Observer Feedback on Teaching

PGCE Post-Compulsory Education and Training

Practice of Teaching Workbook 1 (PTLLS) September 2012

Your Practice of Teaching workbook is a working document, therefore ensure that you have it with you as follows:  At all portfolio taught sessions  For all meetings and seminars with your Professional Development Tutor

KM PGCE PCET 2012 Contents Page No

The Practice of Teaching Personal Profile 1

Meeting the Standards and Completing Assessment Units 2

Introduction to the Practice of Teaching Workbook 1 3

Presentation of the Portfolio 3

The Role of the Mentor 4

How to teach an outstanding lesson 5-6

Rationale 7-9

Lesson plan 11-12

Lesson Observation documentation 13-15

Professional Standards likely to be evidenced during observations 17-18

Trainee Self Evaluation 19-21

Tasks: 1a, 1b, 1c, 1d 22

The Minimum Core for Numeracy, Literacy and ICT 23-24

ICT Audit 25-28

Action planning using your ICT audit 29-30

Teaching log 31-32

Attendance Record Sheets 33-34

Subject Specialist Audit 35-38

Unit of Assessment Tasks 39- 49

Module EDU6116 & EDU6117 Outline and Assessment Criteria 51-62 The Practice of Teaching Personal Profile

Specialist teaching subject(s)

Location of teaching practice/ work placement(s)

Mentors’ names, addresses, e-mails and telephone numbers

Previous educational experience

Previous employment experience

e:/mb/JH/PGCE PCET Practice of Teaching 1/2012 1 Meeting the New Professional Standards and Completing Assessment Units

To ensure that you meet the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector, and so that you provide evidence that you have met the requirements of the units of assessment, you should include lesson plans in your portfolio that demonstrate:

1. you are able to establish ground rules with a group of students 2. use of ICT and /or other emerging technologies 3. pedagogy for teaching your subject specialism 4. feedback from learners on your teaching 5. assessment strategies 6. embedding functional skills into your subject specialism 7. careful selection of appropriate activities 8. inclusive planning

A series of evaluation tasks is provided in pages 39-49 to help you to demonstrate that you have reflected on and evaluated your teaching with respect to these areas and others.

For more information see the LSIS website at: http://www.excellencegateway.org.uk/page.aspx?o=320139

e:/mb/JH/PGCE PCET Practice of Teaching 1/2012 2 Introduction to the Practice of Teaching Workbook 1 The Practice of Teaching Workbook 1 is your opportunity to show how you have met the specific and general criteria of the Professional Standards and Units of Assessment (Preparing to Teach in the Lifelong Learning Sector - PTLLS).

You will need to compile an e-portfolio. This is submitted on-line via Moodle and can be built up over a number of weeks.

Presentation of the Portfolio for EDU6116 & EDU6117

A. A written reflection and analysis of your teaching. You will need to include an analysis of the pedagogy you have developed for teaching your specialist subject. (A = 1000 words)

B. An analysis of your roles and responsibilities

C. An observation of a subject specialist teacher

D. The LLUK Unit of Assessment tasks Level 4

E. Evidence of one meeting with your PDT

F. An action plan based upon your specialist subject audit

G. An action plan based upon your IT audit

(B, C, D, E, F, G, H = 2000 words)

The total word count for the e-portfolio is 3000 words

Appendices for evidence of one teaching session (this can be from either your first joint observation or a micro teach observed by your mentor or PDT)

A. lesson plan B. rationale for the lesson C. all resources for the lesson D. completed observer feedback form and post observation targets E. your self evaluation of the lesson

OR F. The micro teach pack

e:/mb/JH/PGCE PCET Practice of Teaching 1/2012 3 The Role of the Mentor

Introduction

Trainees on the post-compulsory teacher training course at Birmingham City University are required to undertake at least 150 hours of teaching across the year in a “placement” as well as attending sessions at the University. For part-time students this will be spread across two years. The mentor plays a vital role in this placement, supporting, advising and assessing the student. Specifically, the mentor performs the following tasks:

Observation and Feedback

During the placement, the mentor observes the trainee, completes a University Observation Form, and decides if the trainee is meeting the Professional Standards for the stage of the course. Training in completing this form and in matching performance to standards is given at Birmingham City University. After the lesson, the mentor and trainee discuss the lesson and set targets for the next observation. The regulatory body (LSIS) requires trainees’ teaching to be observed on at least eight occasions during their course (ten for ESOL/Literacy Language).

Observations

Although the majority of observations should normally be carried out when the trainee is teaching groups of students, one-to-one tuition/tutorials are part of many teachers’ responsibilities and so can, when appropriate, contribute to the observation schedule.

e:/mb/JH/PGCE PCET Practice of Teaching 1/2012 4 How to teach an Outstanding Lesson

Promoting learning through effective teaching. Ask yourself…

When planning the lesson have you…

 Provided a detailed and effective scheme of work and lesson plan appropriate for the learning needs of the group and the demands of the subject?

 Organised the room layout and resources to maximise learning opportunities?

 Planned for individual learning needs?

 Provided an appropriate pack for an observer – scheme, lesson plan, ILPs, group/indi vidual profiles, assignment records, evaluation of previous lessons in this scheme, to enable the observer to understand why you have chosen particular strategies etc. (Sel ect as appropriate; do not overdo as this can be counter-productive)

At the start of the lesson do you…

 Take the register within the first few minutes and record and challenge lateness appro priately?

 Start with a re-cap of the previous lesson and involve learners in this to consolidate a nd reinforce learning?

 Record clear learning objectives or outcomes of the lesson and share these with learn ers? (They should know what they are there for)

During the lesson do you…

 Vary teaching and learning activities to: o Hold learners’ interests o Meet a range of learning styles and abilities o Actively engage learners in the learning process

 Ensure that learners are given clear information and guidance throughout the lesson. (Tell them if you want them to do something such as take notes)

 Show interest and enthusiasm for the subject and create a positive and constructive a tmosphere for learning? (Your manner and approach will inspire or disengage learner s)

 Ensure that the pace of activities is appropriate for: o Subject level o Stage of course o Individual learning needs

 Manage different learning needs in the group? (Through extension activities, differenti ated resources, structured group work activities, varied levels of support etc)

e: /mb/JH/PGCE PCET Practice of Teaching 1/ 2011 5  Use appropriate teaching and learning resources – including ILT – effectively and cre atively to support and promote learning? (Remember, of all the senses, sight has the most impact on learning)

 Link learning content to previous learning and experience and use topical and vocatio nally relevant examples to explain and clarify the lesson content?

 Use effective questioning skills and appropriate assessment activities to regularly revi ew and check learning throughout the lesson? (All learners not just some)

 Ensure all learners are actively involved in the learning tasks and are working prod uctively and co-operatively on them?

 Provide clear feedback on progress – written or verbal (as appropriate) – within the lesson?

 Demonstrate highly effective communication and group management skills appropr iate to the age of the learners and level of the qualification?

 Ensure that all language, resources and learning approaches used, positively promote an inclusive learning atmosphere based on respect for difference and diversity? (see below)

Do you check…

 Language and terminology – in course material, in what you say and in what the learners do and say?

 Stereotypical attitudes – oral and written?

 Gender or racial bias in the organisation or balance of learner contribution?

 Breadth and appropriateness of assessment activities to ensure that they reflect a diversity of approach to learning?

 The physical environment and how this might impact on learning?

 Access and support for learners available within your institution?

At the end of the lesson do you…

 Review aims/objectives/activities completed?

 Ask and check what learners have learnt? (Could use a learning diary for this)

 Check to see if any elements are still outstanding and need to be carried over to the n ext lesson?

 Ensure that any homework set is given out? (With written instructions where appropriate)

 End with a forward look to the next lesson so that learners can see the links and are m otivated to attend?

e: /mb/JH/PGCE PCET Practice of Teaching 2012 6  Bring the lesson to a clear close?

The role of the teacher is to promote learning.

e: /mb/JH/PGCE PCET Practice of Teaching 2012 7

PCET/DPS PCET Rationale for Observed Sessions

Name: Time:

Venue: Full/Part time

Observed Session:

1 Describe the context of the teaching and the needs of your learners

2 List the qualities and constraints of the learning environment in which the session is to take place

3 Give reasons for the selection of the learning outcomes

e: /mb/JH/PGCE PCET Practice of Teaching 2012 8 4 State why selected teaching/learning methods are appropriate to this session

5 Which learning theories are relevant to this lesson?

6 Explain how you will use ICT and other resources in your lesson

e: /mb/JH/PGCE PCET Practice of Teaching 2012 9 7 Describe how you will assess your students’ learning?

8 What methods will you use to gain feedback from your learners in order to evaluate the success of the session?

9 Describe how you will address the targets set in your previous lesson observation.

Signature: Date:

Please give this completed Rationale together with the relevant lesson plan to your Mentor prior to the lesson.

e: /mb/JH/PGCE PCET Practice of Teaching 2012 10 e: /mb/JH/PGCE PCET Practice of Teaching 2012 11 PGCE PCET/DPS PCET Lesson Plan

Date Year/Group Standards & Minimum Core Context of Lesson (Why are you teaching this element? How does it fit into the scheme of work?)

Assessment Strategy (How will you know if the learning has been successful? How will you measure this learning?)

Resources (How will you use ICT (create resources/Powerpoint/Smartboard); what other resources will you use?)

Learning Objectives How will you differentiate?

Shared Time Activities (e.g. group work, learner centred activities, individual/pair work, differentiated activities?)

Literacy, Numeracy, ESOL and ICT Support

Plenary (How will you open/begin/conclude/summarise your lesson?)

Anticipated Problems/Solutions

Review of targets from previous Actions taken in this lesson to address observation: these targets: List:        

e: /mb/JH/PGCE PCET Practice of Teaching 2012 12 STRATEGY Stage and Learning and teaching Learning objectives Aids and Assessment of Professional & Timing activities Equipment learning Minimum Core outcomes Standards

e: /mb/JH/PGCE PCET Practice of Teaching 2012 13 Observation of Teaching and Learning: Underpinning Grading Standards

Name of Trainee:……………………………… Date:………………… Mentor………………………………………… PDT……………………………….

Stage: 1 2 3 Areas selected for observation: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 (Circle as appropriate) PGCE PCET/DPS PCET

Performance Outstanding Good Satisfactory Inadequate Indicator Stage 1: Exceptional Achievement Stage 1: Outstanding Achievement Stage 1: Good Achievement Stage 1:Beginning to Achieve Stage 2: Outstanding Achievement Stage 2: Good Achievement Stage 2: Expected Achievement but Stage 2:Needs Attention Stage 3: Very Good Professional Achievement Stage 3: Secure Professional needs developing Stage 3: Failing to Achieve Achievement Stage 3: Minimum Achievement Grade 1 2 3 4 Comprehensive scheme includes course Good scheme, which clearly records Brief scheme lacking in some detail, but Very brief or no scheme of work available. 1. Scheme of work aims/objectives and sequenced teaching and learning sequenced teaching and learning sufficient information to gauge planned Little more than a list of topics. activities, methods, resources and planned activities, methods, resources and outline of teaching and learning assessment. Detailed information which provides planned assessment. Provides a very activities, resources and assessment. excellent insight into planned learning and progress. clear insight into planned structure of learning and progress. 2. Lesson Plan Highly detailed – timing, structure and method. Good, clear structure – identifies Acceptable outline of teaching method, Sketchy with minimum detail. Insufficient Excellent range of activities planned to meet different resources, and activities linked to student activity and achievement. Some teaching and learning activities or little learning style/needs. Excellent links to scheme. different learning styles/needs. Clear links to scheme of work evident. relationship to scheme. Incomplete Detailed & informative rationale. contextual links to scheme. Rationale completed. rationale (Sketchy). Strong rationale. 3. Learning Learning environment fully exploited to enhance Learning environment exploited to Some consideration into how best to No consideration given to exploit the Environment learning. some extent to enhance learning. exploit the environment to enhance environment to enhance learning. learning. 4. Introduction, aims Comprehensive introduction – aims and objectives Clear aims and objectives shared with Brief, general introduction. Learning Little if any introduction. No clear aims and and objectives explained, shared and displayed. Learners learners at beginning of the session. aims/objectives basic but realistic in objectives stated or shared with learners. demonstrate very clear understanding about learning Learners clear about learning purpose. lesson context. Learners generally know Learners unsure, confused or do not know purposes. what they will be doing. what they will be doing.

5. Pace and structure of Pace clearly matches subject and learner level. Pace matches subject and most Overall pace promotes some learning Activities lack pace/rigour and do not learning Activities very well-structured and timed to maintain learners’ needs and level. Most and interest. Some activities promote learning. Learners lose interest interest and stimulate learning for all learners (buzz). activities well-timed and structured. insufficiently matched to learners/subject and concentration at some points. Many level. learners not stretched or over-challenged or confused or struggling to understand.

6. Identification and Highly effective identification of individual learning Good identification of individual Some identification of individual learning Insufficient or no identification of individual support of individual needs through use of learning style analysis/ILP or learning needs through learning style needs through learning style analysis/ILP learning needs. Little evidence of learning learning needs other means/ initial and diagnostic assessment analysis/ILP or other means/ initial and or other means/ initial and diagnostic style analysis/ILP or other means/ initial and techniques. diagnostic assessment techniques. assessment techniques. Some individual diagnostic assessment techniques. Excellent support provided through differentiated Good individual support evident support evident through development Insufficient or no support of individual resources and activities – extension work, structured through development and use of and use of resources, activities and learning needs in lesson – resources and group/individual work and in-class customised resources, activities and support in support in lesson (where appropriate). activities insufficiently developed or support (as appropriate). lesson (where appropriate). amended to meet different learning needs or level and/or insufficient support in class even though clearly needed.

7. Skills for Life – Highly effective embedding of skills for life in Effective embedding of skills for life in Some embedding of skills for life in Insufficient or no effective embedding of key/basic skills- planning, delivery and resources. planning, delivery and resources. planning, delivery and resources. skills for life in planning, delivery and identified and cross resources. referenced

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 13 Observation of Teaching and Learning: Underpinning Grading Standards

8. Learning Methods Excellent range/creative approaches used to Good range of learning methods used Limited range but teacher makes some Too much emphasis on “chalk and talk” maximise learning and involve learners; highly to engage learners and promote effort to vary approach and involve Insufficient variety and involvement of appropriate for subject. learning. learners. learners. Learners are passive and disengaged. Teacher makes little (or no) attempt to match teaching methods to subject or learner needs.

Performance Outstanding Good Satisfactory Inadequate Indicator Stage 1: Exceptional Achievement Stage 1: Outstanding Achievement Stage 1: Good Achievement Stage 1:Beginning to Achieve Stage 2: Outstanding Achievement Stage 2: Good Achievement Stage 2: Expected Achievement but Stage 2:Needs Attention Stage 3: Very Good Professional Achievement Stage 3: Secure Professional needs developing Stage 3: Failing to Achieve Achievement Stage 3: Minimum Achievement Grade 1 2 3 4 9. Checks on Highly effective clearly focused questioning skills Good questioning used to enhance and Questions used to recapitulate, Ineffective, insufficient or no questioning of learning/questioning used to check all learners’ knowledge/progress check learning throughout the lesson. consolidate and confirm learning but learners’ knowledge or progress. skills throughout the lesson. some opportunities lost throughout the lesson. 10. Links in the Previous knowledge and experience referred to Previous experience/knowledge Some attempt to link new material with Little or no attempt to link new material learning throughout. Very clear links drawn out to referred to and used to introduce new previous knowledge or experience and to with previous knowledge and/or experience. reinforce/promote learning especially in relation to material in the lesson. Links between link theory to practice. Previous learning not checked, tested or linking theory and practice in vocational areas. theory and practice stressed referred to and insufficient reference to throughout and some examples links between theory and practice. elicited. 11. Learning Excellent range + high quality (creative) materials Good range of materials and resources Satisfactory resources and learning Insufficient or inadequate resources to materials/resources clearly presented and well used to promote learning. + effectively used to support session materials. Support learning but ordinary – support learning. Little (or no) use of Very effective (extensive) use of learning content and promote learning. worksheets etc. some use of learning learning technologies. technologies. Effective use of learning technologies. technologies. 12. Inclusive All teaching and reference materials promote All teaching and reference materials Teaching and reference materials Little or no knowledge or awareness of learning strategies inclusion through highly effective use of diverse support inclusion through effective use demonstrate knowledge of inclusion inclusive learning principles. Teacher uses examples. Teacher models best practice through use of diverse examples. Teacher models through use of some diverse examples. inappropriate or offensive language, of inclusive language, attitudes and terminology. good practice through use of inclusive terminology and attitudes. Resources use language, attitudes and terminology. stereotypical, inaccurate and/or offensive examples. 13. Teacher style Passionate about subject. Outstanding oral Animated delivery shows a good level Moderate enthusiasm for subject. Ineffective or unenthusiastic delivery that and communication presentation skills that engage learners and promote of commitment and energy and holds Delivery clear but may be lacking in does not engage learners. Some of the skills sustained motivation and concentration. Positive learners’ interests. Good presentation “sparkle”. Oral presentation skills are teacher’s verbal/NVC skills are ineffective or verbal/NVC – strong voice, fluent speech patterns, skills that promote innovation and satisfactory. Teacher uses generally inappropriate – eye contact, voice, speech, clear eye contact, enthusiastic manner and open concentration. Teacher demonstrates appropriate verbal and NVC skills. manner, attitude, body movements etc. body language and expression. effective verbal/NVC skills. Learners bored, disinterested or disengaged. 14. Teacher Very knowledgeable and up-to-date in subject area. Clearly knowledgeable in subject area Generally knowledgeable in subject area Displays a confused, inaccurate or knowledge Very effective reference to vocational/professional and uses relevant but some professional updating would inadequate grasp of some aspects of the examples (where appropriate) to interest learners vocational/professional examples to improve quality of information. subject area. and extend their awareness. good effect in the classroom. 15. Management of Highly effective group/individual management. Clear Good management of group activities. Satisfactory management of group. Ineffective management of group/individual learning directions and health and safety stressed throughout. Clear instructions and good emphasis Health & safety appropriate. Instructions activities. Instructions not always clear, Behaviour and standards professionally and on health and safety. Relationships in generally clear. Appropriate working teacher cannot impose his/herself. vocationally appropriate and demonstrate high the lesson reflect relationship overall. Inappropriate noise levels, learners not mutual teacher/learner value/respect. Highly vocational/professional context. Some ground rules established. always listening or responding and/or effective ground rules established and referred to as Teacher and learners clearly value and ineffective or inadequate management of appropriate. respect each other. Effective ground health & safety. Some lack of respect or rules established. value evident. No evidence of ground rules being established. 16. Review/recap/ Highly effective review of learning at intervals Good review/recap at points in the Some review of learning and brief Insufficient or no review of learning and/or summary of learning throughout the lesson. Very clear (and creative) lesson plus clear summary of learning summary at end of lesson and brief insufficient or no summary at end of lesson summary linked to learning aims/objectives and to progress at end of lesson with reference to next lesson. and little or no reference to next lesson. next lesson. reference to next lesson.

17. Learner All learners actively involved and engaged. Highly Good involvement and engagement of Satisfactory involvement and Insufficient or no involvement or involvement and motivated/interested. Ask and answer questions well. learners. Good level of interest and engagement of learners. Stay on task for engagement of learners. Learners told what response High levels of co-operation, interaction plus learners concentration. Some examples of majority of lesson. Answer questions; do to do and when to do it. Relatively passive. use/take initiative in learning and take responsibility effective co-operation, interaction and what has to be done and nothing more. Limited concentration and interest. Some where appropriate. initiative. learners bored and showing it.

18. Attendance and Highly effective response to issues of attendance Good response to issues of lateness Satisfactory response made to issues of Little or ineffective response to issues punctuality and/or punctuality with consistent use of a range of and/or absenteeism. With some lateness and/or absenteeism. Limited use involving lateness and/or absenteeism. strategies to reinforce good practice among the strategies in place to support of strategies to combat learners’ Inconsistent or no use of strategies to learners. improvement. negative attitudes and reinforce good achieve improved punctuality and practice. attendance.

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 16 PGCE PCET/ DPS PCET Post Observation Summary & Targets

Trainee Name: Mentor: Date of Observation/Discussion: Observation Number: Subject: Class Taught: Placement: PDT List below the Professional/Minimum Core Standards being targeted during the lesson observation or review and guidance session: Professional/Minimum Core Standards observed or discussed:

Post Observation Summary including any achievement against previous targets:

Targets for further development: Observation Grade

 

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 17 Use Continuation Sheet if necessary Signed (Trainee): Date:

Signed (Mentor): Signed (PDT): Joint Observation: 

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 18 Professional Standards likely to be evidenced during observations: A. Professional values and practice AP 1.1 Encourage the development and progression of all learners through recognising, valuing and responding to individual motivation, experience and aspirations. AP 2.1 Use opportunities to highlight the potential for learning to positively transform lives and contribute to effective citizenship. AP 2.2 Encourage learners to recognise and reflect on ways in which learning can empower them as individuals and make a difference in their communities. AP 4.1 Use relevant theories of learning to support the development of practice in learning and teaching. AP 6.1 Conform to statutory requirements and apply codes of practice. AP 6.2 Demonstrate good practice through maintaining a learning environment which conforms to statutory requirements and promotes equality, including appropriate consideration of the needs of children, young people and vulnerable adults. AP 7.1 Keep accurate records which contribute to organisational procedures. B. Learning and Teaching BP 1.1 Establish a purposeful learning environment where learners feel safe, secure, confident and valued. BP 1.2 Establish and maintain procedures with learners which promote and maintain appropriate behaviour, communication and respect for others, while challenging discriminatory behaviour and attitudes. BP 1.3 Create a motivating environment which encourages learners to reflect on, evaluate and make decisions about their learning BP 2.1 Provide learning activities which meet curriculum requirements and the needs of all learners. BP 2.2 Use a range of effective and appropriate teaching and learning techniques to engage and motivate learners and encourage independence. BP 2.3 Implement learning activities which develop the skills and approaches of all learners and promote learner autonomy. BP 2.4 Apply flexible and varied delivery methods as appropriate to teaching and learning practice. BP 2.5 Encourage learners to use their own life experiences as a foundation for their development. BP 3.1 Communicate effectively and appropriately using different forms of language and media, including written, oral and non-verbal communication, and new and emerging technologies to enhance learning. BP 3.2 Use listening and questioning techniques appropriately and effectively in a range of learning contexts. BP 3.3 Structure and present information clearly and effectively. BP 3.4 Evaluate and improve own communication skills to maximise effective communication and overcome identifiable barriers to communication. C. Specialist learning and teaching CP 1.2 Provide opportunities for learners to understand how the specialist area relates to the wider social, economic and environmental context. CP 2.1 Implement appropriate and innovative ways to enthuse and motivate learners about own specialist area. CP 3.1 Apply appropriate strategies and theories of teaching and learning to own specialist area. CP 3.2 Work with learners to address particular individual learning needs and overcome identified barriers to learning. CP 3.5 Make appropriate use of, and promote the benefits of new and emerging technologies CP 4.2 Work with learners to identify the transferable skills they are developing, and how these might relate to employment opportunities. D. Planning for learning DP 1.1 Plan coherent and inclusive learning programmes that meet learners’ needs and curriculum requirements, promote equality and engage with diversity effectively. DP 1.2 Plan teaching sessions which meet the aims and needs of individual learners and groups, using a variety of resources, including new and emerging technologies. DP 1.3 Prepare flexible session plans to adjust to the individual needs of learners. DP 2.1 Plan for opportunities for learner feedback to inform planning and practice. DP 2.2 Negotiate and record appropriate learning goals and strategies with learners. E. Assessing for learning EP 1.2 Devise, select, use and appraise assessment tools, including where appropriate, those which exploit new and emerging technologies. EP 1.3 Develop, establish and promote peer- and self-assessment as a tool for learning and progression. EP 2.1 Apply appropriate methods of assessment fairly and effectively. EP 2.2 Apply appropriate assessment methods to produce valid, reliable and sufficient evidence. EP 2.3 Design appropriate assessment activities for own specialist area. EP 3.1 Ensure that learners understand, are involved and share in responsibility for assessment of their learning. EP 3.2 Ensure that access to assessment is appropriate to learner need. EP 4.1 Use assessment information to promote learning through questioning and constructive feedback, and involve learners in feedback activities. F. Access and progression FP 1.2 Provide learners with appropriate information about the organisation and its facilities, and encourage learners to use the organisation’s services, as appropriate. FP 1.1 Refer learners to information on potential current and future learning opportunities and appropriate specialist support services. FP 2.1 Provide effective learning support, within the boundaries of the teaching role. FP 3.1 Provide general and current information about potential education, training and/or career opportunities in relation to own specialist area. FP 4.1 Provide general and current information about a range of relevant external services.

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 19 These professional practice standards are more likely to be evidenced by activity other than teaching observations:

A. Professional values and practice AP 3.1 Apply principles to evaluate and develop own practice in promoting equality and inclusive learning and engaging with diversity. AP 4.2 Reflect on and demonstrate commitment to improvement of own personal and teaching skills through regular evaluation and use of feedback. AP 4.3 Share good practice with others and engage in continuing professional development through reflection, evaluation and the appropriate use of research. AP 5.1 Communicate and collaborate with colleagues and/or others, within and outside the organisation, to enhance learners’ experience. AP 5.2 Communicate information and feedback about learners to others with a legitimate interest, appropriately and in a manner which encourages trust between those communicating and respects confidentiality where necessary. AP 7.2 Evaluate own contribution to the organisation’s quality cycle. AP 7.3 Use feedback to develop own practice within the organisation’s systems. B. Learning and Teaching BP 2.6 Evaluate the efficiency and effectiveness of own teaching, including consideration of learner feedback and learning theories. BP 2.7 Use mentoring and/or coaching to support own and others’ professional development, as appropriate. BP 3.5 Identify and use appropriate organisational systems for communicating with learners and colleagues. BP 4.1 Collaborate with colleagues to encourage learner progress. BP 5.1 Select and develop a range of effective resources, including appropriate use of new and emerging technologies. BP 5.2 Select, develop and evaluate resources to ensure they are inclusive, promote equality and engage with diversity. E. Assessing for learning EP 2.4 Collaborate with others, as appropriate, to promote equity and consistency in assessment processes.

The underpinning standards (p13 &14) will be used by your mentor and PDT to identify good practice and areas for development. This will be used along with any other evidence and professional judgement to provide targets for further development and a grade for each observation.

In addition mentors and PDTs will make reference to the above standards (p17 & 18) during any feedback. Trainees should ensure that their planning and evaluation processes refer directly to these same standards.

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 20 PGCE PCET/ DPS PCET Trainee Self Evaluation

Name: Date:

Venue: Full/Part time

Subject:

How you met the needs of your learners

The appropriateness and relevance of your learning outcomes

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 21 The appropriateness of your teaching and learning methods

The effectiveness of your resources /learning aids, particularly your use of ICT

The effectiveness of strategies you used to differentiate between learners. Provide specific examples, such as strategies used with specific students and why.

How did these strategies challenge the more able learners?

How did these strategies support the less able learners?

What were the outcomes?

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 22 The assessment of learners (including diversity & equality issues)

How did you gather learner feedback to support your comments?

What targets were you set in your previous observation?

How successful were you in addressing these targets?

Please give the name(s) of the person/people who observed this session.

Name:……………………………………………………………………………….

Role:…………………………………………………………………………………

Name:……………………………………………………………………………….

Role:…………………………………………………………………………………

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 23 Tasks A written reflection and analysis of your teaching. You will need to include an analysis of the pedagogy you have developed for teaching your specialist subject.

An analysis of your Roles and Responsibilities

You will need to consider the following:

 What does the term ‘professional’ imply? How do I ensure I maintain my professionalism?  What meetings can/do I attend? (Team, curriculum, staff development etc.). How can/do I contribute to these meetings?  What extra curricula activities can/do I get myself involved in? (open days, parents’ evening etc)  What are my responsibilities as a member of staff regarding health and safety, equal opportunities etc? (self and students)  What are my responsibilities as a member of staff regarding rules and regulations of learner attendance and punctuality? Why is this important?  What is the structure of my institution? (e.g faculty, school based etc.)  What examples of networking can I provide?

An observation of a specialist teacher

In the first instance you will be taking part in observing professional, subject specialist teachers then you will progress to teaching parts of a lesson with an experienced teacher. The parts of the lesson you might teach could be either:

 The beginning of the lesson – establishing ground rules with learners, introducing the aims and outcomes/objectives of the lesson, setting the scene for activities, questioning for prior knowledge etc.

 The middle part of the lesson – managing group(s) activities, assisting learners during activities, keeping learners on task, motivating learners, assessing learners by questioning, embedding functional skills, checking for inclusivity etc.

 The end of the lesson – checking learners’ work, assessing the achievement of outcomes/objectives, recapping the session, gathering feedback from learners etc.

Ask if you can look at the resources available for your subject specialism. Experienced staff are willing to share but this sharing of good practice is not one way traffic. The university and staff at your placement expect you to devise, design and share your resources too.

 What subject specific resources are available in the Institution’s library? (make detailed notes as you tour the library)  What subject specific resources are available in the University library? (make detailed notes as you tour the library)

The LLUK Unit of Assessment tasks Level 4 (p.39-49) and The Minimum Core for Numeracy, Literacy and ICT (p. 23-24)

Evidence of one meeting with your PDT

An action plan based upon your specialist subject audit (p.35-38)

An action plan based upon your IT audit (p.25-30)

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 24 The Minimum Core for Numeracy, Literacy and ICT

The purpose of this exercise is to give you the opportunity to identify your own development needs in terms of the minimum core for numeracy, literacy and ICT The minimum core establishes the skills and knowledge that a PCET lecturer should have in order to support the numeracy needs of their own learners.

Read through the three sections of the minimum core provided below. For each section try to assess your level of understanding and enter the section numbers in the relevant box.

Finally, summarise your development needs and suggest how these may be met.

4. Literacy and Language: Personal, social and cultural factors influencing the development of numeracy skills.

4.1 The different factors affecting the acquisition and development of numeracy skills 4.2 The importance of numeracy in enabling users to participate in, and gain access to, society and the modern economy 4.3 The different barriers that hinder development of number skills 4.4 The main learning difficulties and disabilities relating to number skills learning and development 4.5 The common misconceptions and confusions related to number-associated difficulties

I have a sound I have some I have little understanding of sections: understanding of sections understanding of sections

5. Explicit knowledge of key numeracy dimensions, processes and content.

5.3 A knowledge of the capacity of number skills to support problem solving 5.4 Making sense of situations and representing them 5.5 Processing and analysis 5.6 Using numeracy skills and content knowledge 5.7 Interpreting and evaluating results 5.8 Communicating and reflecting on findings

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 25 I have a sound I have some I have little understanding of sections: understanding of sections understanding of sections

6. Personal Numeracy Skills

6.7 Use strategies to make sense of a situation requiring the application of numeracy 6.8 Process and analyse data 6.9 Use generic content knowledge and skills 6.10 Express yourself clearly and accurately 6.11 Make judgements concerning content knowledge and skills 6.12 Understand the validity of different methods 6.13 Consider accuracy, efficiency and effectiveness when solving problems and reflect on what has been learnt 6.14 Make sense of data 6.15 Select appropriate format and style for communicating findings

I have a sound I have some I have little understanding of sections: understanding of sections understanding of sections

Key Texts

Appleyard, N. & Appleyard, K. (2009) The Minimum Core for Language and Literacy: Knowledge, Understanding and Personal Skills Exeter: Learning Matters

Clarke, A. (2009) The Minimum Core for Information and Communication Technology: Knowledge, Understanding and Personal Skills Exeter: Learning Matters

Machin, L. (2009) The Minimum Core for Language and Literacy: Audit and Test Exeter: Learning Matters

Murray, S. (2009) The Minimum Core for Information and Communication Technology: Audit and Test Exeter: Learning Matters

Patmore, M. (2009) The Minimum Core for Numeracy: Audit and Test Exeter: Learning Matters

Pert, S. (2009) The Minimum Core for Numeracy: Knowledge, Understanding and Personal Skills Exeter: Learning Matters

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 26 The Birmingham City University ICT Audit

Name :

Course:

Based on an IT survey produced by the Association for Information Technology in Teacher Education and mapped to the ECDL syllabus

This survey of IT capability will help us to develop a programme of training for you which will help you to carry out your work as a teacher more effectively. Please be as honest as you can - remember that you may not have worked with many of the applications before.

Read each of the statements and then tick responses that you feel best fit your own level of skill. If you do not recognise or understand the activity use the ‘no experience’ option. Then please total the number of ticks in each category and transfer your total scores to the summary table below. The categories are: Competent – could help a friend (C) Reasonably competent (R) Limited or no experience (L) Don’t panic if you have to say ‘no experience’ to almost everything!

Overall summary of IT audit scores C R L

1 Summary of competence

2 Basic concepts of IT

3 Using the computer & managing files

4 Word processing

5 Spreadsheets

6 Database

7 Presentation

8 Information

9 Communication

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 27 1. 1. Summary of Competence with different applications

C R L 1.1 Basic concepts of IT - includes terminology, legal issues, health & safety 1.2 Managing files, folders & directories 1.3 Word processing eg Word 1.4 Spreadsheets eg Excel 1.5 Databases eg Access 1.6 Presentations eg PowerPoint 1.7 Information eg Web searches 1.8 Communication eg e-mail

Total for each column

2. Basic concepts of IT: I can C R L

2.1 Identify the main parts of a computer & distinguish between different types eg PC, laptop 2.2 Distinguish between input & output devices & explain the functions of the CPU 2.3 Explain information storage terms such as CD ROM, RAM, ROM & hard disc 2.4 Distinguish between applications software & systems software & name some common applications software 2.5 Understand the terms e-mail & the Internet & the role of the telephone network in computing 2.6 List a range of uses for computers in everyday life

2.7 Describe the impact of IT on society eg the Year 2000 issue, health & safety 2.8 Describe the role of passwords, anti-virus software, copyright and the Data Protection Act

3. Using the computer and managing files: I can C R L

3.1 Start, shutdown & restart the computer & view desktop & system configurations such as processor type & screen settings 3.2 Manipulate the desktop environment such as icons, toolbars and windows 3.3 Organise, copy, move, delete, search for files, folders & directories. 3.4 Use a text editing application, save the file to directory/folder or diskette & close the application 3.5 Print from an installed printer, change the default printer & view the progress of a print job

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 28 4. Word processing – I Can : C R L

4.1 Open, close & save documents, use Help, save as different format, change display mode 4.2 Use Insert, Select, Copy, Move, Delete, Search & Replace

4.3 Format text & paragraphs, use tabs, borders, lists & templates

4.4 Use styles, page numbers, headers & footers, spell-check & change page orientation & margins 4.5 Preview & print a document

4.6 Create & modify tables, import pictures & objects, use Mail Merge

5. Spreadsheets - I Can: C R L

5.1 Open & close an existing spreadsheet & use Help, change view mode, use zoom tool, save as different format or Web page 5.2 Use Insert, Select, Copy, Move, Sort & Delete

5.3 Use arithmetic & logical formulas, work with functions

5.4 Format cells using text, numbers & cell ranges, spell-check & modify document setup. 5.5 Use Print Preview & print all or part of a spreadsheet

5.6 Import objects & produce charts & graphs

6. Database - I Can: C R L

6.1 Open, close & save an existing database, use Help, change viewing modes & modify the toolbar display 6.2 Design & plan a database, create a table with fields & attributes, define keys, modify table & field attributes, update a database 6.3 Create forms & modify form layout

6.4 Find records, create & save a query, add & remove fields from a query, select & sort data based on given criteria & common logical operators 6.5 Create, modify & customise reports, group data in report-totals & sub-totals

7. Presentation - I Can: C R L

7.1 Open, close & save a presentation, use Help, change basic settings such as display mode, save in another file format 7.2 Create a presentation, copy, move & delete text images & slides 7.3 Format text & modify text boxes

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 29 7.4 Create, move & modify graphics & charts, import & modify images from other files 7.5 Select output format, change orientation, add notes to, number, spell-check, preview & print slides 7.6 Use slide show effects such as animation & transitions

7.7 Deliver a presentation

8. Information - I Can: C R L

8.1 Open a Web browser, display a given Web page, save a Web page, Close a Web browser, use Help 8.2 Change view/display modes, display pages without images

8.3 Open a URL, open a hyperlink, browse site & collect data

8.4 Use key words & common logical operators in a search, print a Web page & present a printed search report 8.5 Open a bookmarked Web page, bookmark a Web page, add pages to a bookmark folder

9. Communication - I Can: C R L

8.1 Open & close a mail application/inbox/message & use Help

8.2 Change display modes & modify the toolbar

8.3 Create a new message using spell-check, add auto-signature, attach a file, send with high or low priority 8.4 Use Copy, Move & Delete within a message, delete an attachment 8.5 Read a message, mark a message in the mail folder, use the mail bin, open & save an attachment 8.6 Reply with or without original message, forward a message

8.7 Use address books & reply to several addresses

8.8 Create, delete & search for a message, move to a new folder, sort by name, subject, date etc.

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 30 PGCE PCET Action planning using your ICT audit

Have a look at the scores for each section that you have transferred to the front of the ICT audit. If you have a high score in the ‘C’ box for a particular section with a low score in the ‘R’ and ‘L’ boxes, then you probably don’t need to prioritise the development of these skills, however it is worth checking the questions to see if there are any particularly weak areas.

If you had a high score in the ‘R’ box with low scores in the ‘C’ and ‘L’ boxes, then you should identify your weak areas and plan to develop your skills in the near future. However, you should have sufficient experience to implement core aspects of ICT in your teaching and your course.

If you had a high score in the ‘L’ box, this indicates that you have a significant development need in this area. We would recommend that you take immediate action to improve your skills. Naturally your main qualification aim is the priority, but a significant weakness in sections 2,3,4 or 8 could result in difficulty with some aspects of your course.

Several options are available for you to develop you ICT skills. The library has several books that you could use on a self-study basis. ‘Bessant, A (2000) Learning to Pass ECDL, Heinemann’ is an example, though it’s helpful to have some underpinning knowledge before starting. You could also attend our Faculty ICT workshops. Please see Karen Fawaz for a timetable. Finally, you may consider taking all or part of a qualification such as the ‘European Computer Driving Licence’ (ECDL). Most FE college offer this qualification and it is often available free of charge. You may find the whole qualification too time-consuming with your Birmingham City University course commitments, so this may only be an option if your lack of skills may hinder your progress on your course. However, you may be able to take selected modules of the ECDL programme.

Summarise your development needs and action plan your improvement strategy using the grid below. Please show your audit and the grid to your PDT at the first meeting so that priorities can be discussed.

Section Development needs

2 Action plan

Development needs 3

Action plan

Development needs 4

Action plan

Development needs 5

Action plan

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 31 Development needs

6 Action plan

Development needs

7 Action plan

Development needs

8 Action plan

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 32 Log sheet for recording teaching at your teaching placement

Date Time Subject or Visiting Number of Course Mentor or Hours Tutor

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 33 Date Time Subject or Visiting Number of Course Mentor or Hours Tutor

This is a true and accurate account of my Practice of Teaching placement. The number of recorded teaching hours has reached or exceeded the minimum required.

Trainee’s signature: …………………………………………………………Date:….. ……

Mentor’s signature: …………………………………………………………Date:….. ……

PDT’s signature: …………………………………………………………Date:….. ……

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 34 PGCE: PCET Attendance Record Sheet

Academic

I missed ______sessions on the PGCE PCET programme on the following dates for the following reasons:

Date of missed session Reason for absence

I did the following to ensure that I had all the work and information for each session:

Session missed How I caught up

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 35 Placement

I missed ______sessions on my placement on the following dates for the following reasons:

Date of absence Reason for absence

I did the following to ensure that my absence was recorded and that the appropriate staff members were informed/students supported:

Date of absence Who I informed, when etc.

I understand that missing sessions on the course or placement without good reason may affect my assessment against the New Professional Standards.

Signed ______Date ______

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 36 Name: Mentor:

Subject Specialism(s): Placement: Level taught : Entry 1 2 3 4 5 6 7 8 (circle as appropriate)

Birmingham City University– Faculty of Education, Law and Social Sciences – Post Compulsory Education Course s

Subject and Teaching Experience Audit

Subject audits are designed to help you match your subject knowledge, skills and understanding to the requirements of teaching your specialist subject in the post compulsory sector and to identify both your strengths and any ‘gaps’. This document will also be used to help monitor the development of your subject knowledge throughout your course.

Subject Audit 1st Tutorial Target Setting 2nd & 3rd Tutorials

Placements (…mentors) (…teaching)

Reading and Research Curriculum Group

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 37 PGCE PCET Subject Audit

Subject Specialism: Completed Qualifications in this subject (s): Qualifications Date Awarded:

Qualifications in progress Anticipated completion date

What qualifications would you still like to gain in your subject area?

Give details of the experience you have of teaching the 1 subject(s), if any: 2

What was the most recent course/seminar/event you attended which was designed/selected to update your subject knowledge?

Which books do you believe are the most helpful to you in teaching your subject area?

Which websites do you believe are the most useful to you in teaching your subject area?

In your subject, which is your weakest area of knowledge/expertise?

PGCE PCET Subject Audit

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 38 Tick the boxes that apply:

I belong to a professional body If yes give details………………………………………………..

I subscribe to a professional journal/magazine If yes give details………………………………..

I participate in a professional group that meets to discuss issues in my subject area.

I regularly attend seminars/meetings to update my subject knowledge.

I wish to improve my own qualifications in my subject area.

Describe here how you keep up-to-date with developments in your field:

Having examined relevant subject knowledge needs in your area describe here what support you would need in order to improve and develop it :

Having examined the syllabuses for your subject area, what gaps in your knowledge have you identified? What do you need to do in order to address the gaps in your knowledge?

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 39 PGCE PCET Subject Audit – Action Plan

Areas/gaps of subject How I will develop these areas How I will know that this Target dates for completion knowledge/ pedagogy I need development has been to develop successful

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 40 Unit of Assessment Tasks Level 4

a. Learning Approaches Evaluation

Listed below is a range of approaches to teaching and learning

 Individual work  Panel/debate  Small group work  Games  Large group work  Seminar  Role play  Individual project  Discussion  Demonstration  Case study  Lecture  Other…..

1. List which learning methods you used today and why you chose to use those methods, particularly with regard to teaching your subject specialism. (BP 2.4; BP 2.5; CK3.1; CP3.1)

2. From the methods you didn’t use, select at least two and write about how you might use these in your next lesson to engage and motivate learners. (BP2.2)

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 41 3. Explain why particular strategies might not be appropriate for your group of learners or your subject area.

b. Ground Rules Evaluation

1. Write a definition of ‘ground rules’ here:

2. Explain why establishing ground rules with learners, particularly with regard to underpinning appropriate behaviour and respect for others, is considered good practice. (BP 1.2)

3. List at least three different ways to establish ground rules with learners, stating advantages and disadvantages of each. (BP 1.2)

Method Advantages Disadvantages

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 42 4. Explain how you established ground rules with your class.

c. Resources Evaluation Task

1. Attach the resources you used in your lesson to this sheet and explain how you used them. (BP 5.2)

2. What was effective about your resources or use of resources and what less effective? (BP 5.2)

3. Explain how you would change the resources or your use of resources to make them more effective, were you to use them again. (BP 5.2)

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 43 d. Individual Learner’s Evaluation Task

1. Describe the individual needs of one of the learners in your lesson (if the learner has literacy, numeracy, language or ICT needs, highlight these). (DP 1.2)

2. Explain how your lesson plan met the needs of this one learner. (DP 1.2)

3. Did your plan embed functional skills? If so, how? If not, why not? (CK 3.3)

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 44 e. Checking learning and questioning skills

Questioning, done successfully, is amongst the most powerful tools for teaching and learning. Successful interactive teaching depends on the effectiveness of the teacher’s questioning and feedback. Ask yourself “How is my questioning going to improve my students’ learning?”

Here is a list of basic question functions. Questions can:

 Arouse interest and curiosity in a topic  Focus attention on a particular issue  Stimulate students to ask questions (to you, of themselves and to others)  Diagnose specific difficulties  Provide an opportunity for students to assimilate and reflect upon information  Enable students to build upon existing knowledge or understanding  Check learners’ knowledge and understanding.

1. Provide at least four examples of the kinds of questions you asked today and classify their function (e.g. ‘What do you think I have put in this box?’ could be an example of arousing interest and curiosity in a topic). (EK 4.1)

2. Select two question functions that you didn’t use and suggest ways in which you will use them in future lessons. (EK 4.1)

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 45 f. Feedback

1. Which of the following did you do in the lesson? Did you (please tick). (DP 2.1; DK 2.1; EK 4.1)

1) Praise learners. 2) Provide written feedback on learners’ work 3) Check answers 4) Check answers with visual support (e.g. whiteboard, OHP, Smartboard) 5) Challenge a learner’s answer 6) Guide a learner who gave a wrong answer to the correct answer 7) Ask a question to which you didn’t know the answer 8) Develop learners’ knowledge and understanding through extending the answers they gave 9) Ask questions that required full answers 10) Allow learners long speaking turns 11) Give feedback to learners on a one-to-one basis 12) Ask students for feedback on your lesson.

2. For three of the examples you have ticked, explain why you used these methods, how the students responded and how effective you think you were:

3. Decide on two approaches to feedback you will use in your next lesson:

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 46 g. Links in the Learning

1. How did you relate the work in class to the curriculum/vocational context? Provide evidence. (BP 2.1; BP 2.6)

2. How did you relate the work in class to your learners’ own experiences and needs? Provide evidence. (BP 2.5; BP 2.6)

3. How did you enthuse and motivate learners? Provide evidence. (BP 2.2)

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 47 h. Diversity, Equality and Inclusivity

1. Describe the learners in your group, focusing on gender, ethnicity, levels of functional skills and disability.

2. Explain how you promoted equality through your lesson planning and during the lesson. (DP 1.1; DP 1.2)

3. Explain how you promoted an inclusive learning environment during your class. (BK 1.1; BP 1.1; BK 1.2; BP 1.2)

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 48 i. Communicating

1. Here are some practical strategies to ensure good communication in the classroom. Add two more examples: (AK 3.1; BP 3.1; BK 3.2; BP 3.2; BP 3.3; BK 3.5; BP 3.5; CP 3.2; EP 3.1)

1) Support oral instructions/explanations with visual aids. 2) Speak loudly and clearly at a reasonable pace. 3) Provide ‘wait time’ so that students are able to think before answering. 4) Encourage students to contribute to the class. 5) Respond meaningfully to students’ contributions. 6) Check that learners understand instructions. 7) Value contributions that learners make. 8) Use the students’ names. 9) Use a variety of questioning techniques. 10) Provide all students with the opportunity to speak (allow students to work together in groups or pairs). 11) 12)

2. Take this list into class with you and tick each time you use a strategy. Present your findings here:

3. Describe how your communication skills could be improved. (AP 4.2; BK 3.4; BP 3.4; CK 3.2)

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 49 j. Embedding Functional Skills

1. Explain what you understand by the term ‘embedding’ with relation to functional skills:

2. Explain how your lesson plan embeds at least one of the functional skills.

3. Reflect on the impact that the focus on functional skills had on your learners.

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 50 k. Involving learners in assessment

Learners should always be clear about which aspect of their work is being assessed, and how the assessment is to be made. One effective way of achieving this is to encourage students to assess themselves on their own progress, using the criteria of the course syllabus or assessing body.

1. Activity

Design a self-assessment sheet for your learners to use as a way of measuring their progress on the course. You should include the following areas for learners to comment on:

 Stages of the course/modules completed  Test and/or assignment results  Informal feedback from you, and from peers if appropriate  Difficulties or problems encountered at any stage  Achievements and strengths  Targets negotiated with you and dates by which these should have been attained  Comments about teaching and learning methods and reactions  Comments on the value of resources and learning aids

2. Assessing your sheet

Once your sheet is complete, the best way to asses it is to use it with your learners. If you have to revise it after a pilot period, do no think your initial self-assessment form was a failure – you are developing your understanding of what teaching and learning involves, and responding to needs as they arise. This flexibility is one of the hallmarks of good teaching.

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 51 e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 52 Module Outline and Assessment Criteria

Faculty: Education Law & Social Sciences School/Department: Education

Module Title: Preparing to Teach in the Lifelong Learning Sector (PTLLS)

Programme(s) on which the module is delivered: PGCE PCET

Module Code: EDU6116 Level : 6

Credit value: 10

Module Leader: Karen McGrath

Module start date(s) during the current academic year: October 2011

Module finish date(s) during the current academic year: December 2011

Assessment weightings: One end of module assessment

For SRS Team Use Only:

Created By: Date:

Relationship with Programme Philosophy and Aims This module marks the beginning of your learning and teaching journey to become a professional teacher in the Post-Compulsory Education and Training (PCET) sector. It has a dual focus: to develop your practical teaching skills and to develop your skills of reflection, analysis and evaluation. As such, it is closely related to the work you will undertake on your placement.

Indicative content This module supports you as you begin to develop your teaching skills and provide evidence of meeting the Professional and Minimum Core standards appropriate to PTLLS criteria. Practically, the module requires you to participate in one teaching session and collate and record evidence for meeting the Professional and Minimum Core standards through compiling a Professional Portfolio as determined in the Practice of Teaching Workbook 1.

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 53 Module Outline and Assessment Criteria

Study mode / delivery method(s): Full time and Part time Study. Lectures, seminars, workshops, independent study. Moodle, our virtual learning environment, will be used to enhance and support the teaching of this module.

Study Mode / Delivery Method(s)

Total Tutor-led Hours 40 Tutor Contact Hours 20 including directed tasks (classroom-based)

Tutor Directed Tasks 20

Independent Study Time (Student-led) 60

Total Study Hours 100

Intended Learning Outcomes and the means by which they are to be achieved and demonstrated

Learning Outcome Learning and Teaching Methods

1. Analyse your teaching in relation to your The teaching methods used in this module subject specific skills using academic literature will include: and the Professional /Minimum Core standards  practice based learning to inform your work.  seminars  whole/small group activities 2. Critically evaluate an aspect of teaching in your subject specialism.  on-line discussions with peers  presentations

3. Critically evaluate your roles and responsibilities within your learning and teaching The learning methods used in this module will context. be:  speaking and listening activities 4. Collate and organise appropriate documentary evidence to support your claim to meet the  reading Professional /Minimum Core standards required  discussion with peers via e-forums at this stage.  presenting ideas in seminar groups  critically analysing the ideas of others in group activities  observing teaching of your specialist subject  independent/reflective study  developing resources using ICT

Assessment and feedback

Formative Assessment This will involve sharing your findings and observations on Moodle, peer assessment of learning and teaching strategies, principles of planning and participation in a range of speaking and listening activities, completion of Practice of Teaching Workbook 1 Tasks A-D.

Summative Assessment Assessment Strategy  Produce a portfolio of professional practice as outlined in the Practice of Teaching Workbook 1 (3000 word equivalent). To be submitted online (eg Mahara).

This module is assessed on a pass/fail basis.

Professional AS3, AS6, AS7, BS1, BS2, BS3, BS5, CS3, CS4, DS1, DS3, ES1, Standards ES4, ES5

Units of Preparing to Teach in the Lifelong Learning Sector. Assessment Planning and Enabling Learning. Curriculum Development for Inclusive Practice. Continuing Personal and Professional Development.

Minimum Core Speaking Standards (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7) Standards Writing Standards (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7) ICT Standards

Feedback You will receive a grade for your work and a feedback sheet which will explain the strengths and weaknesses of your presentation. Comments will also be written on the text where appropriate. Dates and times for submission of assessment and for publication of results (subject to ratification by the Examination Board) can be found in the timetable.

Related Modules All modules on the PGCE PCET course focus on developing your understanding of learning and teaching.

Module Reading List

Purchase - students will be expected to purchase a personal copy of any titles listed in this section of the reading list.

Francis, M. & Gould, J. (2009) Achieving your PTLLS Award London: SAGE Publications McGrath, J. & Coles, A. (2011) Your Teacher Training Handbook Essex: Pearson Also available as E book

Essential - the text should be read by all students on a course at some time; maybe a chapter for a seminar.

Cohen, L, Mannion, L & Morrison, K (2004) A Guide to Teaching Practice, 5th edition, London: Routledge Also available as E book Crawley, J (2005) In at the Deep End. London: David Fulton Publishers Also available as E book Petty, G (2009) Teaching Today, 4th edition, Cheltenham: Nelson Thornes Wilson, L. (2009) Practical Teaching - A Guide to PTLLS & DTLLS, Hampshire: Delmar Cengage Learning

Websites: www.nrdc.co.uk www.basicskills.co.uk http://www.excellencegateway.org.uk/page.aspx?o=320139

Other Publications: Publications from LSIS Times Educational Supplement Times Higher Educational Supplement Teachers’ TV

Other Publications: FE Now

Journals The Journal of Teaching in Further and Higher Education Research in Post-compulsory Education

Recommended - the text is academically valid, but not essential reading for this specific module.

Pollard, A (2008) Reflective Teaching, 3rd edition, London: Continuum Sunderland: Business Education Publishers Scrivener, J (2005) Learning Teaching, 2nd edition, London: Heinemann Also available as E book Wallace, S (2010) Achieving QTLS – The Lifelong Learning Sector Reflective Reader, Exeter: Learning Matters ebooks Jordan, A. ,Carlile, O. & Stack, A. (2008) Approaches to Learning: A Guide for Teachers Berkshire: McGraw-Hill http://lib.myilibrary.com/Browse/open.asp?ID=195294 Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector Berkshire :Open University Press

Background - extended reading, for those students keen to explore the subject area in more detail. Minton, D (2005) Teaching Skills in Further and Adult Education, 3rd Edition, London: Thomson Learning in conjunction with City and Guilds Reece, I. & Walker, S, edited by David Clues and Maureen Charlton (2006) Teaching, Training and Learning: A practical guide, 6th edition, Sunderland: Business Education Publishers Ltd

Fail Pass Module Number: EDU6116 Analyse your teaching in relation to your subject specific skills using academic literature and the Professional /Minimum Core standards to inform your work

Evidence in this section will include: Task A (1000 words) Appendices from either a teaching session or a micro teach with New Professional /MC standards evidenced Critically evaluate an aspect of teaching in your subject specialism

Evidence in this section will include: Task D Critically evaluate your roles and responsibilities within your learning and teaching context Evidence in this section will include: Task C Collate and organise appropriate documentary evidence to support your claim to meet the Professional /Minimum Core standards required at this stage Evidence in this section will include: Tasks: B, E, F, G & H

(B, C, D, E, F, G, H = 2000 words) The total word count for the e-portfolio is 3000 words

Faculty: Education Law & Social Sciences School/Department: Education

Module Title: Preparing to Teach in the Lifelong Learning Sector (PTLLS) (ESOL/Literacy)

Programme(s) on which the module is delivered: PGCE PCET: English for Speaker of Other Languages (ESOL)

Module Code: EDU6117 Level : 6

Credit value: 10

Module Leader: Karen McGrath

Module start date(s) during the current academic year: October 2011

Module finish date(s) during the current academic year: December 2011

Assessment weightings: One end of module assessment

For SRS Team Use Only:

Created By: Date:

Relationship with Programme Philosophy and Aims This module marks the beginning of your learning and teaching journey to become a professional teacher in the Post-Compulsory Education and Training (PCET) sector. It has a dual focus: to develop your practical teaching skills and to develop your skills of reflection, analysis and evaluation. As such, it is closely related to the work you will undertake on your placement.

Indicative content This module supports you as you begin to develop your teaching skills in ESOL/ Literacy and Language and provide evidence of meeting the Professional and Minimum Core standards appropriate to PTLLS criteria. Practically, the module requires you to participate in a teaching session and collate and record evidence for meeting the Professional and Minimum Core standards through compiling a Professional Portfolio as determined in the Practice of Teaching Workbook 1.

Study mode / delivery method(s): Full time and Part time Study. Lectures, seminars, workshops, independent study. Moodle, our virtual learning environment, will be used to enhance and support the teaching of this module.

Study Mode / Delivery Method(s)

Total Tutor-led Hours Tutor Contact Hours including directed tasks: 40 (classroom-based) 20

Tutor Directed Tasks 20

Independent Study Time (Student-led) 60

Total Study Hours 100

Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.

Learning Outcome Learning and Teaching Methods

1. Analyse your teaching of ESOL/Literacy and The teaching methods used in this module Language in relation to your subject specific will include: skills, using academic literature and the  practice based learning Professional /Minimum Core standards to inform your work.  seminars

2. Critically evaluate an aspect of teaching  whole/small group activities ESOL/Literacy/Language.  on-line discussions with peers

3. Critically evaluate your roles and  presentations responsibilities within your learning and teaching context. The learning methods used in this module 4. Collate and organise appropriate will be: documentary evidence to support your claim to  speaking and listening activities meet the Professional and Minimum Core standards required at this stage.  reading  discussion with peers via e-forums  presenting ideas in seminar groups  critically analysing the ideas of others in group activities  observing and evaluating the teaching of ESOL/ Literacy/ Language  independent/reflective study  developing resources using ICT

Assessment and feedback

Formative Assessment This will involve sharing your findings and observations on Moodle, peer assessment of learning and teaching strategies, principles of planning and participation in a range of speaking and listening activities, completion of Practice of Teaching Workbook 1 Tasks A-D.

Summative Assessment Assessment Strategy  Produce a portfolio of professional practice as outlined in the Practice of Teaching Workbook 1 (3000 word equivalent). To be submitted online (eg Mahara).

This module is assessed on a pass/fail basis.

Professional AS3, AS6, AS7, BS1, BS2, BS3, BS5, CS3, CS4, DS1, DS3, ES1, Standards ES4, ES5

Units of Preparing to Teach in the Lifelong Learning Sector. Assessment Planning and Enabling Learning. Curriculum Development for Inclusive Practice. Continuing Personal and Professional Development.

Minimum Core Speaking Standards (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7) Standards Writing Standards (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7) ICT Standards

Feedback You will receive a grade for your work and a cover sheet which will explain the strengths and weaknesses of your presentation. Comments will also be written on the text where appropriate. Dates and times for submission of assessment and for publication of results (subject to ratification by the Examination Board) can be found in the timetable.

Related Modules All modules on the PGCE PCET) are compulsory and focus on developing your understanding of learning and teaching.

Module Reading List

Purchase - students will be expected to purchase a personal copy of any titles listed in this section of the reading list. Petty, G (2009) Teaching Today, 4th edition, Cheltenham: Nelson Thornes Wilson, L. (2009) Practical Teaching - A Guide to PTLLS & DTLLS, Hampshire: Delmar Cengage Learning

Essential - the text should be read by all students on a course at some time; maybe a chapter for a seminar. Francis, M. & Gould, J. (2009) Achieving your PTLLS Award London: SAGE Publications McGrath, J. & Coles, A. (2011) Your Teacher Training Handbook Essex: Pearson Also available as an e book Minton, D (2005) Teaching Skills in Further and Adult Education, 3rd Edition, London: Thomson Learning in conjunction with City and Guilds Reece, I & Walker, S, edited by David Clues and Maureen Charlton (2006) Teaching, Training and Learning: A practical guide, 6th edition, Sunderland: Business Education Publishers Ltd Paton, A. & Wilkins, M. (2009) Teaching Adult ESOL –Principles and Practice, Berkshire: Open University Press

Journals: ELT Journal

Recommended - the text is academically valid, but not essential reading for this specific module. Cohen, L, Mannion, L & Morrison, K (2004) A Guide to Teaching Practice, 5th edition, London: Routledge. Also available as an e book Crawley, J (2005) In at the Deep End. London: David Fulton Publishers. Also available as an e book Pollard, A (2005) Reflective Teaching, 2nd edition, London: Continuum Sunderland: Business Education Publishers Scrivener, J (2005) Learning Teaching, 2nd edition, London: Heinemann ebooks Fairclough, M. (2008) Supporting Learners in the Lifelong Learning Sector Berkshire :Open University Press http://lib.myilibrary.com/Browse/open.asp?ID=196463 Jordan, A. ,Carlile, O. & Stack, A. (2008) Approaches to Learning: A Guide for Teachers Berkshire: McGraw-Hill http://lib.myilibrary.com/Browse/open.asp?ID=195294 Martin-Jones, M. & Jones, K. (2000) Multilingual Literacies Reading and Writing Different Worlds Asmsterdam :John Benjamins Publishing Company http://lib.myilibrary.com/Browse/open.asp?ID=225468

Background - extended reading, for those students keen to explore the subject area in more detail.

Websites: WWW.cilt.org.uk/home.aspx www.nrdc.co.uk www.basicskills.co.uk http://www.excellencegateway.org.uk/page.aspx?o=320139

Other Publications: Publications from LSIS Times Educational Supplement Times Higher Educational Supplement Teachers’ TV

Other Publications: FE Now

Journals ELT Journal The Journal of Teaching in Further and Higher Education Research in Post-compulsory Education

Fail Pass Module Number: EDU6117 Analyse your teaching of ESOL/Literacy and Language in relation to your subject specific skills, using academic literature and the Professional /Minimum Core standards to inform your work Evidence in this section will include: Task A (1000 words) Appendices from either a teaching session or a micro teach with the Professional /Minimum Core standards evidenced Critically evaluate an aspect of teaching ESOL/Literacy/Language

Evidence in this section will include: Task D Critically evaluate your roles and responsibilities within your learning and teaching context Evidence in this section will include: Task C Collate and organise appropriate documentary evidence to support your claim to meet the Professional /Minimum Core standards required at this stage Evidence in this section will include: Tasks: B, E, F, G & H

(B, C,D,E,F,G,H = 2000 words) The total word count for the e-portfolio is 3000 words

e: /mb/JH/PGCE PCET Practice of Teaching 1/2012 64