1. Deeside, Yale, Northop, Llysfasi, Wrexham Training Tony Dodd 1

2. Level 3 Award in Preparing to Teach in the Lifelong Learning Sector City and Guilds 6302 Tony Dodd tony.dodd@cambria.ac.uk 01244 831531 Ext 4939 Room G15 Deeside 2 Tony Dodd

3. Welcome! 6.00pm - 9.00pm - 15 minute break to be negotiated – ‘Lifestyle bar’ is open This room all weeks unless otherwise informed Toilets – turn right - adjacent to this room No eating in the room. No drinks other than water No fire alarm planned today – continuous siren – exit via the quickest route/stairwell and keep together 3 Tony Dodd Discuss later

4. Welcome! 10 weeks: Tuesday 29 th April 2014 to Tuesday 1 st July 2014 Please see the course information hand- out Moodle guest access Tony Dodd 4

5. Welcome! You will complete your enrolment form this evening and enrol before our next session - Fee - £295 Deeside 9.00 – 7.00pm Mon to Thurs (4.00 pm Friday) Yale 8.30 – 4.30 pm Mon - Friday ID issued at enrolment TANSQ Question, share, participate!! 5 Tony Dodd

6. PTLLS Level 3 - 12 credits we will complete the 4 units in the following order NoUnit Credit valueLevel 001Roles, responsibilities and relationships in lifelong learning 33 002Understanding inclusive learning and teaching in lifelong learning 33 007Principles of assessment in lifelong learning 33 003Using inclusive learning and teaching in lifelong learning (micro-teach) 33 6 Tony Dodd

7. Level 3 learning would include: 1. Knowledge of relevant principles, and where appropriate theories, that apply in this field. 2. Evidence of appropriate reading relating to principles, theories and practice. 3. Consideration of how professional values impact on working in this area. 4. Evidence of a reflective approach. Tony Dodd 7

8. Recognition of prior learning (RPL) Recognition of prior learning means using a person’s previous experience or qualifications which have already been achieved to contribute to a new qualification. RPL is permitted for PTLLS unit 004 –Level 3 Facilitate learning and development in groups (F502/9548) and PTLLS Unit 006 –Level 3 Award in Understanding the Principles and Practices of Assessment (501/1648/4) 8 Tony Dodd

9. Who are the qualifications for? For learners who work, or want to work as teachers/trainers in the Lifelong Learning Sector (LLS). It is mandatory for those wishing to enter teaching in the regulated LLS in England. PTLLS is widely recognised as the standard for those beginning to teach in the non regulated sector in England, as well as in other nations. Tony Dodd 9

10. We will keep returning to and building on theories, ideas and experiences ‘Haven’t we done this before?’ ‘I already know this!’ Onion layersrock strata 10 Tony Dodd

11. The Kolb learning cycle 11 Tony Dodd

12. David Kolb’s Learning Cycle 12 Tony Dodd

13. During the taught course we only have time to skim the surface and signpost further reading/research opportunities 13 Tony Dodd

14. Aim of this part of the session To: Prepare learners (you!) to successfully complete component parts of assignment 001 14 Tony Dodd

15. Learning objectives At the end of the session, the learner (you!) will be able to: –Summarise ways to establish ground rules with learners and why this is done in teaching and learning –Explain own responsibilities in maintaining a safe and supportive learning environment –Explain ways to promote appropriate behaviour and respect for others 15 Tony Dodd

16. Introductions/icebreaker I’ll introduce myself I would like you to introduce yourself to a partner ( who you don’t already know ) using the prompt sheet as a starting point Your partner will then introduce you to the group 5 minutes preparation time! http://www.online-stopwatch.com/rocket-timer 16 Tony Dodd

17. Why do we need to use icebreakers when meeting new students? We will use others What can icebreakers help with? 17 Tony Dodd

18. Icebreakers can help to: Reduce apprehension Develop trust Develop a team ethos Share experiences Help learners to relax Break down barriers Encourage active listening Encourage open communication Introduce learners to each other Create a sense of belonging 18 Tony Dodd

19. The agreed learning culture for our group Shared values/ground rules Individual, pair and group task – sharing ideas Geoff Petty calls this ‘snowballing’ particularly where there is an individual, pairs, three’s and small group sharing of ideas. http://www.geoffpetty.com/http://www.geoffpetty.com/ 19 Tony Dodd

20. 20 Tony Dodd

21. Imposed and negotiable ground rules Colleges and training providers will have non-negotiable codes of conduct – usually discussed at induction Comprehension/analysis of these rules could form a useful communication task Many tutors encourage students to devise ground rules before discussing the imposed rules – why? 21 Tony Dodd

22. What are the advantages (and possible dangers) of agreeing ground rules? Don’t forget – colleges/training providers will already have non negotiable student codes of conduct. 1)When/how would you carry out the agreeing ground rules activity? 2)How would you deal with inappropriate/unwanted suggestions? 3)How would you then encourage/ensure compliance? 4)What are the advantages of involving students in this process? 5)Do you see any difficulty or problems with this process? 22 Tony Dodd

23. Agreeing rules and procedures Discuss rules with the class. Discuss why we have laws, rules and procedures in football, families and in society. Create rules: Decide what rules and procedures will maximise learning, and would create a good atmosphere in your class. Justify rules. Work out to your own satisfaction a persuasive case for each of these rules. How they will benefit everyone. 23 Tony Dodd

24. Agreeing rules and procedures Negotiate to get commitment. Suggest your set of rules as a start, asking for deletions, additions and suggestions Or Get the class to devise their own rules – ownership Keep rules visible and reiterate them ‘ What had we agreed were the rules on eating in class? Why don’t we allow eating in class?’ 24 Tony Dodd

25. Unit 1 Roles, responsibilities and relationships in lifelong learning 3.2 What actions and strategies can be used by a teacher to establish and sustain respect, eg. establishing appropriate ‘ground rules’; being an effective role model, etc. Gravells 5 th Edition pg. 88 to 93 Gravells 4 th Editions pg. 72 to 77 Moodle week 1 25 Tony Dodd

26. Evidence based classroom management and discipline Robert Marzano et al ‘Classroom Management that Works’ 2003 –Summarised over 100 reports including 134 experiments designed to identify which classroom management techniques work best. –Identifies 4 basic approaches that have been found to improve behaviour in classrooms Evidence based discipline and classroom management - Geoff Petty 26 Tony Dodd

27. Figure 1.3 Meta-analysis Results for Four Management Factors Factor Number of Subjects Number of Studies Percentile Decrease in Disruptions Establishing and enforcing rules and procedures 6261028 Carrying out disciplinary interventions 3,3226832 Maintaining effective teacher- student Relationships 1,100431 Maintaining an appropriate Mental Set 502540 There are four general components of effective classroom management identified by Marzano. Classroom Management That Works, Marzano, p. 8. 27 Tony Dodd

28. Disciplinary interventions 28 Tony Dodd

29. Maintaining effective teacher-student relationships – classroom management Establishing assertive behaviour –Body language –Eye contact –Tone and volume of voice –Persistence –Mental set - ‘withitness’ Be polite, show respect, say thank you The classroom is your territory ! 29 Tony Dodd

30. Maintaining effective teacher-student relationships – classroom management Be consistent in your expectations, requirements and behaviour Establishing clear learning objectives/goals Providing accurate and informative feedback – specific with reasons PIP praise in public RIP reprimand in private 30 Tony Dodd

31. If disruptive behaviour occurs/continues At Deeside site we have: –a concern note procedure – paper based and intranet based –a disciplinary procedure Please see my summary – Behaviour Management Strategies – common themes from research – on Moodle week 1 31 Tony Dodd

32. Maintaining a safe, positive and supportive learning environment - classroom management Further reading: Gravells Fourth Edition pgs. 75 to 77, 80 and 83 Gravells Fifth Edition pgs. 88 to 93, 98 and 101 – 102 Moodle week 1 http://geoffpetty.com/ 32 Tony Dodd

33. Abraham Maslow’s Hierarchy of needs 33 Developed between 1943 and 1954 Tony Dodd

34. Abraham Maslow 1908 -1970 Believed all individuals are capable of progressing to self-actualisation – but that less than 1% of people achieved this Progress can be prevented by failure to meet lower level needs Must satisfy lower level needs before progressing to higher level growth needs Individuals can fluctuate between levels in the hierarchy as a result of life events 34 Tony Dodd

35. Maslow applied to learning Learners need to feel safe and valued before they can fulfil their potential for learning and self actualisation A short task: What can you do to ensure that your students have the opportunity to reach the top 3 levels – give examples by level 35 Tony Dodd

36. Health and Safety considerations Health and Safety at Work Act 1974: –Documented risk assessment –Anticipated risks –Protective clothing/hazardous substances –Manual handling –Organisational safety procedures –We will cover legislation for Unit 001 in more detail later Gravells 5 th edition pgs. 19 - 22 Gravells 4 th Edition pgs. 15 - 18 36 Tony Dodd

37. Where does all this stuff fit with PTLLS?? 37 Tony Dodd

38. Unit 1 Roles, responsibilities and relationships in lifelong learning. 3.1 Explain why it is important to maintain a safe, positive and supportive learning environment? (see impact of legislation, responsibilities) etc. What actions can a teacher take to meet these requirements? (see also relevant theory – Maslow’s Hierarchy of Needs) Tony Dodd 38

39. Learning objectives At the end of the session, the learner (you!) will be able to: –Summarise ways to establish ground rules with learners and why this is done in teaching and learning –Explain own responsibilities in maintaining a safe and supportive learning environment –Explain ways to promote appropriate behaviour and respect for others 39 Tony Dodd

40. Energiser Human Bingo 40 Tony Dodd