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The Teaching and Training Cycle (general)

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by

Jane Boothman

on 26 March 2016

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Transcript of The Teaching and Training Cycle (general)

The Teaching/Training Cycle
Identify Needs
Plan and Design
Deliver
Assess
Evaluate
Initial assessment:
Any special needs?
Preferred learning styles?
Learners’ motivations?
Learners’ previous educational experiences?
Organisation’s needs too
Course length?
Session length?
Syllabus?
Teaching Methods?
Resources?
Environment?
Assessment?
Evaluation?
Do it! Facilitate learning!
Adapt sessions, teaching methods, resources etc
while it’s in progress.
Communicate clearly.
Manage the group and meet individual needs
Have the students learned what you
intended them to learn?
Progress and achievement
Formal and/or informal assessment
Give feedback
Record it!
What is your and your
learners’ opinions of the course?

How could it be made
better next time?
Have up to date subject knowledge

Create a safe, positive learning environment

Comply with legislation, policies etc

Promote inclusion

Motivate learners

Be organised, enthusiastic, passionate about subject

Be professional!
Overarching Responsibilities
Know when to refer
Don't do something which is part of someone else's role
Don’t get personally involved or too friendly
Be fair, don’t have favourites
Separate your teaching role and your assessing role
Don’t accept gifts
Be professional!
Professional Boundaries
Teaching Roles and Responsibilities
Identifying needs
This will involve finding out about your potential learners' needs, your organisation's needs and your own needs.
•Arranging for suitable initial assessments to take place; for example to ascertain current skills and knowledge and any needs
•Carrying out interviews with students
•Knowing the boundaries within which to work
•Attending promotional events
•Dressing appropriately
•Ensuring students are on the right programme
•Following organisational policies and procedures
•Giving information, guidance and advice
•Helping students arrange funding/ grants
•Keeping records of discussions
•Maintaining confidentiality
•Referring student to other professionals
•Undertaking a Disclosure and Barring Service check
Gravells A (2012)
Preparing to Teach in the Lifelong Learning Sector: The New Award
Exeter: Learning Matters
Teaching Roles and Responsibilities
Planning learning
Communicating appropriately and effectively with other professionals
Planning what will be taught and when
Preparing teaching and learning resources and activities
Agreeing individual learning plans
Carrying out risk assessments
Creating a safe, positive and accessible environment for students and visitors
Designing a scheme of work, session plans and appropriate materials and resources
Having a contingency plan in place
Liaising with others
Obtaining the relevant syllabus or qualification handbook
Writing realistic aims
Gravells (2012)


Carrying out tutorial reviews
Communicating appropriately and effectively with students
Conforming to professional codes of practice and values
Embedding language, literacy, numeracy and ICT
Establishing the ground rules
Following awarding organisations and external body requirements
Inducting students to the organisation and programme
Maintaining a safe and supportive learning environment
Promoting appropriate behaviour and respect
Promoting equality and valuing diversity
Teaching in an inclusive and engaging way
Acting and speaking appropriately
Acting professionally and with integrity
Being qualified/ experienced to teach your subject
Carrying out administrative requirements
Completing attendance records
Dealing with behaviour issues as they occur
Differentiating teach and learning materials and approaches
Engaging and encouraging learning
Following health and safety safeguarding requirements and relevant legislation and codes of practice
Knowing who the appointed first aider
Teaching Roles and Responsibilities
Assessing Learning
Assessing progress
Following awarding organisation's and external body requirements
Assessing work within an agreed time period
Checking for plagiarism if applicable
Ensuring decisions are valid, reliable, fair and ethical
Giving feedback to students
Informing students of their right to appeal
Keeping records of achievement
Maintaining confidentiality
Preparing realistic assessment materials
Standardising decisions with others
Using a variety of assessment methods: initial, formative, summative, formal and informal
Teaching Roles and Responsibilities
Quality Assurance and Evaluation
Evaluating how well the programme was planned and delivered
Improving teaching and learning process
Attending meetings
Encouraging student development and progression
Encouraging ongoing feedback from students and others
Evaluating each session taught, along with the teaching and learning approaches and materials used
Helping students reach their full potential
Liaise with others, e.g. external verifiers and inspectors
Maintaining own professional development and subject currency
Partaking in organisational quality assurance processes
Standardising practice with others
Gravells A (2012) Preparing to Teach in the Lifelong Learning Sector Exeter: Learning Matters
Gravells A (2012) Preparing to Teach in the Lifelong Learning Sector Exeter: Learning Matters
EXTERNAL REFERRAL POINTS
Citizens Advice Bureau Tel: 0870 121 2019
www.adviceguide.org.uk
North Bristol Advice Centre Tel: 0117 951 5751
www.northbristoladvice.org.uk
Bristol Debt Advice Centre Tel: 0117 954 3990
www.bdac.org.uk
National Debtline (Helpline) Tel: 0808 8084000

HOUSING
South Gloucestershire Council Tel: 01454 865500/50/49
Bristol City Council Tel: 0117 922 2000
1625 Independent People (formerly Priority Youth Housing)
for housing support Tel: 01454 865 732 (South Glos)
Tel: 0117 317 8800 (Bristol)
‘Shelterline’ – emergency Tel: 0808 8004 444

HEALTH & SUPPORT SERVICES
ACAD - Advice & Counselling on
Alcohol & Drugs (Bristol) Tel: 0117 929 3028
AIDS National Helpline Tel: 0800 012322
British Pregnancy Advisory Service
Contraception & Sexual health Tel: 0845 7304030
www.ruthinking.co.uk/
South Glos Drug & Alcohol Service Tel: 01454 868 750
The Southmead Project Tel: 0117 950 6022
NHS Direct Tel: 0845 4647
Frenchay Hospital Tel: 0117 970 1212
Southmead Hospital Tel: 0117 950 5050
Bristol Royal Infirmary Hospital Tel: 0117 923 0000
Bristol Royal Hospital for Children Tel: 0117 342 8460
Bristol Rape Crisis Helpline Tel: 0117 929 8868
RNID (Royal National Institute for
Deaf and Hard of Hearing People) Tel: 0808 808 0123
Samaritans Tel: 0845 790 9090

CHILDCARE & OTHER INFO
South Gloucestershire Children &
Young People’s Information Service Tel: 01454 868 008
Childline Tel: 0800 1111(Free Helpline)

LOCAL COUNCILS
Bristol City Council Tel: 0117 922 2000
Bath & North East Somerset Tel: 0122 547 7000
North Somerset Council Tel: 01934 888 888
South Gloucestershire Council Tel: 01454 868 009
INTERNAL REFERRAL POINTS
Learner Services
Records are required for ……
Health & Safety – risk assessments, accident reports, fire evacuation procedures etc
Teaching Records – attendance registers, syllabi, schemes of work, session plans, assessments including initial assessments, Individual learning plans (ILPs)
Auditing & Accountability – enrolment forms, learner satisfaction questionnaires (evaluation forms), Data gathering for funding bodies, attendance / completion / achievement stats)
Further Education and Skills Sector
Further Education
Work based training
Training for employment
Adult and community learning
Voluntary sector
Private sector
Armed forces
Prisons
Teacher
Administrator
Caretaker
Other teachers
Receptionist
Technician
Course Leader
Employer
School
Awarding Body
Learning Support Assistant
Learner
Services
Exams Officer
Ann Gravells on initial assessment
Ann Gravells on planning learning

Ann Gravells on
facilitating learning
Ann Gravells on Assessment
Ann Gravells on
evaluation
Resources
Teaching Roles and Responsibilities
Facilitating Learning
Gravells (2012)
Full transcript