1. Introduction ART Training Scheme
Module 2C – Teaching from Rounds to Elementary Change Ringing
June 2019 (T)
© ART Charity No

2. Thanks to our Supporters
ART relies on donations for funding its activities.
Thank you to all our supporters and in particular to our Patrons
Helen McGregor and Peter Bevis
Paul Flavell

3. 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 has not.
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 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.

4. 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.

5. ART Training Scheme A training scheme for teachers – new and existing
Made up of 2 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
ART Modules are courses which start with a day course – today. It is not just one day for each Module – to complete the course you must teach, record and be assessed.
The ART Modules are a scheme which supports 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.

6. 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
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.
If you don’t want to use this slide at this point please feel free not to!!

7. 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
Encourage use – national recognised standards – present certificates at Church, Pub, School.
People expect recognition of achievements in this way – it motivates – use it!

8. 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

9. Teacher’s and Ringer’s Guides

10. 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
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!

11. 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. Pointing is a prompt – useful for early method ringing when not using the numbers and learning places is important.
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.

12. 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.

13. 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 is 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.

14. 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.

15. 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 (early methods)

16. Welcome to Module 2C