DTLLS Year 2 Day 1 Induction to Year 2

Aims To give an overview of year two To know the main themes in year two and understand the different way of working To develop more critically reflective skills To understand the assessments To understand the ‘Turnitin’ trial To introduce module two DTLLS Year 2, February 2011

Course content Lifelong Learning Sector: political and economic perspectives Widening knowledge about the sector Developing as a professional practitioner Developing teaching skills More independent research Tasks building up what you need for each assignment

Themes Action Research Political and economic perspectives on education and training in the Lifelong Learning sector Roles and responsibilities of different groups of people and organisations in the sector Class, gender, culture, disability and ethnicity in the Lifelong Learning Sector Curriculum Design Models of Reflective Practice Evaluation, assessment and quality assurance and quality improvement Course content Widening knowledge about the sector Action Research – involves learning more about how action research is carried out and looking at how to construct an action research project in order to help you with ass 4 which is action research. Political and economic perspectives on education and training in the Lifelong Learning sector – this looks at initiatives and policies which have impacted on the LLS and we are going to concentrate on those that relate to your context – involve you in researching a particular initiative for your assignment – to examine how it has impacted on you and your learners. Roles and responsibilities of different groups of people and organisations in the sector – here we look at the different responsibilities that people have so that we can understand how their perspective impacts on the teacher in the classroom and we’ll look at how different agendas create tensions in the classroom. Class, gender, culture, disability and ethnicity in the Lifelong Learning Sector – we’ll review how these factors impact on the learner’s ability to learn and look at how we can devise a curriculum that seeks to address these issues. Curriculum Design – look at how to devise a curriculum that incorporates ILT and supports the learners learning. Models of Reflective Practice – towards the end of the year we’ll look at different models of reflective practice so that you can prepare yourselves to continue to be reflective practitioners throughout your teaching careers. Evaluation, assessment and quality assurance and quality improvement – an important aspect of working in the lifelong learning sector.

Module 1 and 2 Module one Module 2 Economic and political influences Roles and responsibilities Module 2 Class, gender, culture, disability and ethnicity in the Lifelong Learning Sector Curriculum design

Module 3 and 4 Module 3 Module 4 Models of reflective practice Evaluation, assessment and quality assurance and quality improvement Module 4 Action research

Assessment Four assignments Teaching practice Professional Development Portfolio Four assignments – the results of these will be added to the mark you got in year one and will be on your transcript (rather than your certificate). Teaching practice and portfolio will be marked against the Ofsted inspection criteria – handout – this is a pilot and we have only introduced this this year rather than at the beginning of the course so it cannot be included on your transcript but it will allow us to acknowledge the improvements you have made in your teaching.

Assignments Political and economic perspectives (1) Curriculum design (2) Reflective practice (3) Action research (4) 1.5 line spaced, titled, footer - name and page nos Referenced accurately Bibliography and references Electronically submitted as one document Stop and look at each assignment briefly to get an overview because you will need to be thinking about doing two or even three assignments together.

Professional Development Portfolio ILP inc review of teaching and self assessment Widening teaching and learning Working with your subject mentor Teaching observation file (extended lesson plan) Teaching progress reviews DTLLS Action Plan Feedback from learners Trigger incidents Completed online tasks & signed task tracker Note deadline for timetables – not end of September but October 14th Handout PDP and look at different sections Handout mentor handbook Teaching observation checklists on card

Open Studies DTLLS (Skills for Life) second year Reflective Practice Want theory to be applied to reflective work e.g. Trigger incidents Brookfield’s ‘Four Lenses’: Learner Tutor Peers/colleagues/others Theory Open Studies DTLLS (Skills for Life) second year

‘Turnitin’ Developing plagiarism policy Trial of ‘Turnitin’ Alert – above 20%

Day one – Part 2 Module 2 Equality, diversity and inclusivity DTLLS year 2

Learning outcomes To understand more about equality, diversity and inclusivity by: Reviewing current legislation Exploring our own values and attitudes Considering our organisations’ values Considering the impact of these in the classroom

We are not neutral… We want our students to grow in independence, self-determination and self appraisal. And it is here that we need to recognise that we as teachers come from a particular cultural background; that we are created beings, built up through many different experiences. ...The criteria that we apply to ourselves and to our subject matter are all partial, contingent and contested, even within our own discipline. We are not neutral, not impartial; we are the product of our culture and at the same time we are the disseminators of the values of that culture. It cannot be otherwise – but if we can become aware of this and reflect critically on our situated value systems, we shall become much more open when we meet other cultural value systems among our student participants. (Rogers, A. (2002) Teaching: content and methods. In: Teaching adults. 3rd ed., Buckingham: Open University Press)

Who do you think you are? Critically reflect on your own values in relation to cultural differences - class, gender, culture, ethnicity, disability - considering how your values have been formed (upbringing; socio-economic factors; education) and how they are disseminated. 8/24/2019

But what if…? Travellers set up outside your house or the end of your road You phone a call centre where you can’t understand the person talking to you You see a new house that you can afford – it’s an ex-council house in a deprived area

If you were asked to work with … A sex offender A learner who said ‘We got my son’s computer from the shop lifter’ A learner who reads ‘The Sun’ for page 3 A colleague whose strong religious beliefs are in contrast to your own

White working class Discuss the text in small groups of 3 or 4 Highlight three key points / questions to share Write them on the flip chart paper

White working class Identify how the values we share (culture, media, stereotyping) about this minority group lead to their discrimination in education. What are the effects of this discrimination, in relation to their achievement and opportunity, in education? Could such discrimination and inequality exist in your organisation and curriculum; for example, at organisational/departmental levels, where particular groups of learners are offered a limited choice of courses and/or resources, or 'streamed', based on false assumptions about learners' ability or motivation; learning materials and resources which favour one group against another, or the choice of language used on a worksheet to describe a learner or a group of learners?

Organisation’s values Does you organisation’s values match yours? Are they values shared by your organisation’s culture and ethos? How do the values translate into practice in your curriculum? Do these help to promote and celebrate diversity? Are these positive values evidenced and observable in your curriculum through your planned resources and delivery methods

Impact on the curriculum Consider how you can practically address and challenge one area of inequality that is relevant to your teaching context and learner group - so that it is minimised and can be used as an opportunity to positively promote diversity.

Challenging Discrimination and Inequality Why challenge? Not challenging condones To create a safe environment To try and influence values and attitudes ?