Levels of support Mentor training: Objectives: 1. Describe the stages of a trainee’s professional development. 2. Identify the amount and type of support appropriate for each stage. 3. Share ideas on ‘scaffolding’ planning for trainees. 4. Suggest practical strategies to promote trainees’ autonomy. This resource has been produced as a result of a grant awarded by LSIS. The grant was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.

What differences have you noticed? Individually: Consider your mentee. Describe some characteristics you noticed, at the beginning of the course and now. What differences have you noticed? What evidence of professional development have you observed? Compare with other mentors. This resource has been produced as a result of a grant awarded by LSIS. The grant was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.

Developmental stages Consider: planning; selecting/adapting/designing resources; use of technology (audio; OHP); classroom teaching; reflecting/evaluating; etc. Completely new to teaching: Can: Can’t: When planning the first lesson: Can: Can’t: After observing some experienced practitioners: Can: Can’t: Having taught several lessons: Can: Can’t: This resource has been produced as a result of a grant awarded by LSIS. The grant was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.

Describe the support you gave to your mentee in TP at the very beginning of their course. Mention amount of time; frequency of contact; guidance in planning and sourcing materials. How does this compare with the support you give now (roughly halfway through the course)? What do you predict/hope by the end of the course? This resource has been produced as a result of a grant awarded by LSIS. The grant was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.

Scaffolding Lev Vygotsky 1896-1934 Social constructivist “the role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level” (Raymond, 2000, p. 176). Lev Vygotsky 1896-1934 Social constructivist Child development and education Zone of Proximal Development This resource has been produced as a result of a grant awarded by LSIS. The grant was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.

“scaffolds are temporary” ‘Scaffolds may include models, cues, prompts, hints, partial solutions, think-aloud modeling and direct instruction’ (Hartman, 2002) ‘the goal of the educator when using the scaffolding teaching strategy is for the student to become an independent and self-regulating learner and problem solver’ (Hartman, 2002) “scaffolds are temporary” ‘As the learner’s knowledge and learning competency increases, the educator gradually reduces the supports provided’ (Ellis, Larkin, Worthington, nd) This resource has been produced as a result of a grant awarded by LSIS. The grant was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.

4 stages of scaffolding: 1. Learner and tutor have different representations of the task. 2. Learner mimics the structures presented by the tutor without full comprehension. 3. Learner needs less direction, tutor is available to offer solicited guidance. 4. The structures necessary to complete a task have been internalised, self-regulation takes the place of the tutor. This resource has been produced as a result of a grant awarded by LSIS. The grant was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.

Discuss: Could we apply these four stages to working with a trainee teacher on lesson planning? What would each of the four stages comprise? This resource has been produced as a result of a grant awarded by LSIS. The grant was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.

4 stages of scaffolding: 1. Plans are completely off; inappropriate materials; illogically sequenced tasks; decontextualised language; instructions are ineffective. 2. Trainee teaches from mentor’s plan and uses mentor’s materials; maybe writes own plan but with detailed notes from mentor; repeats instructions scripted by mentor; observes mentor. 3. Trainee writes own plan from brief teaching points given by mentor; sources/adapts/designs own materials; mentor checks, advises, observes, gives feedback; prompts reflection through guided questioning. 4. Trainee plans, sources materials appropriately, designs contextualised tasks, reflects and evaluates, and readjusts plan/materials/instructions, etc. This resource has been produced as a result of a grant awarded by LSIS. The grant .was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.

Increasing trainees’ autonomy How could you respond to the following questions to increase trainees’ independence: Do you have any materials for this teaching point? Could you check my lesson plan? Is it OK? I don’t know how to teach this… What shall I put for the outcomes? Could you open the room / photocopy these / print off this /(insert request) for me? Where can I find ...? Can you help me with my assignment? What shall I teach next week? (asked every week) This resource has been produced as a result of a grant awarded by LSIS. The grant was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.