Preparing to Teach in the Lifelong Learning Sector

Session 6

Friday, 1 March 13

Task
Sort the cards into two piles, one
that represents aims and another that represents objectives

Friday, 1 March 13

Learning Outcomes:

3
Friday, 1 March 13

Learning Outcomes:
identify different theories of learning and identify links to micro-teach strategies

3
Friday, 1 March 13

Learning Outcomes:
identify different theories of learning and identify links to micro-teach strategies identify outcomes which are SMART and those which are not

3
Friday, 1 March 13

Learning Outcomes:
identify different theories of learning and identify links to micro-teach strategies identify outcomes which are SMART and those which are not plan a 20 minute micro-teach

3
Friday, 1 March 13

Learning Outcomes:
identify different theories of learning and identify links to micro-teach strategies identify outcomes which are SMART and those which are not plan a 20 minute micro-teach identify features of effective differentiation
3
Friday, 1 March 13

Learning styles and Theories of learning

Friday, 1 March 13

This presentation will cover:

Friday, 1 March 13

This presentation will cover:

How does learning occur?

Friday, 1 March 13

This presentation will cover:

How does learning occur? Learning styles: Fleming, Honey & Mumford

Friday, 1 March 13

This presentation will cover:

How does learning occur? Learning styles: Fleming, Honey & Mumford Retention of learning

Friday, 1 March 13

This presentation will cover:

How does learning occur? Learning styles: Fleming, Honey & Mumford Retention of learning Domains of learning: Bloom

Friday, 1 March 13

This presentation will cover:

How does learning occur? Learning styles: Fleming, Honey & Mumford Retention of learning Domains of learning: Bloom Conditions of learning: Gagne

Friday, 1 March 13

This presentation will cover:

How does learning occur? Learning styles: Fleming, Honey & Mumford Retention of learning Domains of learning: Bloom Conditions of learning: Gagne Sensory theory: Laird

Friday, 1 March 13

This presentation will cover:

How does learning occur? Learning styles: Fleming, Honey & Mumford Retention of learning Domains of learning: Bloom Conditions of learning: Gagne Sensory theory: Laird Experiential theory: Kolb

Friday, 1 March 13

This presentation will cover:

How does learning occur? Learning styles: Fleming, Honey & Mumford Retention of learning Domains of learning: Bloom Conditions of learning: Gagne Sensory theory: Laird Experiential theory: Kolb Humanist theory: Rogers

Friday, 1 March 13

This presentation will cover:

How does learning occur? Learning styles: Fleming, Honey & Mumford Retention of learning Domains of learning: Bloom Conditions of learning: Gagne Sensory theory: Laird Experiential theory: Kolb Humanist theory: Rogers Behaviourist theory: Skinner
Friday, 1 March 13

Learning Styles

Friday, 1 March 13

Learning Styles
There is an old Chinese proverb: I hear - I forget, I see - I remember, I do - I understand

Friday, 1 March 13

Learning Styles
There is an old Chinese proverb: I hear - I forget, I see - I remember, I do - I understand When you hear lots of information you may nd it difcult to remember it all

Friday, 1 March 13

Learning Styles
There is an old Chinese proverb: I hear - I forget, I see - I remember, I do - I understand When you hear lots of information you may nd it difcult to remember it all If you can see something taking place that represents what you hear, you will hopefully remember more

Friday, 1 March 13

Learning Styles
There is an old Chinese proverb: I hear - I forget, I see - I remember, I do - I understand When you hear lots of information you may nd it difcult to remember it all If you can see something taking place that represents what you hear, you will hopefully remember more However, if you actually carry out the task, you will understand the full process and remember how to do it again
Friday, 1 March 13

Retention of learning

Friday, 1 March 13

Retention of learning
Studies show that over a period of three days, learners remember:

Friday, 1 March 13

Retention of learning
Studies show that over a period of three days, learners remember: 10% of what they read

Friday, 1 March 13

Retention of learning
Studies show that over a period of three days, learners remember: 10% of what they read 20% of what they hear

Friday, 1 March 13

Retention of learning
Studies show that over a period of three days, learners remember: 10% of what they read 20% of what they hear 30% of what they see

Friday, 1 March 13

Retention of learning
Studies show that over a period of three days, learners remember: 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear

Friday, 1 March 13

Retention of learning
Studies show that over a period of three days, learners remember: 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say

Friday, 1 March 13

Retention of learning
Studies show that over a period of three days, learners remember: 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do
Friday, 1 March 13

Retention of learning
Studies show that over a period of three days, learners remember: 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do Pike (1989)
Friday, 1 March 13

Fleming (2005) VARK

Friday, 1 March 13

Fleming (2005) VARK

Fleming stated people can be grouped into four styles of learning: visual, aural, read/write and kinaesthetic (VARK)

Friday, 1 March 13

Fleming (2005) VARK

Fleming stated people can be grouped into four styles of learning: visual, aural, read/write and kinaesthetic (VARK) Visual seeing and looking

Friday, 1 March 13

Fleming (2005) VARK

Fleming stated people can be grouped into four styles of learning: visual, aural, read/write and kinaesthetic (VARK) Visual seeing and looking Aural listening and talking

Friday, 1 March 13

Fleming (2005) VARK

Fleming stated people can be grouped into four styles of learning: visual, aural, read/write and kinaesthetic (VARK) Visual seeing and looking Aural listening and talking Read/write reading and writing

Friday, 1 March 13

Fleming (2005) VARK

Fleming stated people can be grouped into four styles of learning: visual, aural, read/write and kinaesthetic (VARK) Visual seeing and looking Aural listening and talking Read/write reading and writing Kinaesthetic doing

Friday, 1 March 13

Fleming (2005) VARK

Fleming stated people can be grouped into four styles of learning: visual, aural, read/write and kinaesthetic (VARK) Visual seeing and looking Aural listening and talking Read/write reading and writing Kinaesthetic doing How could you cover all learning styles when teaching your subject?
Friday, 1 March 13

Honey & Mumford (1992)

Friday, 1 March 13

Honey & Mumford (1992)

Honey and Mumford suggest learners are a mixture of the following four styles:

Friday, 1 March 13

Honey & Mumford (1992)

Honey and Mumford suggest learners are a mixture of the following four styles: activist

Friday, 1 March 13

Honey & Mumford (1992)

Honey and Mumford suggest learners are a mixture of the following four styles: activist pragmatist

Friday, 1 March 13

Honey & Mumford (1992)

Honey and Mumford suggest learners are a mixture of the following four styles: activist pragmatist theorist

Friday, 1 March 13

Honey & Mumford (1992)

Honey and Mumford suggest learners are a mixture of the following four styles: activist pragmatist theorist reector

Friday, 1 March 13

Honey & Mumford (1992)

Honey and Mumford suggest learners are a mixture of the following four styles: activist pragmatist theorist reector Not all learners fall into one style; they may be multi-modal, i.e. a mixture of two or more styles enabling learning to take place more quickly
Friday, 1 March 13

Domains of learning

Friday, 1 March 13

Domains of learning
Bloom (1956) stated that learning goes through ve stages which can affect a persons thinking, emotions and actions

Friday, 1 March 13

Domains of learning
Bloom (1956) stated that learning goes through ve stages which can affect a persons thinking, emotions and actions These are known as cognitive, affective, and psycho-motor (respectively)

Friday, 1 March 13

Domains of learning
Bloom (1956) stated that learning goes through ve stages which can affect a persons thinking, emotions and actions These are known as cognitive, affective, and psycho-motor (respectively) Think of cognitive as the head (thinking), affective as the heart (emotions) and psycho-motor as the hands (actions)
Friday, 1 March 13

Friday, 1 March 13

 Attention is the rst stage, leading through to a change in behaviour once learning has been successful

Friday, 1 March 13

 Attention is the rst stage, leading through to a change in behaviour once learning has been successful

Friday, 1 March 13

 Attention is the rst stage, leading through to a change in behaviour once learning has been successful attention

Friday, 1 March 13

 Attention is the rst stage, leading through to a change in behaviour once learning has been successful attention perception

Friday, 1 March 13

 Attention is the rst stage, leading through to a change in behaviour once learning has been successful attention perception understanding

Friday, 1 March 13

 Attention is the rst stage, leading through to a change in behaviour once learning has been successful attention perception understanding short/long term memory

Friday, 1 March 13

 Attention is the rst stage, leading through to a change in behaviour once learning has been successful attention perception understanding short/long term memory change in behaviour

Friday, 1 March 13

Friday, 1 March 13

 Bloom also identied six different levels of learning with associated objectives that could be used when teaching and assessing learning:

Friday, 1 March 13

 Bloom also identied six different levels of learning with associated objectives that could be used when teaching and assessing learning:

Friday, 1 March 13

 Bloom also identied six different levels of learning with associated objectives that could be used when teaching and assessing learning: knowledge list, recall, state

Friday, 1 March 13

 Bloom also identied six different levels of learning with associated objectives that could be used when teaching and assessing learning: knowledge list, recall, state comprehension describe, explain, identify

Friday, 1 March 13

 Bloom also identied six different levels of learning with associated objectives that could be used when teaching and assessing learning: knowledge list, recall, state comprehension describe, explain, identify application apply, construct, solve

Friday, 1 March 13

 Bloom also identied six different levels of learning with associated objectives that could be used when teaching and assessing learning: knowledge list, recall, state comprehension describe, explain, identify application apply, construct, solve analysis calculate; compare, contrast

Friday, 1 March 13

 Bloom also identied six different levels of learning with associated objectives that could be used when teaching and assessing learning: knowledge list, recall, state comprehension describe, explain, identify application apply, construct, solve analysis calculate; compare, contrast synthesis argue, dene, summarise

Friday, 1 March 13

 Bloom also identied six different levels of learning with associated objectives that could be used when teaching and assessing learning: knowledge list, recall, state comprehension describe, explain, identify application apply, construct, solve analysis calculate; compare, contrast synthesis argue, dene, summarise evaluation criticise, evaluate, reect

Friday, 1 March 13

Conditions of learning

Friday, 1 March 13

Conditions of learning
Gagne (1985) suggests that there are
several different types or levels of learning, each different type requires different types of teaching

Friday, 1 March 13

Conditions of learning
Gagne (1985) suggests that there are
several different types or levels of learning, each different type requires different types of teaching

He identied ve major conditions of learning:

Friday, 1 March 13

Conditions of learning
Gagne (1985) suggests that there are
several different types or levels of learning, each different type requires different types of teaching

He identied ve major conditions of learning: verbal information

Friday, 1 March 13

Conditions of learning
Gagne (1985) suggests that there are
several different types or levels of learning, each different type requires different types of teaching

He identied ve major conditions of learning: verbal information intellectual skills

Friday, 1 March 13

Conditions of learning
Gagne (1985) suggests that there are
several different types or levels of learning, each different type requires different types of teaching

He identied ve major conditions of learning: verbal information intellectual skills cognitive strategies

Friday, 1 March 13

Conditions of learning
Gagne (1985) suggests that there are
several different types or levels of learning, each different type requires different types of teaching

He identied ve major conditions of learning: verbal information intellectual skills cognitive strategies motor skills
Friday, 1 March 13

Conditions of learning
Gagne (1985) suggests that there are
several different types or levels of learning, each different type requires different types of teaching

He identied ve major conditions of learning: verbal information intellectual skills cognitive strategies motor skills attitudes
Friday, 1 March 13

Sensory theory

Friday, 1 March 13

Sensory theory
Laird (1985) stated learning occurs when the ve senses of sight, hearing, touch, smell and taste are stimulated

Friday, 1 March 13

Sensory theory
Laird (1985) stated learning occurs when the ve senses of sight, hearing, touch, smell and taste are stimulated Laird's theory suggests that if multisenses are stimulated, greater learning takes place

Friday, 1 March 13

Sensory theory
Laird (1985) stated learning occurs when the ve senses of sight, hearing, touch, smell and taste are stimulated Laird's theory suggests that if multisenses are stimulated, greater learning takes place You could therefore adapt your teaching styles and resources to enable your learners to use as many of their senses as possible
Friday, 1 March 13

Experiential theory

Friday, 1 March 13

Experiential theory
Kolb (1984) proposed a four-stage experiential learning cycle by which people understand their experiences, and as a result, modify their behaviour

Friday, 1 March 13

Experiential theory
Kolb (1984) proposed a four-stage experiential learning cycle by which people understand their experiences, and as a result, modify their behaviour It is based on the idea that the more often a learner reects on a task, the more often they have the opportunity to modify and rene their efforts
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Friday, 1 March 13

Friday, 1 March 13

Humanist theory

Friday, 1 March 13

Humanist theory
Rogers (1983) and others developed the theory of facilitative learning

Friday, 1 March 13

Humanist theory
Rogers (1983) and others developed the theory of facilitative learning This is based upon a belief that people have a natural human eagerness to learn and that learning involves changing your own concept of yourself

Friday, 1 March 13

Humanist theory
Rogers (1983) and others developed the theory of facilitative learning This is based upon a belief that people have a natural human eagerness to learn and that learning involves changing your own concept of yourself This theory suggests that learning will take place if the person delivering it acts as a facilitator
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Friday, 1 March 13

 To facilitate learning, you should establish an atmosphere in which your learners feel comfortable and are able to discuss new ideas

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 To facilitate learning, you should establish an atmosphere in which your learners feel comfortable and are able to discuss new ideas Your learners should be able to learn from their mistakes (if its safe to do so)

Friday, 1 March 13

 To facilitate learning, you should establish an atmosphere in which your learners feel comfortable and are able to discuss new ideas Your learners should be able to learn from their mistakes (if its safe to do so) Your learners should be able to nd things out for themselves by experience

Friday, 1 March 13

 To facilitate learning, you should establish an atmosphere in which your learners feel comfortable and are able to discuss new ideas Your learners should be able to learn from their mistakes (if its safe to do so) Your learners should be able to nd things out for themselves by experience Your learners should not feel
Friday, 1 March 13

Behaviourist theory

Friday, 1 March 13

Behaviourist theory
Skinner (1974) believed that behaviour is a function of its consequences

Friday, 1 March 13

Behaviourist theory
Skinner (1974) believed that behaviour is a function of its consequences Your learner will repeat the desired behaviour if positive reinforcement follows

Friday, 1 March 13

Behaviourist theory
Skinner (1974) believed that behaviour is a function of its consequences Your learner will repeat the desired behaviour if positive reinforcement follows Your learner should not repeat the behaviour if negative feedback is given

Friday, 1 March 13

Behaviourist theory
Skinner (1974) believed that behaviour is a function of its consequences Your learner will repeat the desired behaviour if positive reinforcement follows Your learner should not repeat the behaviour if negative feedback is given Giving immediate feedback whether positive or negative, should enable your learner to behave in a certain way
Friday, 1 March 13

Further reading

Friday, 1 March 13

Further reading
Bloom BS (1956) Taxonomy of Educational Objectives: The Classication of Educational Goals New York McKay

Friday, 1 March 13

Further reading
Bloom BS (1956) Taxonomy of Educational Objectives: The Classication of Educational Goals New York McKay Fleming N (2005) Teaching and learning styles: VARK strategies, Honolulu Honolulu Community College

Friday, 1 March 13

Further reading
Bloom BS (1956) Taxonomy of Educational Objectives: The Classication of Educational Goals New York McKay Fleming N (2005) Teaching and learning styles: VARK strategies, Honolulu Honolulu Community College Gagne R (1985) The Conditions of Learning (4th Edn) New York Holt, Rinehart & Winston

Friday, 1 March 13

Further reading
Bloom BS (1956) Taxonomy of Educational Objectives: The Classication of Educational Goals New York McKay Fleming N (2005) Teaching and learning styles: VARK strategies, Honolulu Honolulu Community College Gagne R (1985) The Conditions of Learning (4th Edn) New York Holt, Rinehart & Winston Gravells A (2012) Preparing to Teach in the Lifelong Learning Sector: The New Award London Learning Matters

Friday, 1 March 13

Friday, 1 March 13

 Honey P & Mumford A (1992) The manual of learning styles (3rd Edn) Maidenhead Peter Honey Associates

Friday, 1 March 13

 Honey P & Mumford A (1992) The manual of learning styles (3rd Edn) Maidenhead Peter Honey Associates Kolb DA (1984) Experiential Learning: Experience as the Source of Learning and Development New Jersey PrenticeHall.

Friday, 1 March 13

 Honey P & Mumford A (1992) The manual of learning styles (3rd Edn) Maidenhead Peter Honey Associates Kolb DA (1984) Experiential Learning: Experience as the Source of Learning and Development New Jersey PrenticeHall. Laird D (1985) Approaches to Training and Development Harlow Addison Wesley

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Friday, 1 March 13

 Maslow AH (1987) Edited by Frager R Motivation and Personality (3rd Revised Edn) New York Pearson Education Ltd

Friday, 1 March 13

 Maslow AH (1987) Edited by Frager R Motivation and Personality (3rd Revised Edn) New York Pearson Education Ltd Pike R W (1989) Creative Training Techniques Handbook Minneapolis MN Lakewood Books

Friday, 1 March 13

 Maslow AH (1987) Edited by Frager R Motivation and Personality (3rd Revised Edn) New York Pearson Education Ltd Pike R W (1989) Creative Training Techniques Handbook Minneapolis MN Lakewood Books Rogers CR (1983) Freedom to Learn for the 80s, Columbus Merrill

Friday, 1 March 13

 Maslow AH (1987) Edited by Frager R Motivation and Personality (3rd Revised Edn) New York Pearson Education Ltd Pike R W (1989) Creative Training Techniques Handbook Minneapolis MN Lakewood Books Rogers CR (1983) Freedom to Learn for the 80s, Columbus Merrill Skinner BF (1974) About Behaviorism, San Francisco CA Knopf

Friday, 1 March 13

Websites
Cognitive Learning Styles - http:// tip.psychology.org/styles.html Honey & Mumford - www.peterhoney.com Informal Education Encyclopedia www.infed.org/encyclopaedia.htm Learning styles test www.varklearn.com Learning theories - www.learningtheories.com Thinkers and theorists - http:// www.infed.org/thinkers/
Friday, 1 March 13

Pedagogy or Andragogy

Friday, 1 March 13

Pedagogy

25
Friday, 1 March 13

Pedagogy
The art of science of teaching children

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Friday, 1 March 13

Pedagogy
The art of science of teaching children From Greek paidagogia "education, attendance on boys"

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Andragogy The science and methods of teaching adults

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Friday, 1 March 13

Teaching Methods

Friday, 1 March 13

Do you agree with this statement?

Some teaching methods are bad and shouldnt be used.

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Learning activities include 3 main components:

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Friday, 1 March 13

Learning activities include 3 main components:

Teaching methods

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Friday, 1 March 13

Learning activities include 3 main components:

Teaching methods Resources

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Friday, 1 March 13

Learning activities include 3 main components:

Teaching methods Resources Strategies

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Friday, 1 March 13

presentation (teacher in control or teacher-centred), where the tutor predominately transmits ideas, information or skills.

Friday, 1 March 13

presentation (teacher in control or teacher-centred), where the tutor predominately transmits ideas, information or skills. interaction (shared control or participative), where knowledge and experience are shared between the teacher and the learners and/or amongst the learners themselves.

Friday, 1 March 13

presentation (teacher in control or teacher-centred), where the tutor predominately transmits ideas, information or skills. interaction (shared control or participative), where knowledge and experience are shared between the teacher and the learners and/or amongst the learners themselves. search (learner in control or learner centred), where the learners explore and discover for themselves, either on their own or in small collaborative groups.

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The advantages of giving students more control and responsibility

31
Friday, 1 March 13

The advantages of giving students more control and responsibility

encourages active and deep learning, rather than passive

31
Friday, 1 March 13

The advantages of giving students more control and responsibility

encourages active and deep learning, rather than passive and supercial learning

31
Friday, 1 March 13

The advantages of giving students more control and responsibility

encourages active and deep learning, rather than passive and supercial learning develops self-management and learning to learn

31
Friday, 1 March 13

The advantages of giving students more control and responsibility

encourages active and deep learning, rather than passive and supercial learning develops self-management and learning to learn process skills as well as delivering the learning product.
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Friday, 1 March 13

The advantages of giving students more control and

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Friday, 1 March 13

The advantages of giving students more control and

discourages learned helplessness and learned dependency -

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Friday, 1 March 13

The advantages of giving students more control and

discourages learned helplessness and learned dependency encourages the development of self-belief, self-reliance and autonomy.

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Friday, 1 March 13

The advantages of giving students more control and

discourages learned helplessness and learned dependency encourages the development of self-belief, self-reliance and autonomy. less stressful and more enjoyable for the teacher, who also gains the students respect for treating them with respect
32
Friday, 1 March 13

The advantages of giving students more control and

discourages learned helplessness and learned dependency encourages the development of self-belief, self-reliance and autonomy. less stressful and more enjoyable for the teacher, who also gains the students respect for treating them with respect
Petty G (1998), Teaching Today, Thornes (page 119)
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32

Are some teaching methods bad and shouldnt be used?

Friday, 1 March 13

Perhaps we should say...

34
Friday, 1 March 13

Perhaps we should say...

Some teaching methods are bad when used with some students

34
Friday, 1 March 13

Perhaps we should say...

Some teaching methods are bad when used with some students Some teaching methods are bad for achieving some learning outcomes

34
Friday, 1 March 13

Perhaps we should say...

Some teaching methods are bad when used with some students Some teaching methods are bad for achieving some learning outcomes Some teaching methods are bad for some subject areas or domains of learning
34
Friday, 1 March 13

Perhaps we should say...

Some teaching methods are bad when used with some students Some teaching methods are bad for achieving some learning outcomes Some teaching methods are bad for some subject areas or domains of learning Some teaching methods are bad 34 when used by some teachers
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or Theres no bad teaching methods just teaching methods used badly!

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No one method of teaching adults will suit every occasion. What matters is to choose a method or methods which best help adults achieve the task in hand. Experience indicates that a combination of methods is likely to be more effective than any one used singly and that a variety will help maintain peoples interest and motivation.
Daines J, Daines C & Graham B, (1998), Adult Learning Adult Teaching, University of Nottingham (page 19)
Friday, 1 March 13

What is a micro teach session?

Friday, 1 March 13

What is a micro teach session?

Friday, 1 March 13

What is a micro teach session?

What do you consider a micro teach session to be?

Friday, 1 March 13

What is a micro teach session?

What do you consider a micro teach session to be? What will it involve?

Friday, 1 March 13

What is a micro teach session?

Friday, 1 March 13

What is a micro teach session?

A micro teach session enables you to demonstrate your skills and knowledge as a teacher and put your new found theory into practice for your chosen subject

Friday, 1 March 13

What is a micro teach session?

A micro teach session enables you to demonstrate your skills and knowledge as a teacher and put your new found theory into practice for your chosen subject This involves planning, preparing, delivering and evaluating a short session

Friday, 1 March 13

What is a micro teach session?

A micro teach session enables you to demonstrate your skills and knowledge as a teacher and put your new found theory into practice for your chosen subject This involves planning, preparing, delivering and evaluating a short session You will deliver it to your peer group

Friday, 1 March 13

What is a micro teach session?

A micro teach session enables you to demonstrate your skills and knowledge as a teacher and put your new found theory into practice for your chosen subject This involves planning, preparing, delivering and evaluating a short session You will deliver it to your peer group The length, date, time and place should be agreed in advance
Friday, 1 March 13

Questions to ask in advance

Friday, 1 March 13

Questions to ask in advance

What questions and/or concerns do you have?

Friday, 1 March 13

Questions to ask in advance

Friday, 1 March 13

Questions to ask in advance

How long will my session be?

Friday, 1 March 13

Questions to ask in advance

How long will my session be? When and where will it take place?

Friday, 1 March 13

Questions to ask in advance

How long will my session be? When and where will it take place? Will you need to see my session plan in advance?

Friday, 1 March 13

Questions to ask in advance

How long will my session be? When and where will it take place? Will you need to see my session plan in advance? What if I change my mind about what Im going to deliver?

Friday, 1 March 13

Questions to ask in advance

How long will my session be? When and where will it take place? Will you need to see my session plan in advance? What if I change my mind about what Im going to deliver? What equipment and resources are available to me?
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Friday, 1 March 13

 How many people will I be delivering to?

Friday, 1 March 13

 How many people will I be delivering to? Do I need to know their learning styles or any individual needs?

Friday, 1 March 13

 How many people will I be delivering to? Do I need to know their learning styles or any individual needs? Can I nd out in advance what prior knowledge and/or experience my learners have of my subject?

Friday, 1 March 13

 How many people will I be delivering to? Do I need to know their learning styles or any individual needs? Can I nd out in advance what prior knowledge and/or experience my learners have of my subject? Can I show a video clip? If so, how long can it be?

Friday, 1 March 13

 How many people will I be delivering to? Do I need to know their learning styles or any individual needs? Can I nd out in advance what prior knowledge and/or experience my learners have of my subject? Can I show a video clip? If so, how long can it be? What will I need to bring with me e.g. board markers, clock, paper?

Friday, 1 March 13

 How many people will I be delivering to? Do I need to know their learning styles or any individual needs? Can I nd out in advance what prior knowledge and/or experience my learners have of my subject? Can I show a video clip? If so, how long can it be? What will I need to bring with me e.g. board markers, clock, paper? Can I arrive early to set up the area, e.g. move tables, check resources?
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Friday, 1 March 13

 What computer programs/versions are available?

Friday, 1 March 13

 What computer programs/versions are available? Will I have internet access?

Friday, 1 March 13

 What computer programs/versions are available? Will I have internet access? Should I e-mail my presentation to you or should I bring it on a memory stick?

Friday, 1 March 13

 What computer programs/versions are available? Will I have internet access? Should I e-mail my presentation to you or should I bring it on a memory stick? Is there somewhere I can get handouts photocopied in advance?

Friday, 1 March 13

 What computer programs/versions are available? Will I have internet access? Should I e-mail my presentation to you or should I bring it on a memory stick? Is there somewhere I can get handouts photocopied in advance? Should I start with an icebreaker and ground rules?

Friday, 1 March 13

 What computer programs/versions are available? Will I have internet access? Should I e-mail my presentation to you or should I bring it on a memory stick? Is there somewhere I can get handouts photocopied in advance? Should I start with an icebreaker and ground rules? What kind of assessment activity should I use?

Friday, 1 March 13

 What computer programs/versions are available? Will I have internet access? Should I e-mail my presentation to you or should I bring it on a memory stick? Is there somewhere I can get handouts photocopied in advance? Should I start with an icebreaker and ground rules? What kind of assessment activity should I use? How will I receive feedback afterwards?
Friday, 1 March 13

Planning your session

Friday, 1 March 13

Planning your session

You will need to create a session plan in advance

Friday, 1 March 13

Planning your session

You will need to create a session plan in advance This should have a clear aim (what you want your learners to achieve)

Friday, 1 March 13

Planning your session

You will need to create a session plan in advance This should have a clear aim (what you want your learners to achieve) You should then have SMART objectives (how your learners will achieve your aim)

Friday, 1 March 13

Planning your session

You will need to create a session plan in advance This should have a clear aim (what you want your learners to achieve) You should then have SMART objectives (how your learners will achieve your aim) For example: describe, explain, list, demonstrate etc
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 Your plan should have a beginning (the introduction)

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 Your plan should have a beginning (the introduction) A middle section (the development) and

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 Your plan should have a beginning (the introduction) A middle section (the development) and An ending (the summary/conclusion)

Friday, 1 March 13

 Your plan should have a beginning (the introduction) A middle section (the development) and An ending (the summary/conclusion) These should show a logical progression of learning and assessment

Friday, 1 March 13

 Your plan should have a beginning (the introduction) A middle section (the development) and An ending (the summary/conclusion) These should show a logical progression of learning and assessment Timings should be allocated to each of the activities you plan to use during each section
Friday, 1 March 13

Preparing your session

Friday, 1 March 13

Preparing your session

Once you have your session plan you will need to design all the activities, handouts, resources, presentations and assessment activities you intend to use

Friday, 1 March 13

Preparing your session

Once you have your session plan you will need to design all the activities, handouts, resources, presentations and assessment activities you intend to use It would help to know in advance something about your learners e.g. their learning styles or any particular needs

Friday, 1 March 13

Preparing your session

Once you have your session plan you will need to design all the activities, handouts, resources, presentations and assessment activities you intend to use It would help to know in advance something about your learners e.g. their learning styles or any particular needs You will need to be aware of health and safety aspects, and equality and diversity.

Friday, 1 March 13

Preparing your session

Once you have your session plan you will need to design all the activities, handouts, resources, presentations and assessment activities you intend to use It would help to know in advance something about your learners e.g. their learning styles or any particular needs You will need to be aware of health and safety aspects, and equality and diversity. Practise your session in front of friends and family to check your timings
Friday, 1 March 13

Delivering your session

Friday, 1 March 13

Delivering your session

Your session should ow logically through the beginning, middle and ending sections

Friday, 1 March 13

Delivering your session

Your session should ow logically through the beginning, middle and ending sections You need to be in control of what is happening and engage your learners throughout

Friday, 1 March 13

Delivering your session

Your session should ow logically through the beginning, middle and ending sections You need to be in control of what is happening and engage your learners throughout Remember to assess that learning is taking place by referring to the objectives, e.g. by asking your learners to: describe, explain, list, demonstrate etc
Friday, 1 March 13

What makes a good session?

Friday, 1 March 13

What makes a good session?

Teachers knowledge, condence and professionalism

Friday, 1 March 13

What makes a good session?

Teachers knowledge, condence and professionalism Passion and enthusiasm to convey the subject

Friday, 1 March 13

What makes a good session?

Teachers knowledge, condence and professionalism Passion and enthusiasm to convey the subject Setting realistic SMART objectives

Friday, 1 March 13

What makes a good session?

Teachers knowledge, condence and professionalism Passion and enthusiasm to convey the subject Setting realistic SMART objectives Inclusion of students e.g. discussing their experiences, involving them in relevant and varied activities, asking questions, giving relevant support and feedback
Friday, 1 March 13

What makes a good session?

Teachers knowledge, condence and professionalism Passion and enthusiasm to convey the subject Setting realistic SMART objectives Inclusion of students e.g. discussing their experiences, involving them in relevant and varied activities, asking questions, giving relevant support and feedback Treating students as individuals
Friday, 1 March 13

The beginning

Friday, 1 March 13

The beginning
This is the introduction to your session i.e. introduce yourself, your topic and your aim

Friday, 1 March 13

The beginning
This is the introduction to your session i.e. introduce yourself, your topic and your aim You will need to establish a rapport with your learners and engage and interact with them from the start

Friday, 1 March 13

The beginning
This is the introduction to your session i.e. introduce yourself, your topic and your aim You will need to establish a rapport with your learners and engage and interact with them from the start Asking the question does anyone have any prior knowledge or experience of the topic? is a good way of involving your learners and helps you check prior learning
Friday, 1 March 13

Friday, 1 March 13

 However, you might not have time to agree any ground rules but you could state that you expect electronic devices to be switched off

Friday, 1 March 13

 However, you might not have time to agree any ground rules but you could state that you expect electronic devices to be switched off You might like to encourage your learners to ask questions at any time

Friday, 1 March 13

The middle

Friday, 1 March 13

The middle
This is the development section of your session where teaching and learning takes place

Friday, 1 March 13

The middle
This is the development section of your session where teaching and learning takes place Use a variety of approaches to include and involve all learners, reach all learning styles and retain motivation

Friday, 1 March 13

The middle
This is the development section of your session where teaching and learning takes place Use a variety of approaches to include and involve all learners, reach all learning styles and retain motivation Recap regularly to reinforce points

Friday, 1 March 13

The middle
This is the development section of your session where teaching and learning takes place Use a variety of approaches to include and involve all learners, reach all learning styles and retain motivation Recap regularly to reinforce points Check learning has taken place by using an appropriate assessment method e.g. open questions or the PPP approach
Friday, 1 March 13

The ending

Friday, 1 March 13

The ending
This is the summary or conclusion to your session

Friday, 1 March 13

The ending
This is the summary or conclusion to your session You need to recap your aim and check your learners have achieved the objectives

Friday, 1 March 13

The ending
This is the summary or conclusion to your session You need to recap your aim and check your learners have achieved the objectives A short quiz is a good way to check knowledge if you have time

Friday, 1 March 13

The ending
This is the summary or conclusion to your session You need to recap your aim and check your learners have achieved the objectives A short quiz is a good way to check knowledge if you have time Ask your learners if they have any questions, however, keep track of time

Friday, 1 March 13

The ending
This is the summary or conclusion to your session You need to recap your aim and check your learners have achieved the objectives A short quiz is a good way to check knowledge if you have time Ask your learners if they have any questions, however, keep track of time End by saying thank you
Friday, 1 March 13

Evaluating your session

Friday, 1 March 13

Evaluating your session

Evaluating your delivery is an important aspect of your learning and development

Friday, 1 March 13

Evaluating your session

Evaluating your delivery is an important aspect of your learning and development You should receive oral feedback from your observer

Friday, 1 March 13

Evaluating your session

Evaluating your delivery is an important aspect of your learning and development You should receive oral feedback from your observer You might also receive feedback from your peers

Friday, 1 March 13

Evaluating your session

Evaluating your delivery is an important aspect of your learning and development You should receive oral feedback from your observer You might also receive feedback from your peers This, plus your own reections should be used to inform your self evaluation process
Friday, 1 March 13

Friday, 1 March 13

 Consider all the feedback and accept that it is from the perspective of your observer and the learners

Friday, 1 March 13

 Consider all the feedback and accept that it is from the perspective of your observer and the learners You might think differently, however, your learners were on the receiving end and are best able to comment

Friday, 1 March 13

 Consider all the feedback and accept that it is from the perspective of your observer and the learners You might think differently, however, your learners were on the receiving end and are best able to comment When evaluating yourself, consider your strengths, areas for development and any action and improvements required

Friday, 1 March 13

 Consider all the feedback and accept that it is from the perspective of your observer and the learners You might think differently, however, your learners were on the receiving end and are best able to comment When evaluating yourself, consider your strengths, areas for development and any action and improvements required This should be about both your teaching and subject knowledge and skills

Friday, 1 March 13

Dont panic!

Friday, 1 March 13

Dont panic!
If you prepare well, your subject knowledge should help your condence

Friday, 1 March 13

Dont panic!
If you prepare well, your subject knowledge should help your condence Its a learning experience, if you make a mistake, move on and dont draw attention to it, your learners might not know any different, however, dont bluff your way out of anything

Friday, 1 March 13

Dont panic!
If you prepare well, your subject knowledge should help your condence Its a learning experience, if you make a mistake, move on and dont draw attention to it, your learners might not know any different, however, dont bluff your way out of anything Do get in touch with your observer if you have any questions or concerns
Friday, 1 March 13

Further reading
Duckworth et al (2010) Successful teaching Practice in the Lifelong Learning Sector Exeter Learning Matters. Francis, M. & Gould, J. (2009) Achieving your PTLLS Award. London. Sage Publications Ltd. Gravells, A. (2012) Preparing to Teach in the Lifelong Learning Sector The New Award London. Learning Matters. Gravells, A. (2012) Passing PTLLS Assessments (2nd Edn) London. Learning Matters. Wallace, S. (2011) Teaching, Tutoring and Training in the Lifelong Learning Sector (4th Edn). Exeter. Learning Matters. Williams, J. (2012) Study Skills for PTLLS. London. Learning Matters. Wilson, L. (2008) Practical Teaching A Guide to PTLLS and CTLLS. London Cengage Learning.

Friday, 1 March 13

Websites
Teaching and learning - http:// archive.excellencegateway.org.uk/ page.aspx?o=131034 Assessment - http:// archive.excellencegateway.org.uk/ page.aspx?o=114635 Giving and receiving feedback - http:// www.learning.ox.ac.uk/rsv.php?page=319 YouTube micro teach videos - http:// tinyurl.com/cme2d9z

Friday, 1 March 13

Smartscreen

Friday, 1 March 13

Smartscreen
www.smartscreen.co.uk

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Friday, 1 March 13

Homework

Friday, 1 March 13

Homework

60
Friday, 1 March 13

Homework
Complete your preparations for your micro-teach including the session plan, self-evaluation

60
Friday, 1 March 13

Homework
Complete your preparations for your micro-teach including the session plan, self-evaluation Complete the reading on 'Professionalism and reective practice' by Kate Kennett

60
Friday, 1 March 13

Homework
Complete your preparations for your micro-teach including the session plan, self-evaluation Complete the reading on 'Professionalism and reective practice' by Kate Kennett Read Gravells chapter 4
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Friday, 1 March 13