Introduction ART Training Scheme Module 2F – Teaching from Rounds to Plain Hunt June 2019 (T) © ART Charity No 1156971

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Our challenges The world has changed much in the last 30 years. Other activities have moved with the times and adapted to face 21st century challenges – ringing needs to change. There are many other easily accessible activities Other activities have established training schemes Reduction in use of Church buildings and pressures within C of E. More mobility in society H&S & safeguarding pressures and expectations No recognisable standards An expectation of rapid achievement An ageing ringing population The image, training methods, practices, organisations of ringing have not yet adapted to meet these challenges Explain the issues and give examples from your own experience. None are barriers to progress we just have to adapt and move with the times. Give examples of successes e.g. group working, centres etc.

Seeking solutions ... The Association of Ringing Teachers (ART) was formed To provide a structured scheme to train and accredit teachers To provide a structured learning scheme for new ringers To maintain standards To provide support for teachers and new ringers Well over 2000 people have attended modules. More have been to workshops some 40% accredited and over 500 members of ART. Over 3300 new ringers registered and over 450 LtR certificates issued in 2018. Support given through publications and information online.

ART Training Scheme A training scheme for teachers – new and existing Made up of Modules: Module 1 - Teaching Bell Handling Module 2F - Teaching from Rounds to Plain Hunt Module 2C - Teaching from Rounds to Elementary Change Ringing Based on research at universities across the world into coaching & learning practical skills Each Module begins with a day course followed by a period of practical skills development with a mentor, followed by accreditation Online support from SmART Ringer – an online learning website with useful resources and assessments It is not just one day for each Module. The ART schemes support the on going development of teachers over a period of time until their skills are at a level to gain accreditation and membership of ART giving them confidence in their own abilities. It is possible to have a half day Top up for module 2F to 2C after accreditation at 2F.

See your Logbook for further guidance How to complete this module The training STARTS with a day course (today). It is completed when you can successfully run a practice, using the skills you will learn about today. Online multiple choice theory test Complete Teacher Training Logbook pages Assessed Teaching Session Mentors submit passes to SmART Ringer See your Logbook for further guidance This slide has been put here to provide an opportunity to introduce some of the ideas which have to be taken on during the day. By the end of the day delegates are quite tired and there is a lot of material to round up at the end.

Learning the RopesTM (LtR) A structured learning scheme for new ringers Same approach as many other skills e.g. music, karate, dance Five Levels from first handling to basic change ringing Learner has access to information via SmART Ringer, a 'Personal Progress Logbook’ of achievement and the book 'A Ringer's Guide to Learning the Ropes' Recognition of achievement through certificates and badges that are awarded for each of the five Levels Emphasise the importance of following a structured scheme for new ringers. Encourage use – national recognised standards – present certificates at Church, Pub, School. People expect recognition of achievements in this way – it motivates – use it!!.

For Ringers Personal Progress Logbooks visit the ART shop Learning the RopesTM A progressive scheme for ringers Tower Talk – e-magazine Access to online resources Access to LtR Facebook group ART Awards Invitation to Masterclass on completion of Level 5 For Ringers Personal Progress Logbooks visit the ART shop

Teacher’s and Ringer’s Guides The compliment each other and support the teacher and new ringer to level 5.

Concepts from across the ART Training Scheme Instruction in 4 ‘levels’ The importance of the feedback loop The “whole-part-whole” approach Benefits of intensive training Reaching the automatic stage Go through each one briefly if there are delegates who have not attended an M1 present Bell handling is a physical skill. It is not an easy skill to learn. It is quite often the case in ringing that some learners never really get to the stage where there bell handling is competent. This is a great disadvantage to them and frequently holds back their ability to progress to method ringing. There has been a massive amount of research into how skills are built over the last 40 years. The money for this research has mainly been provided by the Olympic Movement. The PRINCIPLES of skill development are transferable. That is they apply to every situation where a new skill is being learned from horse riding, to tennis, to learning to play a musical instrument or learning to write. Emphasise the benefits of intensive training!

Four levels of instruction Verbal instruction Demonstration Prompting – physical, verbal, visual Physical assistance Regardless of the type of skill, the basic levels of instruction are, verbal instruction, demonstration, physical prompting and physical assistance. Verbal instruction is the most common form of teaching and is used at all levels of skill development right from the beginning. Demonstration When verbal instruction is too difficult for the learner to comprehend verbally demonstration is used. This is very much the case in teaching bell handling where the use of demonstration is routine. Demonstration can be used to illustrate faulty handling, giving visual feedback allowing the learner to see their faults. Physical prompting helps when verbal instruction and demonstration are not working. The tutor can just gently tap the hand performing the action at a critical moment using a simultaneous verbal prompt. This sense of touch arriving at the brain will heighten awareness of the hand concerned which will improve the ability of the learner to focus on what is required. Allowing the learner to shadow the tutors hands is a form of physical prompting Physical assistance is when the tutor actually helps the learner to perform the movement and is used when physical prompting is not sufficient to achieve the performance required. An example might be if the tutor actually puts his hands on to the learners hands to ensure that he makes his back stroke pull long enough and gets his hands down low enough at the end of the stroke. This DOES NOT mean taking over the action and doing it for the learner. This would deprive them of any feedback from the rope. .

Learning a skill Skills are best learned with the WHOLE-PART-WHOLE approach Research shows that a complex skill (such as bell handling) is best learned by learning all the component parts of the whole movement in isolation. Once learned they are combined to form the whole action. To enable the learner to develop the feel of the activity the whole action should be combined as soon as the learner has a “rough approximation of the action”, at this stage it is to be expected that the movements will only be roughly accurate. This also applies to change ringing where exercises may be used to introduce method ringing place, dodging, passing the treble and so on rather than expecting someone to achieve all skills at once.

Flexibility is the key – adapt to your learner! Be flexible Learners may have a preference for the way they learn a skill. Be flexible and adapt to each individual to support them. Visual – seeing Auditory – hearing Kinaesthetic – movement Most people will have a mixture of learning styles but within any individual one or other style may dominate. When teaching it is important to take into account these different styles to make the teaching more responsive and more effective. Flexibility is the key – adapt to your learner! The key message of this slide it to get across that teachers must be flexible in their approach to each individual and adapt their teaching approach to individuals. Most people will have a mixture of learning styles but within the individual one or other style may dominate. When teaching it is important to take into account these different styles to make the teaching more responsive and more effective.

Feedback and positive reinforcement Use feedback to Change unwanted actions Reinforce and strengthen wanted (correct) actions Observe good and bad points, positive feedback about the good things Discussion about the not so good things Information on how to improve and opportunity to practise It may help you as you start out in teaching bell ringing to think of using feedback as a set of traffic lights. First the red - observation. You need to observe the good points and the unsatisfactory aspects of the learner’s performance. Second the amber. Feedback. Keep it positive but accurate. Start with the good things. This will encourage the learner making him more likely to warm to your comments and continue to listen and pay attention to what he hears. After this move onto the areas that need working on and need improvement. If necessary reassure the learner that such and such that he is struggling with is often a difficult thing at that stage and that he is experiencing the sort of problem which is quite normal. Third the green. Advise the learner on how to make improvements and work out with him how he is going to be given the opportunity to work on what is required. For example “Before you ring next time we will just practice some backstrokes alone, so that you can remember the feeling of how low your hands should be at the end of the stroke”. Finish with a reminder of what was done well. Feedback sandwich - positive, things to improve, positive.

Today’s course Importance of foundation skills Teaching incrementally Flexible, interactive teaching style Planning and reviewing Sources of motivation and burn-out Concept of a “Prime Ring” Team building skills Introducing change ringing (Plain Hunt)

Welcome to Module 2F