Teaching, Tutoring and Training in the Lifelong Learning Sector: Third edition (Achieving QTLS)

241 Pages·2007·1.57 MB·English

by  Susan Wallace

Teaching, Tutoring
and Training
in the Lifelong Learning Sector
Third edition

Teaching, Tutoring
and Training
in the Lifelong Learning Sector
Third edition
Susan Wallace
Firstpublishedin2001asTeachingandSupportingLearninginFurtherEducation
Reprintedin2002
Reprintedin2003(twice)
Reprintedin2004(twice)
Secondeditionpublishedin2005
Reprintedin2006
Thirdeditionpublishedin2007
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedin
aretrievalsystem,ortransmittedinanyformorbyanymeans,electronic,mechanical,
photocopying,recording,orotherwise,withoutpriorpermissioninwritingof
LearningMatters.
(cid:1)2007SusanWallace
BritishLibraryCataloguinginPublicationData
ACIPrecordforthisbookisavailablefromtheBritishLibrary.
ISBN9781844450909
TherightofSusanWall acetobeidentifiedasauthorofthisworkhasbeenassertedbyher
inaccordancewiththeCopyright,DesignandPatentsAct1998
CoverdesignbyTopics–TheCreativePartnership
ProjectmanagementbyDeerParkProductions,Tavistock,Devon
TypesetbyPDQTypesettingLtd
PrintedandboundinGreatBritainbyBell&BainLtd,Glasgow
LearningMattersLtd
33SouthernhayEast
ExeterEX11NX
Tel:[phone]
[email protected]
www.learningmatters.co.uk
Contents
Acknowledgements xi
Introduction 1
How to use this book 1
The sequencing of chapters and tasks 2
Chapter content 2
1
The reflective practitioner 5
Introduction 5
Why keep a journal? 5
What’s the difference between a log, a diary and a
reflective journal? 6
So what does being ‘reflective’ really mean? 6
What sort of things should I include in a reflective journal? 12
How much should I write, and how often? 13
What if I’m a student teacher with no prior classroom
experience to record? 14
Branching options 15
2
Communication and tutoring skills 17
Introduction 17
Your own communication skills 18
Effective c ommunication 19
Communication and the Minimum Core 21
Ethics and confidentiality 22
Vocabulary, syntax and register 23
Non-verbal communication 23
Listening skills 24
Questioning skills 26
Promoting effective and respectful communication
between learners 27
Written communication 27
Branching options 28
v
Contents
3
It’s all about teamwork 30
Introduction 30
Being a good team player 31
Evaluating your own effectiveness as a team member 34
Reflecting on theory 38
Branching options 39
4
Recognising diversity and supporting equality 42
Introduction 42
What is social justice? 42
Individual rights, or the good of the many? 45
Equality and equal opportunity 46
Entitlement and equality of opportunity 47
Diversity 48
Current legislation 48
Applying the legislation to our professional practice 49
Branching options 50
5
Lifelong Learning: the organisational, local
and national context 52
Introduction 52
The vocational-academic divide 53
The status of vocational education 54
Milestones and turning points 55
The current context of PCET 62
Reflecting on theory 64

Branching options 65
6
Professionalism and scholarship 1: values and ethics 67
Introduction: what do we mean by professionalism? 67
Working within a professional value base 68
Working with others 76
Stages of professional development 76
Reflecting on theory 77
Branching options 78
vi
Contents
7
Professionalism and scholarship 2: being a
subject specialist 80
Introduction 80
Updating and subject-specific development 82
Subject-specific teaching 83
Making the most of mentoring 85
Putting your subject on context 86
Applying the Minimum Core to your specialist subject 86
Branching options 88
8
Theories of learning 93
Introduction 93
The relevance of theories of learning 93
The teacher-learner relationship 94
Models of learning 95
Learning theory 96
Applying theory 101
Propositional knowledge 102
Branching options 103
9
Planning for learning 1: planning for your lessons 105
Introduction: why plan? 105
Reflective planning 110
Planning, preparation and the reflective cycle 113
Should I write a formal plan for every lesson? 115
The contingency plan 115

Branching options 116
10
Planning for learning 2: evaluation and
resources 118
Introduction 118
Using assessment outcomes as a means of evaluation 119
Your own evaluation of your teaching and planning 120
Using lesson observations as a means of evaluation 121
Obtaining and responding to learners’ feedback 121
vii
Contents
Using resources effectively to support learning 125
Branching options 129
11
Learning and teaching 1: methods and styles
of teaching 131
Introduction: strategies, methods and domains 131
Learners’ preferred learning styles 132
Learning in groups 136
Breaking the ice 138
Choosing the method 139
Branching options 141
12
Learning and teaching 2: extending your range 143
Introduction 143
High risk strategies and methods 1: games 143
High risk strategies and methods 2: role play 145
High risk strategies and methods 3: simulation 148
Developing new skills: e-learning 149
Branching options 152
13
Assessment for learning 1: assessing needs;
supporting access and progression 154
Introduction: why is initial assessment necessary? 154
Meeting a new group of learners 155
Access and progression 164

Branching options 165
14
Assessment for learning 2: assessing learner
achievement 167
Introduction: why assess? 167
Planning assessment 169
Reliability, validity and sufficiency 172
Inclusiveness 173
Teachers talking about assessment 175
viii
Contents
Reflecting on assessment information 178
Branching options 178
15
Motivating learners 181
Introduction: removing barriers to learning 181
Motivating learners 184
Fostering enjoyment 187
Motivation: a wider view 187
Branching options 189
16
Learning and teaching 14–16 191
Introduction 191
The learning needs of 14–16 year-olds 192
Strategies we can use 192
Reflecting on theory 199
Branching options 203
17
Professionalism and scholarship 3: reading
critically and reflectively 205
Introduction 205
18
Postscript 216
Introduction 216
Job satisfa ction and a sense of achievement 216
Job satisfaction and our sense of values 217
The teacher as a star 217
Appendix 1: Glossary of abbreviations 218
Appendix 2: Standards for teachers in the Lifelong Learning
sector outside England, Wales and Northern Ireland 221
Index 222
ix