1. DTLLS Year 2 Day 1
Induction to Year 2

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

3. 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

4. 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.

5. 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

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

7. 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.

8. 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.

9. 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

10. 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

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

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

13. 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

14. 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)

15. 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

16. 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

17. 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

18. 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

19. 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?

20. 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

21. 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.

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