CIEH Level 3 Award in
Preparing to Teach in the
Lifelong Learning Sector
(PTLLS)
Name of trainer:
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 1
© CIEH, 2010
Part 1
Sessions 1–6
1.
2.
3.
4.
5.
6.
Role and responsibilities
Learning styles and preferences
Training/teaching planning skills
Training/teaching styles and communication
Training/teaching assessment
Micro-teach
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 2
© CIEH, 2010
Part 2
Sessions 7–10
7. Consolidation
8. Role and responsibilities
9. Teaching practice
10. Evaluation and consolidation
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 3
© CIEH, 2010
The teaching and learning cycle
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 4
© CIEH, 2010
Differentiation
•
•
•
•
•
•
task
questioning
expectation
feedback
resources
time
•
•
•
•
•
support
target setting
specific needs
language
culture
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 5
© CIEH, 2010
A good balance
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 6
© CIEH, 2010
Domains of learning
Cognitive
Affective
Psychomotor
Knowledge
Attitude
Skills
Head
Heart
Hands
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 7
© CIEH, 2010
Activities associated with domains
of learning
• cognitive – ‘thought processes’, memorising,
reasoning, etc:
–
–
cognitive knowledge – requires the learner to
remember or state facts
cognitive understanding – requires the learner
to use and apply knowledge based on reasoning
• affective – feelings, emotions, etc.
• psychomotor – acquiring skills, using tools or
equipment, etc.
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 8
© CIEH, 2010
What domains are involved in
learning to drive a car?
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 9
© CIEH, 2010
Training/teaching approaches
associated with domains
of learning
Cognitive
knowledge
Cognitive
understanding
Affective
Psychomotor
Lectures, quizzes, question and
answer sessions
Research projects, presentations
Case studies, discussions,
role play activities
Demonstrations, simulations
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 10
© CIEH, 2010
Domains of learning
• help to determine the outcomes of the session
• clear outcomes, in turn, help to determine
appropriate training/teaching approaches
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 11
© CIEH, 2010
Domain
Verb
Cognitive
knowledge
Cognitive
understanding
Affective
Psychomotor
define, label, list
interpret, explain, summarise,
compare
discuss, justify, relate
demonstrations, assemble, build,
repair, weigh, copy
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 12
© CIEH, 2010
Aims
• general statements about what a session
or course intends to cover and what learners will
achieve
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 13
© CIEH, 2010
Objectives
• statements of what the trainer/teacher intends
to cover in the session and what he/she hopes will
be learnt
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 14
© CIEH, 2010
Outcomes
• statements about what a learner should be able to
do by the end of the session
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 15
© CIEH, 2010
Outcomes
S
M
A
R
T
specific
measurable
achievable
realistic
time-bound
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 16
© CIEH, 2010
Communication
Content of words
Tone of voice
Non-verbal
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 17
© CIEH, 2010
Room layouts
Boardroom
Cabaret style A
Herringbone
Hollow square
Cabaret style B
U-shape
Classroom
Theatre
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 18
© CIEH, 2010
Coffee table style
The teaching and learning cycle
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 19
© CIEH, 2010
Assessment
• initial – to help plan to meet needs
• diagnostic – to identify existing skills and
knowledge and identify areas to develop
• formative – ongoing assessment
• summative – final assessment
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 20
© CIEH, 2010
New teaching qualifications
• Award in Preparing to Teach in the Lifelong
Learning Sector (PTLLS)
• Certificate in Teaching in the Lifelong Learning
Sector (CTLLS)
• Diploma in Teaching in the Lifelong Learning
Sector (DTLLS)
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 21
© CIEH, 2010
Preparing to Teach in the
Lifelong Learning Sector (PTLLS)
1. Understand own role, responsibilities and boundaries
of role in relation to teaching.
2. Understand appropriate teaching and learning
approaches in the specialist area.
3. Demonstrate session planning skills.
4. Understand how to deliver inclusive sessions that
motivate learners.
5. Understand the use of different assessment methods
and the need for record keeping.
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 22
© CIEH, 2010
Literacy and numeracy
assessment mark ranges
and levels
Level
Entry 1
Entry 2
Entry 3
Level 1
Level 2
Literacy
5–12
13–20
21–28
29–36
37–40
Numeracy
3–8
9–13
14–18
19–22
23–25
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 23
© CIEH, 2010
Teaching roles
• Associate Teacher, Learning and Skills (ATLS)
• Qualified Teacher, Learning and Skills (QTLS)
• both roles require achievement of the PTLLS
award
• the full role requires the teacher to demonstrate
an extensive range of knowledge,
understanding and application of curriculum
development, curriculum innovation or
curriculum delivery strategies
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 24
© CIEH, 2010
The teaching and learning cycle
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 25
© CIEH, 2010
Equality
• making sure everyone is treated fairly and given
opportunities
• not about treating everyone in the same way
• acknowledges and ensures that individual
needs are met in the most appropriate way
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 26
© CIEH, 2010
Diversity
• recognising and valuing individual differences
• respecting and valuing the different cultural
backgrounds of learners, colleagues and the
wider community
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 27
© CIEH, 2010
Inclusion
• ensuring that all learners are able to participate
and feel included
• working to remove any barriers to full
participation by all learners
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 28
© CIEH, 2010
Functional skills
‘...those core elements of English, mathematics
and ICT that provide an individual with the
essential knowledge, skills and understanding
that will enable him/her to operate confidently,
effectively and independently in life and work.’
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 29
© CIEH, 2010
Functional skills standards
•
•
•
•
•
Entry 1
Entry 2
Entry 3
Level 1 (equivalent to GCSE grades D–G)
Level 2 (equivalent to GCSE Grades A*–C)
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 30
© CIEH, 2010
Functional skills standards –
Speaking and listening: levels 1 and 2
Level Skill standard
Coverage and range
1
Take full part
in formal and
informal
discussions/
exchanges.
•
2
Make a range of
contributions to
discussions and make
effective presentations in
a wide range of contexts.
•
make relevant contributions to discussions, responding appropriately
to others
•
prepare for and contribute to formal discussion of ideas and opinions
•
be flexible in discussion, making different kinds of contributions
•
present information/points of view clearly and in appropriate language
In formal and informal exchanges and discussions.
listen to complex information and give a relevant, cogent response in
appropriate language
•
present information and ideas clearly and persuasively to others
•
adapt contributions in discussions to suit audience, purpose and situation
•
make significant contributions to discussions, taking a range of roles and
helping to move discussion forward to reach decisions in a wide range of
contexts, including
those that involve others who are unfamiliar.
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 31
© CIEH, 2010
English
• speaking and listening
• reading
• writing
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 32
© CIEH, 2010
Mathematics
• process skills – calculating
• representing – making sense of a situation and
realising the problem in numerical terms
• analysing – processing and using mathematics
• interpreting – communicating the results of the
analysis
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 33
© CIEH, 2010
ICT
• using ICT systems
• finding and selecting information
• developing, presenting and communicating
information
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 34
© CIEH, 2010
Approaches to develop
functional skills
• discrete – taught by functional skills specialists
apart from other subjects
• partly embedded – taught by functional skills
specialists and applied in a range of purposeful
contexts including other subjects
• fully embedded – taught and developed by all
teachers within and across courses
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 35
© CIEH, 2010
Identifying functional skills
•
•
•
•
•
•
•
•
•
•
inviting guests
finding recipes on the internet
adapting to suit specific dietary requirements
making a list of ingredients
purchasing ingredients within a budget
selecting suitable utensils
planning preparation and cooking times
preparing the meal following the instructions
setting the table for the guests
serving the meal
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 36
© CIEH, 2010
Communication
Content of words
Tone of voice
Non-verbal
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 37
© CIEH, 2010
Assessment
• initial – to help plan to meet needs
• diagnostic – to identify existing skills and
knowledge and identify areas to develop
• formative – ongoing assessment
• summative – final assessment
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 38
© CIEH, 2010
The teaching and learning cycle
CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 39
© CIEH, 2010