CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 1

© CIEH, 2010

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector(PTLLS)

Name of trainer:

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 2

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Part 1Sessions 1–61. Role and responsibilities2. Learning styles and preferences3. Training/teaching planning skills4. Training/teaching styles and communication5. Training/teaching assessment6. Micro-teach

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 3

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Part 2Sessions 7–107. Consolidation8. Role and responsibilities9. Teaching practice10. Evaluation and consolidation

CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS): slide 4

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The teaching and learning cycle

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Differentiation• task • support• questioning • target setting• expectation • specific needs• feedback • language• resources • culture• time

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A good balance

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Domains of learningCognitive Knowledge HeadAffective Attitude HeartPsychomotor Skills Hands

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Activities associated with domains of learning• cognitive – ‘thought processes’, memorising,

reasoning, etc: – cognitive knowledge – requires the learner to

remember or state facts– cognitive understanding – requires the learner

to use and apply knowledge based on reasoning• affective – feelings, emotions, etc.• psychomotor – acquiring skills, using tools or

equipment, etc.

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What domains are involved in learning to drive a car?

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Training/teaching approaches associated with domains of learningCognitive Lectures, quizzes, question andknowledge answer sessionsCognitive Research projects, presentationsunderstandingAffective Case studies, discussions,

role play activitiesPsychomotor Demonstrations, simulations

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Domains of learning

• help to determine the outcomes of the session• clear outcomes, in turn, help to determine

appropriate training/teaching approaches

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Domain VerbCognitive define, label, listknowledgeCognitive interpret, explain, summarise,understanding compare

Affective discuss, justify, relatePsychomotor demonstrations, assemble, build,

repair, weigh, copy

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Aims• general statements about what a session

or course intends to cover and what learners will achieve

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Objectives• statements of what the trainer/teacher intends

to cover in the session and what he/she hopes will be learnt

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Outcomes• statements about what a learner should be able to

do by the end of the session

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OutcomesS specificM measurableA achievableR realisticT time-bound

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CommunicationContent of words

Tone of voiceNon-verbal

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Room layouts

Boardroom

Hollow squareU-shape

Theatre

Herringbone

Classroom

Cabaret style A

Cabaret style B

Coffee table style

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© CIEH, 2010

The teaching and learning cycle

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Assessment• initial – to help plan to meet needs• diagnostic – to identify existing skills and

knowledge and identify areas to develop• formative – ongoing assessment• summative – final assessment

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New teaching qualifications• Award in Preparing to Teach in the Lifelong

Learning Sector (PTLLS)• Certificate in Teaching in the Lifelong Learning

Sector (CTLLS)• Diploma in Teaching in the Lifelong Learning

Sector (DTLLS)

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Preparing to Teach in the Lifelong Learning Sector (PTLLS)1. Understand own role, responsibilities and boundaries

of role in relation to teaching.2. Understand appropriate teaching and learning

approaches in the specialist area.3. Demonstrate session planning skills.4. Understand how to deliver inclusive sessions that

motivate learners.5. Understand the use of different assessment methods

and the need for record keeping.

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Literacy and numeracy assessment mark ranges and levelsLevel Literacy NumeracyEntry 1 5–12 3–8Entry 2 13–20 9–13Entry 3 21–28 14–18Level 1 29–36 19–22Level 2 37–40 23–25

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Teaching roles• Associate Teacher, Learning and Skills (ATLS)• Qualified Teacher, Learning and Skills (QTLS)• both roles require achievement of the PTLLS

award• the full role requires the teacher to demonstrate

an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies

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© CIEH, 2010

The teaching and learning cycle

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Equality• making sure everyone is treated fairly and given

opportunities• not about treating everyone in the same way• acknowledges and ensures that individual

needs are met in the most appropriate way

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Diversity• recognising and valuing individual differences• respecting and valuing the different cultural

backgrounds of learners, colleagues and the wider community

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Inclusion• ensuring that all learners are able to participate

and feel included• working to remove any barriers to full

participation by all learners

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Functional skills‘...those core elements of English, mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable him/her to operate confidently, effectively and independently in life and work.’

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Functional skills standards• Entry 1• Entry 2• Entry 3• Level 1 (equivalent to GCSE grades D–G)• Level 2 (equivalent to GCSE Grades A*–C)

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Functional skills standards – Speaking and listening: levels 1 and 2Level1

2

Skill standardTake full partin formal and informal discussions/exchanges.

Make a range ofcontributions todiscussions and make effective presentations in a wide range of

contexts.

Coverage and range• make relevant contributions to discussions, responding appropriately

to others • prepare for and contribute to formal discussion of ideas and opinions• be flexible in discussion, making different kinds of contributions• present information/points of view clearly and in appropriate languageIn formal and informal exchanges and discussions.

• listen to complex information and give a relevant, cogent response in appropriate language

• present information and ideas clearly and persuasively to others• adapt contributions in discussions to suit audience, purpose and situation• make significant contributions to discussions, taking a range of roles and

helping to move discussion forward to reach decisions in a wide range of contexts, including

those that involve others who are unfamiliar.

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English• speaking and listening• reading• writing

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Mathematics• process skills – calculating• representing – making sense of a situation and

realising the problem in numerical terms• analysing – processing and using mathematics• interpreting – communicating the results of the

analysis

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© CIEH, 2010

ICT• using ICT systems• finding and selecting information• developing, presenting and communicating

information

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Approaches to develop functional skills• discrete – taught by functional skills specialists

apart from other subjects• partly embedded – taught by functional skills

specialists and applied in a range of purposeful contexts including other subjects

• fully embedded – taught and developed by all teachers within and across courses

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Identifying functional skills• inviting guests • finding recipes on the internet• adapting to suit specific dietary requirements• making a list of ingredients• purchasing ingredients within a budget• selecting suitable utensils• planning preparation and cooking times• preparing the meal following the instructions• setting the table for the guests• serving the meal

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CommunicationContent of words

Tone of voiceNon-verbal

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Assessment• initial – to help plan to meet needs• diagnostic – to identify existing skills and

knowledge and identify areas to develop• formative – ongoing assessment• summative – final assessment

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© CIEH, 2010

The teaching and learning cycle