Templates for use by workshop leaders and mentors
Source: Buiskool, Bert-Jan; Van Lakerveld, Jaap; Broek, Simon, (2009), Educators at Work in two Sectors of Adult and Vocational Education: an overview of two European Research projects, European Journal of Education, 44, no 2
What has been LEARNED as an adult educator is being recognised NOT just what has been DONE Example Fatima and Marie both teach the same topics/subjects to adults with very similar needs. Both educators face very similar challenges. However Marie delivers the same course as last year and learns little that is new. Therefore her practice changes little and the benefits to her students are limited. On the other hand, Fatima draws upon all her previous experience to perceive and overcome the challenges. She engages with practitioner networks to find out some of the latest ways of teaching the course. She uses this knowledge to amend the course so that it better suits the future employment needs of the learners, as well as making the course more challenging, interesting and enjoyable. This involves using the smart board in ways that she hasn’t attempted before, broadening her experience of e- learning techniques. Fatima also consults a colleague from a third party organisation that specialises in supporting people with specific learning disabilities and uses this knowledge to consider how best to support some of the learners in the group. This also increases Fatima’s professional networks so that she might signpost learners more effectively for additional support in the future. This, amongst other activities, leaves Fatimah a more experienced and successful educator as a result of the process of teaching the course. Her students gain great benefits from these changed approaches and the wider range of teaching styles that are adapted to more closely meet their learning needs. In other words, Fatima has learned more from her teaching experience than Marie and become more successful.
KnowledgeSkillsCompetency Level 5 Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems Exercise management and supervision in contexts of work or study activities where there is unpredictable change; review and develop performance of self and others Level 6 Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts; take responsibility for managing professional development of individuals and groups European Qualifications Framework
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Reflective writing template
Kolb’s Cycle of Experiential Learning, Source: SCQF, (2010), Facilitating the Recognition of Prior Learning Toolkit, Glasgow:Scottish Qualifications Curriculum and Qualifications Framework Partnership
Adapted from: Moon, (2000), Learning Journals: A Handbook for Academics, Students and Professional Development, London:Kogan
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Goal setting template