preparing to teach in the lifelong learning sector level 4 (ptlls) kay codling & jacqui blackwell

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  • Preparing to teach in the Lifelong Learning Sector Level 4(PTLLS)

    Kay Codling & Jacqui Blackwell

  • Aims of the day areTo understand The requirements of PTLLS L4 and how it fits in to teaching qualificationsHow PTLLS is assessed and to agree a reasonable timeframe for completing assignmentsExplore the roles and responsibilities of a teacher

  • Objectives of the day areYou will be able to demonstrate your understanding of

    The requirements for completing PTLLS L4the characteristics of a good teacher and how to implement them in your teaching practiceYour roles and responsibilities within the training cycle

  • The programmeDay 1: Induction to the award The role and responsibilities of the teacher 008Day 2: The principles and practices of assessment 006Day 3: Facilitation of learning and development 010 Session planning skillsDay 4: Understand inclusive learning 009Day 5: Micro teach

  • Your award is made up of unit008 Roles, responsibilities and relationships in lifelong learning006 Understanding the principles and practices of assessment009 Understanding inclusive learning and teaching in lifelong learning010 Using inclusive learning and teaching approaches in lifelong learning

  • Centre DocumentsAccess to AssessmentAppeals ProcedureCornwall College Summary CharterData ProtectionEquality and Diversity StatementEqual OpportunitiesLearning Records Service FactsheetSafeguarding Vulnerable Adults Statement

  • ExpectationsParticipate in group work and discussionPresent feedback to groupHand in assignments on timeProduce and present a 15 min teaching sessionRead around subjects Attend monthly tutorialsSeek additional support and guidance from your tutor when needed

  • Giving feedbackWhat types of feedback have you

    A) experienced?

    B) used with others?

  • Where are you now?Key points from last session

    Application of learning in workplace

    Achievements and frustrationsReview



  • Evidence for award consists ofAssignments for units 008, 006 and 009Reflective Learning JournalUnit 010 Session plan for micro teachRational for teaching methods Assessor observation of micro teachPeer feedback on micro teachSelf-evaluation/reflection on micro teach.

  • Level 4 assignments should showThe relationship between theory/principles and practice in the context of your role/future roleA planned approach to reading and researchEvidencing a coherent view of the roleA style of presentation which involves adequate referencing to essential sourcesReflection on own practice grounded upon reading

  • This means you need to.Use quotes and provide a reference list using whichever recognised style of referencing you preferNot worry about the word count this is a guide only as it is quality and not quantity that is requiredWrite in the first person as original thought is requiredPresent assignments in a way that suits you - there is no requirement for double spacing, margins etc and so forth!

  • PTLLS in ContextThe Further Education Teachers Qualifications (England) Regulations 2007 membership Learning UK of external and awarding bodiesTypes of courses/qualificationsRole of OFSTED

  • Roles and ResponsibilitiesQualities of a good teacher

    Responsibilities and boundaries of a teacher

    The Training Cycle

    Learning styles

  • Good teachers???

  • What are the roles, responsibilities and boundaries of the teacher?

  • What you may not have come up with areWork within legislation and codes of practiceHealth and safetyEquality ActData Protection ActCodes of Practicewhats yours?IAGsignpostingRecord keepingBoundaries with other professionals

  • PreparationTraining(90%)ImplementationPreparation(25%)Training(25%)Implementation(50%)Time spent/ money invested Direction of changeThree stages of training

  • The Training Cycle

  • The four stages of competenceUnconsciouslyConsciouslyCompetentincompetentNow they can drive the car with little effortNew drivers do not realise how much there is to learnNow they realise how hard it is to drive a carAt this stage they can drive but it needs a lot of effort

  • The Four Stages of CompetenceUnconsciouslyConsciouslyCompetentincompetentNow they can drive the car with little effortNew drivers do not realise how much there is to learnNow they realise how hard it is to drive a carAt this stage they can drive but it needs a lot of effort

  • To be handed in on Day 2

    Level 4 Unit 008 assignment

    *LindseyId like to introduce a 3 stage model of training, as its useful in understanding how transfer can occur. Most people think of training as being The Day/ half day/ week thats spent on a course, but the whole training process needs to be more comprehensive for transfer to happen. (1st click)The three stages are:Preparation: involves a discussion (in supervision) about why delegate wants to attend, learning needs analysis, what they think they would gain, how they want to change their practice, how they feel this training would assist that, what barriers they anticipate to changing practice. This stage is vital as it creates the motivation to participate, the interest in the subject and the intention to transfer learning.

    Training stage: where we acquire skills, knowledge, values; create learning log and action plan, consider how principles can be applied at work

    Implementation stage- the hard bit! Applying learning in practice; needs lots of support. This stage is often missed out; learning is expected to be applied via osmosis and without any effort. People get back from training to be asked how it went; they say it was good and thats it! In fact change is difficult to facilitate and needs support.

    (2nd click) this is an idea of how much time we spend on each stage at the moment(3rd click) and this is where we need to be.**