Web viewLevels 3 and 4. Trainee teacher’s name: Course tutor. Trainee support/mentor....

University of Warwick

Teaching and Training Partnership Programme

Open Studies Award

Preparing to Teach in the Lifelong Learning Sector

2010-11

Professional Development Portfolio(Including Student Handbook)

Levels 3 and 4

Trainee teacher’s name

Course tutor

Trainee support/mentor

College/Employer

Line manager

Course dates:

University of Warwick student reference number:

PTLLS Professional Development Portfolio 2010-11 (Work-based Learning)

This document is an important part of your teaching programme. In here will be evidence of your professional development as a teacher; it is a vital part of the overall course assessment. Should you choose to continue your teacher training, this document will provide valuable evidence of what you have achieved to date.

The portfolio is made up of three sections:

Section 1 Information about the course

Section 2Information about the trainee teacher (Your Individual Learning Plan)

Section 3 Assessed coursework: Task Sheets

Section 1 Course Information

University of WarwickCentre for Lifelong Learning

September 2009

Dear Course Member

Welcome to the Open Studies Introductory Certificate in Preparing to Teach in the Lifelong Learning Sector.

This unique qualification aims to address current government strategy and initiatives relating to teaching and training in state-funded organisations by developing the capacity of practitioners in the lifelong learning sector to work effectively with learners in a work environment.

This handbook outlines the structure, content regulations and administration of the course. The handbook also contains details of the syllabus and assessment strategies. The information provided in the handbook will be supplemented periodically with additional information provided by tutors during the course.

If there are any course-related issues that you would like to discuss with us please do not hesitate to make contact.

Best wishes and good luck.

Fergus McKayUniversity of Warwick

Course Aims

For new teachers, this course will provide the starting-point for understanding how learning takes place and how teachers and trainers can work best with the process of learning.

There are five learning outcomes which relate to this course:1. Understand own role, responsibilities and boundaries of role in relation to teaching2. Understand appropriate teaching and learning approaches in the specialist area3. Demonstrate session planning skills4. Understand how to deliver inclusive sessions which motivate learners5. Understand the use of different assessment methods and the need for record keeping

Course OutlineSome of the themes which will be investigated are:


Roles and responsibilities of the teacher Developing effective teaching and learning strategies Creating effective learning environments Assessment activities Supporting learners Developing effective resources

What will you do?

Once you join this course, you will Take part in a number of core sessions, following the Course Programme which you will receive Take part in an initial assessment of your skills, knowledge and experience, which will form the basis of

your Individual Learning Plan Join in tutorials where you will be able to discuss your career aspirations and the planning for your ILP Carry out several assessed classroom-based activities with your peers. Do individual reading and research to develop your own understanding of the course sessions Complete a portfolio of evidence, based on the Task Sheets which are part of your Professional

Development Portfolio

Assessment

In order to complete this award, you must successfully complete your Professional Development Portfolio containing the coursework tasks which meet the assessment criteria. Details of the assessment appear below. This portfolio must be completed and handed to you tutor within seven days of the final course session.

On-course support

Whilst on the course you will be allocated a personal tutor. Please feel free to contact the tutor if you would like guidance or reassurance on a course-related matter.

Code of PracticeAttendanceIt is expected that all group members will attend all group sessions. Please inform your tutor if you cannot attend. Please arrange with other course members to provide you with the course material you miss.

Submission of courseworkCourse work must be submitted on time. The hand-in dates for the assessment tasks will be negotiated with you. Your portfolio must be completed and handed to you tutor within seven days of the final course session. If you cannot meet this date, you should request an extension. The university requires formal approval of extension for medical reasons or for extenuating circumstances. Appropriate evidence will be required.

WithdrawalIf you have an academic or personal problem that is affecting your performance on the course then you should speak to the course tutor. You can request permission to withdraw either temporarily or permanently. Please keep your tutor informed.

Standard of behaviourPlease listen to and respect the views of others and be careful to avoid the use of sexist or racist language.

Plagiarism and cheatingYou are reminded that material submitted for assessment should be your own work. Your work should be properly referenced using the Harvard system; quotations should be clearly marked and details of the writer should be given. Work which has already been submitted as part of the assessed work for an accredited course may not be re-submitted for any other course.


DisciplineThe University and partner institutions reserve the right to refuse admission and/or exclude students subject to a candidate’s previous study or disciplinary record

Equal opportunitiesWarwick and the partner institutions are committed to equality of opportunity, as stated in our Equal Opportunities Policy. We welcome applications from anyone with the potential to succeed in teaching and training. The university and the partner institutions aim to avoid unfair discrimination on whatever grounds.

CommunicationWe believe that successful operation of the certificate depends on effective communication between students and staff. For this reason there is a staff-student liaison committee which meets once per term to provide a forum for discussion of issues of common interest. Formal minutes are kept and a final report is submitted to the University.

Resources

You may find the following useful as background reading, especially if you are new to teaching:Armitage, A. et al (2003) Teaching and Training in Post-Compulsory Education, Open University Press, Milton Keynes.

Cantor, L et al, (1986 & 1995) A Guide to F.E in England and Wales, Cassell, London.

Crawley, J. (2005) In at the Deep End, Fulton, London.

Curzon, L...B. (2004) Teaching in Further Education Continuum Books, London.

Coles, A. (2004) Teaching in Post-Compulsory Education, Fulton, London.

Ecclestone, K. (2002) Learning Autonomy in Post 16 Education, Routledge Falmer, London.

Ecclestone, K. (2004) Understanding Assessment and Qualifications in Post Compulsory Education, NIACE.Francis, M. and Gould, J. 2009 Achieving Your PTLLS Award Sage

Huddleston, P. and Unwin, L. (1997) Teaching and Learning in Further Education,Routledge-Falmer, London

Keeley-Browne, E. (2007) Training to Teach in the Learning & Skills Sector, Pearson Longman, Harlow

Petty, G. (2004) Teaching Today, Stanley Thornes, Cheltenham

Pritchard, A. (2009) Ways of Learning David Fulton

Reece, I. and Walker, S. (2003) Teaching, Training and Learning: A Practical Guide Routledge, London

Rogers, J. (2001) Adults Learning, Open University Press, Milton Keynes.

Section 2 Information about you.


Trainee Teacher’s Contact Details

Name

Address

Home telephone number

Home e-mail address

Current employment

Address

Telephone (work)

Email address (work)

Additional information to help contact you in an emergency

A copy of this should be given to your tutor once you have completed it

Record of Tutorials


Date Discussion Action proposed Signatures


Section 3 Assessed coursework

Trainees will compile a portfolio containing the following tasks:

PTLLS Assessment Scheme

This group of tasks relates to Personal Aspects This group of tasks relates to Professional Activities

1Reflection on Individual Learning Plan and Curriculum Vitae 5 Preparing the Learning Environment

2Professional Responsibilities: research and talk to group 6 The Process of Learning:

3 Observed teaching practice, evaluation and reflection

7 Session plan

4 Summative: reflective thinking 8 Assessment

What do I have to do to pass?

Guidelines for trainee teachers taking a PTLLS course.

Preparing to Teach in the Lifelong Learning Sector is a course devised for new teachers and trainers, although we hope that more experienced teachers without any teaching qualification may join the group, as their experience will enrich the course for those who have not taught before. The main teaching and learning strategy for the course is to stimulate all group members to discuss with others their experience and ideas about the process of teaching and learning, so a range of backgrounds, experience, subjects and interests can only improve the experience for all.

You will be assessed on the course by producing a portfolio. You will be set eight tasks which will come to you in your Professional Development Portfolio. Once these tasks are completed, they should be handed in to your tutor. One week after the last day of the course is the final date for the hand-in of your portfolio. If you have any concerns about any of the tasks you have done, you should ask your tutor to look at them in advance of the hand-in date for some feedback. The aim of the portfolio is to give you an opportunity to show what you know about the teaching and learning experience; your understanding of what it is to be an effective teacher. Each task has definitive criteria to help you to understand what you need to do. If in doubt, talk to your tutor to check you have got it right.

It is possible to pass at either Level 3 or Level 4 (NQF) depending on the level of your coursework. Please remember that many people are teaching or training who do not come from an academic background. It is important that all who are teaching or training in the lifelong learning sector are able to access teacher training and qualifications; this is why the course is assessed at two levels.


Professional Knowledge and Understanding

Analysis and Application

Professional Communication

These three areas provide the framework for the assessment of your portfolios. The various tasks you are asked to complete give you an opportunity to show your professional knowledge and understanding of teaching and learning and of everything you have discussed during your course. For a Level 3 pass, a description of your understanding will be sufficient: you will demonstrate that you have understood such issues as setting up a learning environment so that an adult learner will be encouraged to learn effectively. If you wish to achieve a Level 4 Pass, you will be expected also to be able to show reflective and analytical skills as you work with the professional knowledge you have assimilated so that you demonstrate clear understanding of the implications of these issues for you as a teacher. You will also be able to look at a topic through differing perspectives, for example, the learner, the manager and other teachers.

Professional Communication covers both verbal and written skills. You will be asked to write more for a Level 4 Pass; the nature of what you write will also differ, as outlined below. Your work will be error-free at Level 4 whilst for a Level 3 Pass, your work will be marked for the content and your attention will be drawn to any technical errors which may exist in your work, for your own reference. The two oral tasks for PTLLS also make demands on your professional communication skills. A Level 3 Pass will be given to all those who complete these two tasks and the accompanying work. For a Level 4 Pass, a confident and effective presentation will be given which meets all the assessment criteria for the level.

As a general guide:

For a Level 3 pass:Most of what you write is description of events, situations and ideas. You state your opinions of events and theories and make links between your ideas and what you have seen or done that has led you to that opinion. You focus on your own experience.

For a Level 4 passYou give detailed descriptions of events and ideas. These comments are then analysed as you begin to consider the possible reasons for what you have described. You move on further to reflect on the significance for you as a teacher or a learner of what you have discussed.

You show objectivity in your responses because you are able to disengage your own feelings sufficiently to discuss situations from the perspective of others.

You show some evidence of reading about teaching and learning.

Assessment criteria are set out at the end of each task and those for a Level 3 and then a level 4 pass are described. Your assessor will use these to decide if you have achieved a Pass for the task and then decide on the level you have reached.

The Task Sheets spell out what you need to do to pass each Task. You are first set a task which might be a group task or an individual task. Group tasks will be carried out during the taught session and you will share


ideas on these with your group. You can complete these during the session. Fill in the appropriate boxes or type up your own version afterwards, using your notes from the class. Individual tasks you do on your own, usually at home. Follow the instructions about what to do and then decide whether you want to work at Level 3 or Level 4. Some tasks ask for different things depending on the level. It’s your choice with help from your tutor. Now look at the assessment criteria for each level and check that you have done what the criteria ask for. If you have not, that Task will not pass.

The codes you will see (LSW 1/2/3/4) in the Task Sheets identify those places where the Minimum Core of Literacy, Language and ICT expected from trainee teachers can be demonstrated as you complete the task.

The Task Sheets follow this.


Task 1 Individual Learning Plan

Your Individual Learning Plan will be started as you begin your course and will continue with you through your programme of Initial Teacher Training. One important aspect of the plan considers your readiness to take up a teaching role. The entry qualifications required to move into the profession are steadily increasing and may affect your career aspirations. This task asks you to consider your own qualifications, skills and professional development needs, testing these out when necessary. There are three parts to this task: the first relates to your ILP when you are at the start of your course and you explore with your tutor your current situation. The second is your Curriculum Vitae so that you may consider the qualifications and experience you have in your teaching subject. The third concerns your personal skills in literacy, numeracy and ICT which will be assessed appropriately as you begin the programme, discussed with your tutor so that together you may plan an appropriate course of action for skills development. In different subject areas, the demands made on teacher and learner in respect of these skills may differ so you are asked as part of this investigation to consider what level of functional skills will be appropriate for the learners you will teach and consequently the skills a teacher should also possess.

1a Complete and discuss with your tutor

Planning your Learning

1 What are you hoping to achieve?

Target qualification 1

Date to Achieve

Target qualification 2

Date to Achieve

(Check Level 2/3 qualification in subject area)

2 Skills check

Qualification Date achieved Qualification Date achieved

Literacy Level 1 Numeracy Level 1LiteracyLevel 2

NumeracyLevel 2

Alternativequalification

ICT

3 Barriers to learningDetails of any potential barriers to achievement or special considerations: i.e. health, home life, previous learning.


Action to be taken

4 Current teaching or training responsibilities if relevant or the area of teaching or training where you hope to work

1b. Curriculum Vitae

Individual TaskProduce a Curriculum Vitae (CV) which gives details of your professional and teaching experience so that your assessor can see what skills, knowledge and experience you bring to this course. Please ensure that you have updated it recently as it is easy to forget to include your most recent qualifications or experience.

There are many formats you might choose to use for your CV. You are advised to do a little research about different ways in which this information might be documented. A CV is quite an individual document and personal preferences should be taken into consideration. You should take expert advice on your CV from an appropriate person who can guide you as to the presentation and contents of your CV. Your tutor will be able to do this; you may also have other contacts.

You should reflect on your portrayal in your CV. What training needs do you have now? A written reflection is required for a Level 4 pass.

Level 3You should ensure that:

Your CV contains no more than two errors in spelling, punctuation or grammar (LSW 1/2/3/4) The information you give is appropriate The document is word-processed (ISP 1/3) The document has been reviewed and is up-to-date


There are no errors in spelling, punctuation or grammar (LSW 1/2/3/4) The document is word-processed to a high standard (ISP 1/3) You summarise the discussion with your tutor about your qualifications, experience and aspirations as

a conclusion to this task. You use the information in this document to reflect in Task 1b on the appropriacy of your experience

and qualifications for the teaching career on which you have embarked. (NSC2, ISC2, LKS1, LKL1, LKW1)


1c Skills Check

Individual TaskPart 1Undertake literacy, numeracy and ICT assessments with guidance from your tutor. When you have received your results, discuss your personal skills in literacy, numeracy and ICT with your tutor.

Part 2Consider how you feel about the results of these tests. You should first consider what your experience was in taking the tests. How did you feel as you began them? Did you find the computer helped or hindered you? Did you notice what others in the group were doing?

Part 3Next consider the results of these tests. What is your view of how well you did? Have you thought since about why you achieved the result you did? Have you had any previous experience with functional skills? Have you heard how others in the group felt about them? Does that influence you in any way? Do you feel that you have the necessary skills to teach your subject in the 21st century?

Part 4In the light of your test results, think about the teaching you hope to do or are already planning to do. For your own subject area, think about what effect it will have on the learner if their skills in literacy, language, numeracy or ICT are poor.


You take the assessments and discuss the significance of the results with your tutor (NSC1/1, ISC1/2, LKS1, LKR3, LKW1)

You write at least 50-60 words on each of parts 2-4 outlined above. You describe your feelings and ideas fully. You consider what difference it will make in the teaching you do/hope to do if the skills of the learners

are poor (NF2, IF2, LF2)


You take the assessments and discuss the significance with your tutor(NSC1/1, ISC1/2, LKS1, LKR3, LKW1)

You write a reflective response which gives your thoughts about your experience of skills testing You analyse the skills your learners will need when you teach them and the significance of any skills

deficit they may have(NF2, IF2, LF2) You consider carefully your own skill level and the effect this might have on your learners (NSC2, ISC2,

LKS1, LKL1, LKR3, LKW1) You write between 300 and 400 words in total for Task 1c


Task 2. Investigating Professional Responsibilities

This activity asks you to research and then present to your group information about one area for which the teacher has a professional responsibility. Your main objective is to share information with your colleagues effectively and informally.

Part 1In class, with your group, make a list of those areas in teaching where a teacher has a specific responsibility to the organisation, and to the learner, to see that s/he conforms to the requirements. Include legal requirements and others which belong to a code of practice or to your organisation’s requirements for all employees. Include brief notes on these areas in your portfolio.

Part 2Once the list is decided, one area of responsibility will be allocated to each person in the group. You will research and carefully consider the area you have been allocated. You will have ten minutes to speak on your research. You are reminded that your audience has needs too so you should aim to make your verbal delivery straightforward, presented in an interesting manner, and highlighting only the key issues for all teachers.

Part 3You should prepare a short handout for your audience, no more than one page long. Again, this should be easy to read, with key points made very clear and further references given to where other information may be accessed if needed. It is important that all your listeners are clear about what the implications are for them and the need to promote inclusion in their teaching role.

Part 4When it is your turn to be a listener, make sure that you do actively listen. Use the handout given as a way of reminding yourself of key points. Ask questions about any point on which you are unclear. Include all your handouts, with the notes you make on them, in your portfolio.

As you listen, ask yourself whether any of these ‘professional responsibilities’ surprise you. Were all of them known to you before this session or have some come as a surprise to you? Note any which you have not met before on the handouts you have received from the group.

Part 5 (Level 4 only)Choose two of the topics which were discussed during this session which you feel have particular significance for you and for your teaching. Explain why these topics are so significant for you. Show what impact this information will have on your professional practice.

Level 3You should ensure that:As the giver of information:

You find useful information to pass on to your group (LSR 1/2/3/4) You have chosen a way of presenting the information which enables it to be understood by your

colleagues (LSS 1/2/3/4) You produce a short handout as a reference document for your colleagues (LSW 1/2/3/4) You include your notes and your handout for your talk in your portfolio

As a listener: You listen to the speaker and ask questions about any point you do not understand (LSL1) You make notes on the research done by your peers.

Level 4You should ensure that:As the giver of information:

The information you give is accurate and current (LSR 1/2/3/4) You have made clear the relevance of this issues for teachers in lifelong learning


You have chosen an effective way of presenting the information which enables it to be easily understood by your colleagues (LSS 1/2/3/4)

You produce a relevant and concise handout as a reference document for your colleagues(LSS 1/2/3/4)

You include in your portfolio relevant items from the research of the groupAs a listener:

You listen to the speaker carefully, checking out any issues which you do not understand (LSL1) You draw appropriate conclusions from the information given You show your understanding of the significance of the topics by applying them to your own teaching,

reflecting on the impact.Part 5 (Level 4 only)

You write at least 300 words on the two topics you choose for Part 5 (150 words each) Your response reflects on the implications of these responsibilities for you as a teacher


Task 3. Observed Teaching Practice

The purpose of the Observed Teaching Practice

To engage in a professional dialogue with your observer regarding your teaching session To receive feedback (both verbal and written) which acknowledges good practice as well as

identify areas for development To support your ongoing professional learning and the development of your teaching skills To identify issues relating to the teaching and learning context including the support

available to the teacher in the workplace. (ie issues for the provider)

You should negotiate the timings of their teaching observation with your observer and with your organisation.

Feedback for the observed session will be produced and discussed with you, preferably straight after the session, or at very least the same day, whenever possible. A report will follow the discussion and this report, together with your lesson plan, your evaluation of the lesson and a reflection on the feedback session should be included in this PDP.

Please remember that the observation of your teaching is included to give you direct feedback about your teaching skills, so should be seen as a way of supporting you as a trainee teacher. You cannot fail the observation but you are asked to listen and consider the feedback you are given and to reflect on what you discussed with your observer. It is the evaluation of your observed session which is assessed, alongside your reflection on the feedback. Your observer will not expect you to be an experienced teacher: you are a trainee and as such are a learner yourself.

Level 3You discuss your observed teaching session with your mentor.You write an evaluation of the session of 150 words You respond to one of the issues raised by your observer in a reflection about his/her comments on your teaching.

Level 4You discuss your observed teaching session with your mentor honestly and professionally.You write an evaluation of the session of 300 words.You respond to all of the issues raised by your observer in a reflection about his/her comments on your teaching.Your reflection also discusses what changes you will make to your teaching in the light of the comments made by your observer.


Task 4 ‘Experience reflected on’: a summative reflection

During the course, you will hear many ideas from your colleagues and tutors, some of which may strike a chord with you, others you will discard as irrelevant to you. For this task, focus on yourself as a learner and the journey you take from the start of the course through to the final handover of your portfolio.

Individual task Level 3 onlyFor each session of the course, draw up then complete this pro-forma below:

Session number

Topics covered/activities completed

What effect has this had on your teaching? How has this changed your thinking?

Level 4 onlyTasks 1, 2 and 3 ask you specifically to reflect on the personal aspects of your teaching role such as your current level of understanding about teaching and learning and your communication skills. Read through your comments for these assignments, noting the points which you make. Next look through your responses to assignments 5, 6, 7 and 8 which begin your professional development as a teacher. Write a summative reflection on your professional development through the programme. Comment on those sessions which made you re-think some pre-conceptions you may have had about teaching and learning. Did any of the tasks for your PDP change your view of an aspect of teaching and learning?

It may help you to do this task if you make notes following each course session about anything which made an impact on you. Use these notes to write this reflective summary.

Level 3You should ensure that you:

Comment on all course sessions Describe what link there was between course content and your understanding of teaching and

learning Bring forward evidence for your comments from your own experience. Write between 150-250 words (although each entry may differ in length). (LSW 1/2/3/4)


Consider all aspects of the impact of the course on your work Review all course sessions before selecting those which you choose to write about as most significant Include comments which both describe incidents, or discussion during a course session or your

coursework and move beyond description into analysis of the significance of this for you on a personal and a professional level

Bring forward evidence for your comments from your own experience Write in an appropriate style which for this assignment would be in continuous prose, taking care to

structure, spell and punctuate accurately. Write between 200-500 words. (LSW 1/2/3/4)


Task 5. The Learning Environment

Being aware of the feelings, thoughts and pre-conceptions which your learners may bring to a session you are teaching will make you a more effective teacher. By putting yourself in their situation, you can begin to know what might stop them from learning what you want them to learn. These barriers to learning can be overcome but need to be identified early. Once you know this, it is easy for you to do, say or show something which helps the learner to see this learning experience in a different way – a way which will help the learning process.

How you behave – right from the first moment that your learners see you for the first time – will set them up to succeed or to fail.

Group taskWhat memories, attitudes or beliefs might the adult learner bring to a learning situation which may cause his learning to fail?

For the group task, discuss with your group any ideas you may have about this activity, share your ideas and record them in the group task box. When you hear from the other groups, you may find you have more ideas to add.

Individual taskIdentify and discuss a number of factors which may affect how an adult learner feels when s/he joins a group of learners. In each case, discuss what the teacher can do to make it more likely that the learner will become an effective learner. Make reference also to other sources of support that are available to the adult learner.


Identify and describe a number of ways in which a learner may feel disadvantaged or unable to share in the learning experience because of a poor learning environment.

Give several examples (at least 3) of strategies a teacher can use to create a more effective learning environment for these learners

Write 150-300 words (LSW 1/2/3/4)

Level 4 You should ensure that you:

Show you know how to create a learning experience for learners which will enable them to respond well to you, to the others in the group and to the learning material itself.

Show you understand a number of barriers (at least 5) to learning by listing them and, for each one, show how the teacher’s actions may make a difference to the effectiveness of the learning

Cite examples both from your own experience and from a wider perspective Write 250-500 words (LSW 1/2/3/4)


Task 6. The Process of learning

Group TaskWrite your own definition of learning and discuss it with others.Adapt, alter or re-write your definition in the light of the discussion.

Individual TaskPart 1Produce a mind map (or another non-linear diagram) which attempts to map the extent and complexity of the learning process which you have discussed during your last sessions. This may be hand-drawn or computer-produced and should be no more than one or two sides of A4 or an A3 page.

Part 2Following your investigation into the learning process, in what ways will the outcome of this research make an impact on your own teaching? Give two examples.


You produce a mind map showing a number of relevant aspects of the learning process You show links between the various aspects of learning You write between 100-250 words in describing the impact on your teaching of the discussions you

have had about learning. (LSW 1/2/3/4)

Level 4 You should ensure that:

Your mind map includes all the issues relevant to learning which you have discussed during your course

You show how the various aspects relating to learning link together in a meaningful way You write between 300-500 words for Part 2 showing reflective thinking about the links between your

teaching and the aspects of learning theory which you have met. (LSW 1/2/3/4)


Task 7. Planning Effective Learning:

Group task 1

Consider the advantages of producing a session/lesson plan for your teaching, assessing or workshop and discuss this within your group. Note these below.

Group task 2

Discuss within your group the type of headings which you might want to use on a session/lesson plan. Look at a variety of session/lesson plans, discussing within your group individual preferences

Individual taskPart 1 (Both Level 3 and Level 4)Draw up a session/lesson plan. This can be teaching you have already done or plan to do. Use the examples taken form the second group task to select appropriate headings and format for your plan. Draw up an appropriate format for your plan. Include one resource, such as a handout or PowerPoint presentation, which you could use with this plan.

Part 2 (Level 4 only)Justify your plan. Explain your reasons for:

your chosen outcomes for the session the activities you have planned the resources you will use your assessment methods


Your plan shows how you will conduct the lesson and what you hope to achieve during the time allotted

You make it clear what the teacher and what the learner will be doing You include any resources to be used Your plan shows you have considered the individual needs of the learners ( for example some may

work quickly and others more slowly) (LSW 1/2/3/4)


Cover all of the above and: Show clear learning outcomes for the session which are specific, learner-centred and can be assessed Include all aspects of a session which an observer might reasonably expect to see there Provide a detailed, effective guide for the person teaching that session, including timings for each part

of the session Make it clear what the teacher and what the learner will be doing at any point in the session. Justify your plan and the choices you have made, including how you have considered the individual

learners. The plan will be as long or brief as you need it to be; the justification of your plan should consist of at least 200-350 words (LSW 1/2/3/4)


Task 8. Assessment

Group task 1

What different types of assessment do you know? List them. Add a brief note which shows what the differences are between these types of assessment.

What different methods do you know for assessing learners? List them

Group task 2

In no more than three sentences say why assessing is important:

- for the teacher

- for the learner

- for the organisation

Individual task Level 3 onlyUsing bullet points, list five points which you feel is important for a teacher to consider when carrying out an assessment.

Individual task Level 4 onlyCan you identify three aspects of assessing learners which may causes problems, either for the teacher or for the learner? Describe them fully, showing how the problems arise and making suggestions for what the teacher can do to resolve these problems


You show a range of types and methods of assessment Your response shows that you have identified the importance of assessment from each perspective:

teacher, learner and employer/organisation. You show awareness of key issues relating to assessment. You write 150-200 words in total for this task (LSW 1/2/3/4)


You show a range of types and methods of assessment Your response shows that you have identified the key aspects of assessment from each perspective:

teacher, learner and employer/organisation You show your understanding of the assessment process by identifying where the process might

become unfair or invalid. You show you understand how the teacher may be able to help resolve the problems, using your own

experience reflected upon, as examples You should write 250-500 words in total for this task (LSW 1/2/3/4)

COURSE EVALUATION FORMPTLLS Professional Development Portfolio 2010-11 (Work-based Learning)

UNIVERSITY OF WARWICK

Centre for Lifelong Learning

Evaluation of Preparing to Teach in the Lifelong Learning Sector

Tutor:

Course Title:

Term and Year:

Venue:

5 Excellent: I was extremely satisfied.4 Good: I was well satisfied.3 Adequate: I felt the course met my basic expectations.2 Barely acceptable: there was room for improvement.1 Less than satisfactory: I felt that there were serious deficiencies.

Using the descriptions set out above please evaluate the quality of aspects of the course you attended.

5 4 3 2 1 N/A

Content of the course sessions.

Tutor’s preparation.

Appropriateness of teaching methods (lectures, seminars, groupwork).

Teaching materials/handouts.

Teaching aids (use of audio-visual/other equipment).

Opportunities for student participation/discussion.

Appropriateness of assessment tasks.

Timing and pace of the course.

Classroom as a teaching space.

Your overall satisfaction.

PLEASE TURN OVER


5 4 3 2 1 N/A

How would you rate the course as a learning experience?

In what ways do you think your understanding of the subject has progressed and been enriched as a result of attending this course? (Please give examples where appropriate.)

5 4 3 2 1 N/A

How pleased were you with the contribution you made to the course?

In the light of your participation in and experience of this course, are there any ways in which you would wish to develop your learning in this subject?

Are there any general comments (critical or constructive) which you would like to make about this course?


Web viewLevels 3 and 4. Trainee teacher’s name: Course tutor. Trainee support/mentor....

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Transcript of Web viewLevels 3 and 4. Trainee teacher’s name: Course tutor. Trainee support/mentor....