1
Assessing Learning
Module 25
2
Module 25 core objectives
Be able to:
1 Demonstrate commitment to the concepts, content and
policies of training within the Scout Association
2 Demonstrate acceptance of the Purpose, Principle and
Method of the Scout Association
3 Undertake appropriate assessments and validations
4 Provide positive and constructive feedback
5 Identify any learning and development needs of the
people you support
6 Plan to meet your own subject knowledge needs
3
Training Adviser Role
• Agrees Personal Learning Plan
• Supports and encourages
• Validates learning
• Recommends Wood Badge
– Subject to CTM approval
Note the TA role is not about training delivery
4
Manager Role
• Agrees and reviews role description
• Ensures training is completed
• Ensures appropriate permits are held
• Understands process
• Explain training commitment
• Responsible for ongoing learning
5
Nights Away Adviser Role
• Supports and encourages through gaining permit
• Assesses adults against 8 core skills
• Assists in gaining required experience
• Recommends appropriate Permit
• Advises on camping and residential issues
6
Activity Assessor Role
• Assesses technical competence
• Recommends permits for specific adventurous
activities
7
Scout Show Assessor Role
• Assesses Scout Shows
• Recommends national recognition
8
Any Scouting assessor
• Needs to understand Scouting fundamentals
• Operate within Scouting’s:
–
–
–
–
Policies
Purpose
Principles
Methods
9
Policies
Chapter 2 of POR
• Equal opportunities
• Safety
• Anti-bullying
• Child protection
• Religious policy
• Development
10
Purpose
“The purpose of Scouting is to contribute to the
development of young people in achieving their
full physical, intellectual, social and spiritual
potentials, as individuals, as responsible
citizens and as members of their local, national
and international communities.”
POR
11
Principles
Members of The Scout Association have a duty
to:
– their God,
– other people
– and themselves.
Every member who makes the promise
undertakes to do their best.
12
Method
People participate in Scouting by:
• enjoying what they are doing;
• learning by doing;
• participating in varied and progressive activities;
• making choices for themselves;
• taking responsibility for their own actions;
• working in groups;
• taking increasing responsibility for others;
• taking part in activities outdoors;
• sharing in prayer and worship;
• making and living out their Promise.
13
Evidence
•
•
•
•
•
•
•
•
•
Demonstration
Discussion
Workbook
Questionnaire
External qualification
Working documents
Project
Witness statement
Video
14
Feedback
• Constructive
• Positive
• Consider:
–
–
–
–
–
Venue
Body language
Position
Tone
Language
• Give concrete areas to work on
15
Communication Theory
Decoding
Encoding
Message
Feedback
•Communication
• “The transmission of information so that the
recipient understands clearly what the sender
intends”
16
Problems in verbal communication
– Not paying attention
– Listening but not hearing
– Thinking about what to say next
– Interrupting
– Hearing what one expects
– Being defensive
– Looking for disagreement
17
Facts
– We listen at 125-250 wpm, we think at 10003000 wpm
– 75% of the time we are distracted, preoccupied
or forgetful
– 20% of the time, we remember what we hear
– More than 35% of businesses think listening is a
top skill for success
18
Active listening
 Avoid distractions
 Don’t pre-conceive
 Pay attention to the speaker
 Don’t interrupt
Show your interest
to the speaker
 Concentrate on what is being said
19
Active listening
 Listen for the whole message
 Hear message before evaluating
 Ask open questions to check
understanding
Check
understanding
 Repeat back in your own words to convey
understanding
20
Questioning
Open questions
Focus
Closed questions
Understanding
21
Active listening
Do I understand what they think they said ?
22
Communication
Do we get the ratio right?
One mouth
Two ears
23
Active listening
• Allows you to make sure you hear the
words
• and …
• understand the meaning behind the
words
24
Questioning & Listening Process
• Open ended questions:
– What, how, who, where, why, when
Listen for vagueness or significant remarks
Probing questions
Summary to check understanding
Silence is a useful technique
25
Questioning
Avoid if possible
– Interruptions
– Multiple questions
– Leading questions
– Biased questions
– Ambiguous questions
26
Active listening
Do I understand what they think they said ?
27
Active listening
– Avoid distractions
– Don’t pre-conceive
– Pay attention to the speaker
– Concentrate on what is being said
– Don’t interrupt
– Listen for the whole message
Show your interest to
the speaker
– Hear message before evaluating
– Ask open questions to check understanding
– Repeat back in your own words to convey
understanding
28
Module 25 core objectives
Be able to:
1 Demonstrate commitment to the concepts, content and
policies of training within the Scout Association
2 Demonstrate acceptance of the Purpose, Principle and
Method of the Scout Association
3 Undertake appropriate assessments and validations
4 Provide positive and constructive feedback
5 Identify any learning and development needs of the
people you support
6 Plan to meet your own subject knowledge needs
29
Training Advisers / Managers
30
Training scheme principles
• Considers needs of learner
• Modular
• Flexibility
• Accessible
• Recognises prior learning
• LOVE
• Uses Scout methods
• National scheme
• OCN and ILM recognition
31
The Modular Scheme
Getting Started
Completed before
Warrant presented
All appointments
1 Essential
Information
2 Personal
Learning plan
3
Tools for the Job
5 Fundamental
Values of
Scouting
6 Changes in
Scouting
7
Valuing Diversity
11
Administration
12 Providing a
Balanced
Programme
13 Growing the
Movement
16
Nights Away
17 Activities
Outdoors
Section Leaders and
Section Supporters
20
Administration
Managers
21 Growing the
Movement
18
Practical Skills
22
Section Support
4
Tools for the Job
8 Skills of
Leadership
9 Working with
Adults
14 Young
People Today
15 Challenging
Behaviour
19
International
23 Safety for
Managers
GSLs AGSLs
DCs DDCs ADCs
CCs DCCs
24 Managing
Adults
25 Assessing
Learning
26 Supporting
Adults
27 Instructing
Practical Skills
28
Facilitating
29
Presenting
30 Supporting
Local Learning
31 Planning a
Learning
Experience
32 Delivering a
learning
Experience
33 Planning a
Learning
Provision
34 Managing a
Learning
Provision
35 Internal
Moderation
36
Special Needs
Specialist roles
10
First Aid
32
Appointment process
Before warrant:
• Agree job spec
• Complete getting started
– Tools for the job
– Essential information
• Produce agreed Personal Learning Plan
• Meet Appointment sub-Committee
33
Stage 1
AA & CRB
Adult
GSL
AA
Segment B
& CRB
Appts
Sec
HQ
34
Stage 2
HQ
Check
OK
Prov
Appt
HQ
GSL
Adult
Appts
Sec
LTM
TA
35
Stage 3 (over next 5 months)
Agree PLP
Module 2
TA
Appointments
Committee
Adult
Learning
Modules 1 and 3/4
Validate
Module 1 & 3/4
TA
DC
HQ
CRB
OK
Appts
Sec
36
Stage 4
When ALL stage 3 completed
AA
Segment C
Appts
Sec
Full
Appt
DC
Adult
HQ
37
The Seven Steps
1 Identify learning and development needs
2 Agree and record a Personal Learning Plan
3 Monitor progress at regular intervals
4 Provide constructive feedback
5 Support and encourage
6 Validate the learning
7 Identify new needs and repeat the process
38
Role of TA in PLP
• Identify appropriate modules for the role
• Familiar with content of modules
• Establish which parts learner can already do
• Establish what learning the learner will need to
complete
• Establish which methods will be best for learners
• Complete Personal Learning Plan
39
Personal Learning Plan
Personal Learning Plan (Leader)
Contact Details (tel or e-mail):
No
1
3
5
6
7
8
Module
Title
Essential
Information
Tools for the Job
Section Leaders
Fundamentals
of Scouting
Changes in
Scouting
Valuing Diversity
10
Skills of
Leadership
Working with
Adults
First Aid
11
Administration
12
Provide Balanced
Programme
Growing the
Movement
Young People
Today
Challenging
Behaviour
Nights Away
9
13
14
15
16
17
18
Activities
Outdoors
Practical Skills
19
International
Reqd
Y/N
Name:
Appointment:
Group:
District:
Training Advisor:
Initial Plan Agreed:
Learning
Method
Date
Completed
Validation
Method
Revised:
Date
Completed
TA
Sig
OCN
Unit
40
Personal Learning Plan
Personal Learning Plan
Name Joe Leader
Appointment ACSL
Initial Plan Agreed (date) 1/7/2004
No
1
3
5
6
7
8
Module
Title
Essential
Information
Tools for the Job
Section Leaders
Fundamentals
of Scouting
Changes in
Scouting
Valuing Diversity
Reqd
Y/N
Y
Learning
Method
video
N
Y
Course 2005
Y
Video
22/9/2004
N
N
10
Skills of
Leadership
Working with
Adults
First Aid
Y
Contact GSL re 1 response
11
Administration
Y
12
Provide Balanced
Programme
Growing the
Movement
Young People
Today
Challenging
Behaviour
Nights Away
N
Workbook booked on course form
Not yet published
CD
Y
18
Activities
Outdoors
Practical Skills
19
International
Y
9
13
14
15
16
17
Section Leaders
Date
Completed
22/9/2004
N
st
N
N
Y
Y
Course (12/9) 27/1//04
Attended
Course (book for 12/9) 27/11/04
1:1 with TA – records needed, forms,
etc
Course 2005
N
Course 27/11/04
Training Advisor Skippy
Plan Revised 26/1/2005
Validation
Method
Date
Completed
TA
Sig
OCN
Unit
41
The Seven Steps
1 Identify learning and development needs
2 Agree and record a Personal Learning Plan
3 Monitor progress at regular intervals
4 Provide constructive feedback
5 Support and encourage
6 Validate the learning
7 Identify new needs and repeat the process
42
Monitor and support
•
•
•
•
Monitor progress regularly
Provide constructive feedback
Support and encourage the learner
Be flexible to changing conditions
43
The Seven Steps
1 Identify learning and development needs
2 Agree and record a Personal Learning Plan
3 Monitor progress at regular intervals
4 Provide constructive feedback
5 Support and encourage
6 Validate the learning
7 Identify new needs and repeat the process
44
Validation
Validation is about confirming that someone is
able to do what they are supposed to be able to
do
“That they are fit for purpose”
It is about confirming that the required learning
has taken place by checking what the learner
has done with it in practice.
45
Validation - Do’s
• Encourage learner to take responsibility
• Compare evidence against the validation
guidelines
• Sign off validation if evidence demonstrates
understanding of required learning
• Value the learners effort and work
• Suggest positive ways forward
46
Validation - Do’s
•
•
•
•
Use open questions to probe
Ask another TA or LTM if unsure
Keep a written record
Keep the learner aware
47
Validation - Don’ts
• Sign off validation if
– not convinced
– evidence is not current
– not happy criteria met
• Be afraid to ask for further evidence / training
• Be afraid to say “no”
48
Personal Learning Plan
Personal Learning Plan
Name Joe Leader
Appointment ACSL
Initial Plan Agreed (date) 1/7/2004
No
1
3
5
6
7
8
Module
Title
Essential
Information
Tools for the Job
Section Leaders
Fundamentals
of Scouting
Changes in
Scouting
Valuing Diversity
Reqd
Y/N
Y
Learning
Method
video
N
Y
Course 2005
Y
Video
22/9/2004
N
N
10
Skills of
Leadership
Working with
Adults
First Aid
Y
Contact GSL re 1 response
11
Administration
Y
12
Provide Balanced
Programme
N
Workbook booked on course form
Not yet published
CD
13
Growing the
Movement
Young People
Today
N
N
Course (12/9) 27/1//04
Attended
Challenging
Behaviour
Nights Away
Y
Course (book for 12/9) 27/11/04
Y
Activities
Outdoors
Practical Skills
Y
1:1 with TA – records needed, forms,
etc
Course 2005
9
14
15
16
17
18
Date
Completed
22/9/2004
N
N
st
Training Advisor Skippy
Plan Revised 26/1/2005
Validation
Method
Date
Completed
22/9/2004
1:1 discussion, questions from guide
1/7/04
Discussion with TA- written evidence
22/9/2004
1:1 discussion #2 validation
written evidence of understanding and
questions
#2 and ‘#3 written evidence of
understanding and questions
1:1- practical experience. as a Practice
nurse.
certificate
22/9/2004
Understanding demonstrated through
questions- zones, methods, mind
maps, progression – written evidence
supplied
#2 #3 questions/discussion re
participation awards etc
Could validate – disjointed sixers
sorted; outdoor activity Godshill;
planning; communication
#4 #4 code of conduct discussed
22/9/2004
22/9/2004
1/7/04
26/1/05
22/9/2004
1/7/04
26/1/04
26/1/05
NAA will need to validate for nights
away permit
Own learning- knotting
1/7/04
TA
Sig
OCN
Unit
49
Grievances
Two possible areas:
•
Learner and TA unable to agree on which modules
are required.
•
Participant disagrees with a validation decision
50
Validating Module 25
Training Advisers
– Work as a Training Adviser for at least 2 new adults
over at least 3 months
– Determine their learning needs
– Help them prepare Personal Learning Plans
– Support them through at least 3 modules
– Keep a record of meetings with them, discussions
held, and how agreements were reached
51
www.scouts-hants.org.uk/Adult-Training
52
Training Adviser Page
53
scouts.org.uk/learnerresources
54
scouts.org.uk/learnerresources
55
Nights Away Adviser
56
Role
• Assessing people for Nights Away Permits
• Recommending people for Nights Away
permits
• Providing advice and support on gaining
Nights Away Permit
• Advise on camping and residential issues
• Promoting nights away
57
Nights Away core skills
1. Planning a nights away event
2. Ensuring effective administration of an event
3. Preparing and coordinating a programme if activities
4. Choosing and preparing the event team
5. Choosing, organising and maintaining the right
equipment
6. Ensuring the health, happiness and safety of self
and others
7. Organising good catering
8. Making best use of venue
58
Validating Module 25
Night Away Advisers
– Work as NAA for at least 2 adults over at least 3
months
– Offer support and advice to adults working towards
a Nights Away Permit
– Keep a record of meetings with them, discussions
held, and how agreements were reached
59
Validating Module 25
Managers / Supporters
– Prepare a briefing to a new adult to Scouting on the
Adult Training Scheme and how it works
– As part of a review meeting with someone you
support, review training progress.
– Record and action any support required
60
Finally
• Good luck