independently in life and work.’

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 30 © CIEH, 2010 Functional skills standards Entry 1 Entry 2 Entry 3 Level 1 (equivalent to GCSE grades D–G) Level 2 (equivalent to GCSE Grades A*–C)

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 31 © CIEH, 2010 Functional skills standards – Speaking and listening: levels 1 and 2 Level 1 2 Skill standard Take full part in formal and informal discussions/ exchanges. Make a range of contributions to discussions and make effective presentations in a wide range of contexts. Coverage and range make relevant contributions to discussions, responding appropriately to others prepare for and contribute to formal discussion of ideas and opinions be flexible in discussion, making different kinds of contributions present information/points of view clearly and in appropriate language In formal and informal exchanges and discussions. listen to complex information and give a relevant, cogent response in appropriate language present information and ideas clearly and persuasively to others adapt contributions in discussions to suit audience, purpose and situation make significant contributions to discussions, taking a range of roles and helping to move discussion forward to reach decisions in a wide range of contexts, including those that involve others who are unfamiliar.

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 32 © CIEH, 2010 English speaking and listening reading writing

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 33 © CIEH, 2010 Mathematics process skills – calculating representing – making sense of a situation and realising the problem in numerical terms analysing – processing and using mathematics interpreting – communicating the results of the analysis

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 34 © CIEH, 2010 ICT using ICT systems finding and selecting information developing, presenting and communicating information

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 35 © CIEH, 2010 Approaches to develop functional skills discrete – taught by functional skills specialists apart from other subjects partly embedded – taught by functional skills specialists and applied in a range of purposeful contexts including other subjects fully embedded – taught and developed by all teachers within and across courses

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 36 © CIEH, 2010 Identifying functional skills inviting guests finding recipes on the internet adapting to suit specific dietary requirements making a list of ingredients purchasing ingredients within a budget selecting suitable utensils planning preparation and cooking times preparing the meal following the instructions setting the table for the guests serving the meal

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 37 © CIEH, 2010 Communication Content of words Tone of voice Non-verbal

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 38 © CIEH, 2010 Assessment initial – to help plan to meet needs diagnostic – to identify existing skills and knowledge and identify areas to develop formative – ongoing assessment summative – final assessment

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 39 © CIEH, 2010 The teaching and learning cycle