1. CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS) Name of trainer:Eleri Llwyd Jones

2. Objectives List roles and responsibilities in relation to training.
Recognise appropriate training and learning approaches.
Develop a session plan
Deliver a short training session.
Evaluate your training session.

3. Part 1 Sessions 1–6 1. Role and responsibilities
Learning styles and preferences
Training/teaching planning skills
Training/teaching styles and communication
Training/teaching assessment
Micro-teach

4. Part 2 Sessions 7–10 7. Consolidation 8. Role and responsibilities
9. Teaching practice
10. Evaluation and consolidation

5. Session Rules Start and finish on time No mobile phones
Listen to each other with respect
Respect other people’s opinions
Be sensitive to the needs of others
Confidential information

6. The teaching and learning cycle

7. Roles and responsibility
Look at learner’s needs = Initial assessment
Plan and prepare
Use a range of strategies
Assess outcomes
Evaluate the success of your training / teaching

8. Activity What are the characteristics of a good trainer/ teacher?
1. Essentials
2. Desirables

9. Activity State: The roles and responsibility of a trainer
What would be expected of a professional trainer

10. Matching content to learner’s needs
1. What information about learners would be useful to know.
2. How can this information be obtained.

11. Differentiation • task • support • questioning • target setting
• expectation • specific needs
• feedback • language
• resources • culture
• time

12. Record Keeping - Activity
Task 1
1. What records might be obtained at the start of the course?
Task 2
Why are the above important?
Task 3
What types of records might you be expected to keep?

13. Records Registers Session Plans Schemes of work
Individual learning plans
Results / grades achieved
Destination / progression route
evaluations
Discuss and agree why the above are important

14. Learning Styles Group 1 Research projects Games and Quizzes Group 2
Case studies
Lectures
Workshops
Group 3
Demonstrations
Role play
Questioning
Group 4
Visiting
Thought shower / Brainstorming

15. A good balance

16. Domains of learning Cognitive Knowledge Head Affective Attitude Heart
Psychomotor Skills Hands

17. 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.

18. What domains are involved in learning to drive a car?

19. Training/teaching approaches associated with domains of learning
Cognitive Lectures, quizzes, question and
knowledge answer sessions
Cognitive Research projects, presentations
understanding
Affective Case studies, discussions, role play activities
Psychomotor Demonstrations, simulations

20. Domains of learning • help to determine the outcomes of the session
• clear outcomes, in turn, help to determine appropriate training/teaching approaches

21. Domain Verb Cognitive define, label, list knowledge
Cognitive interpret, explain, summarise,
understanding compare
Affective discuss, justify, relate
Psychomotor demonstrations, assemble, build,
repair, weigh, copy

22. Aims
• general statements about what a session or course intends to cover and what learners will achieve

23. Objectives
• statements of what the trainer/teacher intends to cover in the session and what he/she hopes will be learnt

24. Outcomes
• statements about what a learner should be able to do by the end of the session

25. Outcomes
S specific
M measurable
A achievable
R realistic
T time-bound

26. Communication
Content of words
Tone of voice
Non-verbal

27. Room layouts Boardroom Cabaret style A Herringbone Hollow square
Cabaret style B
U-shape
Classroom
Coffee table style
Theatre

28. The teaching and learning cycle

29. 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

30. 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)

31. 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.

32. Literacy and numeracy assessment mark ranges and levels
Level Literacy Numeracy
Entry 1 5–12 3–8
Entry 2 13–20 9–13
Entry 3 21– –18
Level 1 29– –22
Level 2 37– –25

33. 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

34. The teaching and learning cycle

35. 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

36. Diversity • recognising and valuing individual differences
• respecting and valuing the different cultural backgrounds of learners, colleagues and the wider community

37. Inclusion
• ensuring that all learners are able to participate and feel included
• working to remove any barriers to full participation by all learners

38. 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.’

39. 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)

40. Functional skills standards – Speaking and listening: levels 1 and 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.

41. English
• speaking and listening
• reading
• writing

42. 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

43. ICT • using ICT systems • finding and selecting information
• developing, presenting and communicating information

44. 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

45. 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

46. Communication
Content of words
Tone of voice
Non-verbal

47. 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

48. The teaching and learning cycle