This is a short introductory course designed for pre-service or in-service teachers who are new to teaching and training or those wishing to teach or train. It is designed as a qualification which will equip a wide range of teachers and facilitators with some essential practical teaching skills and a threshold license to teach. It is suitable for those who work or want to work as teachers in the Lifelong Learning Sector; technicians and support staff in further and adult education; and training personnel in commerce, industry and the public sector (including health).

Geoff Petty, the Institute for Learning’s education guru says that teaching is about to embark on a revolution, and like medicine, abandon both custom and practice, and fashions and fads, to become evidence-based.

Half a million experiments in real classrooms have uncovered the teaching methods that work best.  These can improve students’ attainment by two grades compared to conventional practice. 

The fifty or more methods – some old, some new:
• can each raise pass rates by 20% to 30%
• are creative, challenging, and greatly enjoyed by students
• require the learner to do more in class …. and the teacher less!
• equip students for progression, by “teaching intelligence”.

He argues that only teachers can lead the evidence-based revolution, and they must do so at their own pace, using as a guide the ultimate evidence – what works best in their own setting. Teachers have as much to gain as students in meeting this professional challenge.  The methods make teaching less draining, and more interesting, as well as more effective. 

The PTLLS programme offers candidates the opportunity to build their skills with this concept in mind and prepare for 21st century teaching. The PTLLS programme provides recognised accreditation, professional credibility and an essential entry route into further teaching qualifications in the Lifelong Learning Sector. Our PTLLS delivers 12 QCF credits at Level 4 which allows simple RPL towards CTLLS or DTLLS. It is targeted at staff in any discipline who are new to teaching or have completed our 2 Day Teach the Teacher training course and wish to progress.

http://www.geoffpetty.com/evidence_based_what_is.htm (retrieved 10.01.12)

1. Explain and demonstrate the conditions for adult learning

2. Explain and demonstrate how to manage equality and diversity in teaching practice

3. Describe and apply the current theories that underpin modern teaching practice. These include the Experiential Learning Cycle, the Systematic Training Cycle, ARCS Model of Motivational Design, The Nine Events of Instruction and the Hierarchy of Needs

4. Identify the Teacher’s areas of responsibility in a teaching and learning context, including legislative requirements (Health and Safety, Equal Opportunities, Data Protection, Child and Vulnerable Adult Protection), professional values as expressed in the Professional Standards for the LLS, organisational policies and codes of practice relating to trainee’s specialist area

Describe the training and educational needs of professionals within the NHS and the role and professional values of clinical educators

5. Review a number of ways of delivering learning

Relate these to the various types of group taught by the trainee

Discuss the appropriacy of each method for the individual learner and the context of the learning

Discuss ways of embedding skills into delivery

Devise resources to support approaches to teaching and learning

Investigate a range of resources which facilitate inclusive learning within the specialist area.

6. Construct SMART objectives, plan and deliver learning.

7. Discuss assessment: formal and informal

Review the process of evaluating teaching and learning and its’ significance to the Teaching Cycle

Describe the value of reflective thinking in developing professional practice

Identify the links between assessment, evaluation and reflective thinking

Define and compare the principles of assessment and evaluation

8. Describe and apply the principles of constructive feedback using “Medal & Mission” as a model

9. Describe the Skills for Life Initiative

Review the process of Initial Assessment as appropriate for a range of subject areas

Determine skills needed by learners for specialist areas

Identify key concerns of Adult Core Curriculum

Review and Evaluate systems for Additional Learning Support within the learning organisation

10. Develop personal action plans

Critically appraise teaching practice

Review personal progress and determine the appropriate qualification route

1. Formative group and individual discussions; written and verbal feedback; mind-map creation; Question, Pause, Nominate, Answer (QPNA); continuous monitoring throughout the course. Microteach presentations. Direct observations. Voting

Summative assignment

2. Formative group and individual discussions; written and verbal feedback; mind-map creation; Question, Pause, Nominate, Answer (QPNA); continuous monitoring throughout the course. Microteach presentations. Direct observations. Voting

Summative assignment

3. Formative group and individual discussions; written and verbal feedback; Question, Pause, Nominate, Answer (QPNA). Team presentations and individual microteach presentation. Direct observations and evaluations. Development of lesson plans. Self test.

Summative assignment

4. Formative group and individual discussions; verbal feedback; Question, Pause, Nominate, Answer (QPNA). Individual presentations and direct observation, collaborative learning sets and group presentation

Summative assignment

5. Formative group and individual discussions; written and verbal feedback; Question, Pause, Nominate, Answer (QPNA). Group presentations and individual Microteach. Development of lesson plans. Evaluation of video clips and voting

Summative assignment and micro-teach

6. Group work; group and individual feedback; written and verbal feedback; group and individual discussions. Group presentations. Development of lesson plans and individual presentations

Summative assignment and microteach

7. Formative group and individual discussions; written and verbal feedback; Question, Pause, Nominate, Answer (QPNA). Construction of an assessment tool and an evaluation tool. Individual evaluation and feedback. Voting

Summative assignment and micro-teach

8. Group work; mind-map creation; group and individual feedback; verbal feedback; group and individual discussions. Direct observation of conduct of individual presentations

9. Formative group and individual discussions; written and verbal feedback; Question, Pause, Nominate, Answer (QPNA). Card sorting exercise.  Individual evaluation and feedback. Voting

Summative assignment

10. Formative group and individual discussions; Question, Pause, Nominate, Answer (QPNA). Construction of a personal action plan based upon personal and peer evaluations

Summative assignment

Staff who are new to teaching or training or those wishing to teach or train.

30 hours direct contact hours/60 GLH

There is no formal entry requirement for the course and you do not have to be teaching or training already to join the course. However, you will need to have good literacy skills (ideally at Level 2) to write effectively for this level and ideally a level 3 qualification or higher in their own discipline. The programme is also suitable for staff members in the Heart of England NHS Foundation Trust, employed in either clinical or non-clinical roles and working with colleagues in an informal ‘teaching’ capacity. Learners may also wish to judge their aptitude for teaching before committing to this programme by attending our short “Teach the Teacher” 2 day programme.

Contact Barbara Hall or Helen Frame x 44189