4. 2:3
2:2
Year : Term
2:1
1:3
1:2
Planning and Preparing for
1:1 Teaching and Learning
5. 2:3
2:2
Year : Term
2:1
1:3
Professional
1:2 Practice 1
Planning and Preparing for
1:1 Teaching and Learning
PTLLS
6. 2:3
2:2
Year : Term
2:1
1:3
Teaching & Assessment
Professional
1:2 Learning
Process
and
Evaluation Practice 1
Planning and Preparing for
1:1 Teaching and Learning
7. 2:3
Curriculum
Design &
2:2 Development
Year : Term
Theories &
Principles of
Researching
2:1 Inclusive
Learning & Practice
Teaching
1:3
Teaching & Assessment
Professional
1:2 Learning
Process
and
Evaluation Practice 1
Planning and Preparing for
1:1 Teaching and Learning
8. 2:3
Curriculum
Professional
Design &
2:2 Development Practice 2
Year : Term
Theories &
Principles of
Researching
2:1 Inclusive
Learning & Practice
Teaching
1:3
Teaching & Assessment
Professional
1:2 Learning
Process
and
Evaluation Practice 1
Planning and Preparing for
1:1 Teaching and Learning
9. These Y2 unit labels apply from next year: the
current ones are:
•Curriculum and context
2:3
•Professional Development and Action Research
•Policy Settings and Practice
Curriculum
Professional
•Professional Practice 2 Design &
2:2 Practice 2
Development
Year : Term
Theories &
Principles of
Researching
2:1 Inclusive
Learning & Practice
Teaching
1:3
Teaching & Assessment
Professional
1:2 Learning
Process
and
Evaluation Practice 1
Planning and Preparing for
1:1 Teaching and Learning
10. Qualified Teacher:
Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University
of Bedfordshire (UK) but
11. Qualified Teacher:
Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University
of Bedfordshire (UK) but
• endorsed by the Learning and Skills
Improvement Service (LSIS) and
12. Qualified Teacher:
Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University
of Bedfordshire (UK) but
• endorsed by the Learning and Skills
Improvement Service (LSIS) and
• the Institute for Learning (IfL) as a
• Diploma in Teaching in the Lifelong Learning Sector
(DTLLS).
13. Qualified Teacher:
Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University
of Bedfordshire (UK) but
• endorsed by the Learning and Skills
Improvement Service (LSIS) and
• the Institute for Learning (IfL) as a
• Diploma in Teaching in the Lifelong Learning Sector
(DTLLS).
to achieve QTLS you must gain the PGCE/Cert Ed and
• Be registered with IfL and
• complete a period of professional formation
14. Qualified Teacher:
Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University
of Bedfordshire (UK) but
endorsed by the Learning and Skills
... all this
•
Improvement Service (LSIS) and
• the Institute for Learning (IfL) as a
•
(DTLLS).
is up in the air
Diploma in Teaching in the Lifelong Learning Sector
to achieve QTLS you must gain the PGCE/Cert Ed and
•
•
at the moment.
Be registered with IfL and
complete a period of professional formation
16. Competences and Outcomes
Unit assessment based on Learning
Outcomes
•… what students should know or be able to
do when they have done the unit
•not “objectives”: they are for the student,
not the tutor
17. Competences and Outcomes
Unit assessment based on Learning
Outcomes
•… what students should know or be able to
do when they have done the unit
•not “objectives”: they are for the student,
not the tutor
•not “competences” (à la NVQ): they go
beyond simple performance
• and include underpinning knowledge
• reflection
• and critical discussion.
20. Wot? No assignments?
• Tutors do not set assignment titles
• Students decide what to submit to
show that they have:
met the outcomes
at the appropriate level
21. Wot? No assignments?
• Tutors do not set assignment titles
• Students decide what to submit to
show that they have:
met the outcomes
at the appropriate level
• Using a “Submission Proposal” (or
learning contract) to confirm suitability
22. Differential Assessment
Cert Ed PGCE
Year One HE 1 (QCF 4) HE 3 (QCF 6)
Year Two HE 2 (QCF 5) HE 3 (QCF 6)
23. Outcomes at different levels
Ref Cert Ed Outcome PGCE Outcome
Roles and Responsibilities
Understand the Evaluate different ways in
relationships between which teachers and other
1.2 teachers and other professional may work
professionals in lifelong together in lifelong
learning learning
Be able to evaluate
Be able to evaluate own practice in planning
practice in planning inclusive learning and
1.7
inclusive learning and teaching in your own
teaching setting and at least one
other
24. Outcomes at different levels
Ref Cert Ed Outcome PGCE Outcome
Roles and Responsibilities
Understand the Evaluate different ways in
relationships between which teachers and other
1.2 teachers and other professional may work
professionals in lifelong together in lifelong
learning learning
Be able to evaluate
Be able to evaluate own practice in planning
practice in planning inclusive learning and
1.7
inclusive learning and teaching in your own
teaching setting and at least one
other
25. Outcomes at different levels
Ref Cert Ed Outcome PGCE Outcome
Roles and Responsibilities
Understand the Evaluate different ways in
relationships between which teachers and other
1.2 teachers and other professional may work
professionals in lifelong together in lifelong
learning learning
Be able to evaluate
Be able to evaluate own practice in planning
practice in planning inclusive learning and
1.7
inclusive learning and teaching in your own
teaching setting and at least one
other
26. Professional Practice 1 and 2
• Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching Project
(Year 1) (Year 2)
27. Professional Practice 1 and 2
• Learning Contract (PDP) All based on a
Personal
• 50 hours of teaching Development
• 4 Observations Plan.
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching Project
(Year 1) (Year 2)
28. Professional Practice 1 and 2
• Learning Contract (PDP)
This is where
• 50 hours of teaching
the actual
• 4 Observations practice sits.
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching Project
(Year 1) (Year 2)
29. Professional Practice 1 and 2
• Learning Contract (PDP)
Minimum, per
• 50 hours of teaching year.
• 4 Observations
(75 hrs for current Y2
students
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching Project
(Year 1) (Year 2)
30. Professional Practice 1 and 2
• Learning Contract (PDP)
2 tutor +
• 50 hours of teaching 2 mentor observations
each year
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching Project
(Year 1) (Year 2)
31. Professional Practice 1 and 2
• Learning Contract (PDP)
2 tutor +
• 50 hours of teaching 2 mentor observations
each year
• 4 Observations
• 10 hours reflective evaluation
And two observations of
fellow students
• Reflective Journal
(so by peers too)
• Study days Formative only
Micro-teaching Project
(Year 1) (Year 2)
32. Professional Practice 1 and 2
• Learning Contract (PDP)
Critical review
• 50 hours of teaching
of practice.
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching Project
(Year 1) (Year 2)
33. Professional Practice 1 and 2
• Learning Contract (PDP) Possibly based on issues
arising from observations
• 50 hours of teaching
or class/tutorial/mentor
• 4 Observations discussions
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching Project
(Year 1) (Year 2)
34. Professional Practice 1 and 2
• Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations Excerpts from a
journal kept
• 10 hours reflective evaluation throughout the year
• Reflective Journal based on experience
as teacher and
• Study days student.
Micro-teaching Project
(Year 1) (Year 2)
35. Professional Practice 1 and 2
• Learning Contract (PDP) 2 each year with
discipline-related
• 50 hours of teaching tasks between
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching Project
(Year 1) (Year 2)
36. Professional Practice 1 and 2
• Learning Contract (PDP)
• 50 hours of teaching
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal Formatively
assessed in first
• Study days term
Micro-teaching Project
(Year 1) (Year 2)
37. Professional Practice 1 and 2
• Learning Contract (PDP)
• 50 hours of teaching On a negotiated
topic
• 4 Observations
• 10 hours reflective evaluation
• Reflective Journal
• Study days
Micro-teaching Project
(Year 1) (Year 2)
38. Planning and Preparing the Session
Assessing
Opening the Session Observed
Presenting material Practice
Resources
Relating to students and supporting students individually
Activities, exercises and promoting active learning
Checks on learning
Managing the session, learner behaviour, timings and
response to events
Concluding the session
Equal Opportunities & Safeguarding issues
identified/addressed
39. Planning and Preparing the Session
Assessing
Opening the Session Observed
Presenting material Practice
Resources
Relating to students and supporting students individually
Activities, exercises and promoting active learning
Checks on learning
These are the
Managing the session, learner behaviour, timings and
response to events headings for the
Concluding the session summative
Equal Opportunities & Safeguarding issues assessment
identified/addressed
40. And these for
formative Developmental points
feedback
• Subject-specific issues (for Mentor use)
• Action points for future development
• Student’s own plans before next
observation
• Summary
• (Notes on embedding functional skills).
41. Developmental points
• Subject-specific issues (for Mentor use)
• Action points for future development
• Student’s own plans before next
observation
• Summary
• (Notes on embedding functional skills).
Of special
interest to you
42. Mentors Observe Teaching
• At least twice during each year of the
Course
• for a complete session
• early and late
• in a variety of teaching settings.
43. Scheduling
Year 1 Year 2
1 2 3 1 2 3
Mentor (4)
Tutor (4)
of Peers (2x2)
by peers
At least one Submission Submission
Professional Professional
before Christmas
Practice 1 Practice 2
44. Before the Session
• Your mentee should provide you with
a copy of the Observation schedule
a lesson plan,
scheme of work, and
copies of any exercises or other materials (OHTs, etc.)
the report from her previous observation
45. Before the Session
• Your mentee should provide you with
a copy of the Observation schedule
a lesson plan,
scheme of work, and
copies of any exercises or other materials (OHTs, etc.)
the report from her previous observation
• Discuss the
planning
rationale,
features of class,
characteristics of the group
action points from previous observation and
• Any points she wants you to concentrate on.
46. After the session
some of the most effective
Can yield
learning in the entire Course
47. After the session
some of the most effective
Can yield
learning in the entire Course
•Material is live,
•you have both shared it from your different
standpoints,
•and noticed different things —and it is
•the optimum time for feedback.
48. Using the Observation Schedule
• Familiarise yourself with the forms
first
• Remember to note the evidence
• The forms are the Student’s
responsibility
• Supplement them with your own
comments and ideas.
49. Detailed questions
Year 1 Year 2
8.11 Opening the Session
· Do you make the objectives of the · Do you re-negotiate the session if
session clear to the students? necessary?
· ·
Do you outline the plan of the session? Do you make particular efforts to link
the session with students’ other
· Do you make links with other sessions, experiences or interests?
etc. as appropriate?
· Do you check the present level of
students’ knowledge, skills and/or
preparation?
· Do you deal appropriately with late-
comers?
· Do you deal appropriately with
unprepared students?
50. Detailed questions
Year 1 Year 2
8.11 Opening the Session
· Do you make the objectives of the · Do you re-negotiate the session if
session clear to the students? necessary?
· ·
Do you outline the plan of the session? Do you make particular efforts to link
the session with students’ other
· Do you make links with other sessions, experiences or interests?
etc. as appropriate?
· Do you check the present level of
students’ knowledge, skills and/or
preparation? These questions are for
· Do you deal appropriately with late- guidance only: students
comers? are actually assessed
· Do you deal appropriately with against the headings
unprepared students?
51. Using the Form
Heading Met?
8.13 Presenting material
Evidence, strengths and areas for development
♦ Your presentation was clear and followed a logical step-by-step
progression
♦ But you could have linked it more to the students’ experience and
interests — some of the things they were saying when they were
chatting at the start of the class could have given you a cue
♦ Your OHTs are good — but there doesn’t have to be a new one for
every thing you say!
52. Initial or “n/a”
or “see below” Using the Form
for reasons not
to pass. Heading Met?
8.13 Presenting material PCH
Evidence, strengths and areas for development
♦ Your presentation was clear and followed a logical step-by-step
progression
♦ But you could have linked it more to the students’ experience and
interests — some of the things they were saying when they were
chatting at the start of the class could have given you a cue
♦ Your OHTs are good — but there doesn’t have to be a new one for
every thing you say!
54. 2:3
Curriculum
Professional
Design &
2:2 Development Practice 2
Year : Term
Theories &
Principles of
Researching
2:1 Inclusive
Learning & Practice
Teaching
1:3
Teaching & Assessment
Professional
1:2 Learning
Process
and
Evaluation Practice 1
Planning and Preparing for
1:1 Teaching and Learning
55. Mentoring is ...
Talking to someone
about their work
so as to
help them do it better.
56. Talking...
Listening as much as talking.
… helps them feel valued
… to pick up subtle differences
from your own experience
… encourages them to talk.
57. Time…
Ideally:
allow half-an-hour, or more if you
can
about once a fortnight
somewhere without interruptions!
And allow about fifteen minutes
before and about half an hour
after each teaching observation.
58. ... about their work
The agenda is usually and mainly up to
the mentee
it helps them to own the process
may be based on their Action Plan
but they may need encouragement
(and to be kept to the point).
59. The Learning Contract
and Mentoring
For each Unit the student will draw up a
Learning Contract (or “Submission
Proposal”) with the help of her tutor
including mentoring requests: please
help her to draw up the Proposal;
only sign your bit if you can meet the demands
it may make on you. If they are not practicable,
re-negotiate them
It is important that the Proposal is a
realistic working document rather
than merely a set of pious aspirations.
60. Recording Mentoring
We suggest that any records are kept by
the student
for confidentiality reasons
as part of their professional journal for
the Professional Practice units
and because writing it up also helps the
learning process.