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Core Module 2 – ELA 1. Log of professional practice for Core Module 2 2. Tutor observation feedback with associated scheme of work, evaluated lesson plan on UoP template and resources 3. A minimum of 2 further lesson plans, which, along with the observed session, should total 10 hrs in all 4. Individual Development Planning Sheet (this should be shown to your observers, so they are aware of your targets) 5. Achieving the LLUK Professional Standards - Domain E: 6. End of module reflections on the Professional Knowledge and Understanding (K) developed in relation to the Scope (S) of this Domain, working towards the Targets set in the Individual Planning sheet, and how your developing knowledge and practice links to the Professional Practice Standards. 7. Mentor development feedback 8. Any additional evidence offered in support of Professional Standards tracking, for example the in-class/guided study numeracy minimum core activities 9. ELA assignment


Core Module 1

Log of Professional Practice During the programme you should evidence a breadth of teaching practice for a minimum of 200 hours, of which 150 hours will be teaching (direct contact), i.e. with groups for at least 70% and 1:1 for no more than 30% of the 150 hours. The remaining 50 hours will include involvement in team/departmental meetings, IV/EV meetings, interviewing, visits, observation of teaching, discussion with mentors, and other college activities (non-direct contact). This record will provide a portrait of your engagement in your developing professional practice and should show a breadth of practice in relation to different groups, levels or settings. Please indicate the session/s below for which you are including the lesson plan/s to meet the 1 hour required for PoLT. Name:................................................................................................

Term No: ..........................

Location: ......................................................................................... Sheet No: ..........................

Date

Total this sheet: Total from previous sheet: Total to date:

No in No of Hours Direct Non-direct Group

Please state whether observation, meeting or other Give subject and level of any direct teaching sessions activity


TEACHING OBSERVATION FORM To be completed by the observer Trainee:

Date/Time:

Observer:

Location:

Group:

No of learners:

Subject Specialism:

Topic of this session:

Observation number:

Current DTLLS Module:

A. Professional values and practice Encourage learner progress and development (AP1.1); take opportunities to help learners see the wider benefits of learning to individuals and communities (AP2); deliver and promote inclusive learning, equality and diversity (AP3); demonstrate commitment to reflection on and improvement of own practice (AP4); communicate with colleagues about learners (AP5); use safe practices which conform to the statutory codes of practice (AP6); maintain accurate records of learner assessment, and contribute to quality processes (AP7) This documentation must be available to the observer Planning identifies responses to Up to date Teaching File Y / N Health and safety Y/N Lesson Plan Y / N Differentiation Y/N Scheme of Work Y / N Outcomes of initial assessment Y/N IDP Y / N Equal Opportunities Y/N Where appropriate Minimum Core Y/N LSA Lesson Plan Y / N / NA Every Child Matters Y/N Examples of assessed work Y / N / NA Use of ILT Y/N LLUK Professional Standards Y/N

D. Planning for learning Plan well structured and inclusive sessions that promote equality and diversity and meet curriculum requirements (DP1); negotiate learning goals with learners and provide opportunities for learner review and feedback (DP2); evaluate effectiveness of own planning and contribution to their team (DP3)

B. Learning and Teaching Establish a purposeful , motivating and safe learning environment with effective management of the classroom and the learners (BP1); deliver effective teaching and learning using an appropriate range of approaches to engage and motivate learners and develop skills and greater learner autonomy (BP2); communicate effectively with all learners (BP3)


C. Specialist learning and teaching Deliver relevant and current subject knowledge, relate it to the wider social, economic, environmental context (CP1); use appropriate strategies which are motivating and sometimes innovative (CP2); use specific strategies to support and develop individuals and demonstrate confidence in personal literacy, numeracy and ICT skills (CP3); maintain up-to-date subject skills and knowledge and encourage learners to identify own skills development (CP4)

E. Assessment for learning Devise or adapt, and evaluate an assessment strategy that meets the needs of the curriculum and the learners; encourage peer and self assessment; use of new technologies where appropriate (EP1); apply appropriate valid and reliable assessments fairly and equitably and collaborate with others to ensure standardisation (EP2); assessment informs constructive and specific feedback (EP3); communicate assessment data required for awarding bodies, to colleagues and to the organisation (EP4)

F: Access and progression Provide or refer learners to relevant progression information (FP1); provide effective learning support, within the bounds of their ability and teaching role, (FP2); Refer learners to relevant internal or external support services (F3)


Strengths and examples of good practice

Targets to be incorporated into trainee’s IDP

Observation by Tutor □ Mentor

Grade: Tutor observations only

□ (please tick)

Pass / Fail 1 / Fail 2 Mentor observations only

Observer name (print): Observer’s signature:


Course Planner 2010 - 2011 Teacher

Dr Paul Matthews

Course

PGCE/Cert Ed

Subject

Processes of Teaching and Learning Term 1

Faculty

HE

Exam Board(s)

University of Plymouth

Course Context Statement – please refer to a separate class profile for the group – identify how E&D, Sustainability & functional skills will be embedded in the text

Date, Time & Place

15/09/10 K306

Topic

Introduction to module Guidance on observations Guidance on IDPs Minimum core and Professional Standards

Assessment Schedule

Embedded themes (the rows

(inc homework)

below can be merged, key at end of planner) ESM E&D FS SG SU

Course ref or learning outcomes

Additional Notes (e.g. key issues, specialist resources required etc)


22/09/10

29/09/10

Role and responsibilities, and boundaries of own role as a teacher. Key aspects of relevant current legislative requirements and codes of practice. Evaluation and reflection of practice Social and cultural barriers to learning. Legislation relating to sex, gender reassignment and sexual orientation Every Child Matters, safeguarding and E-safety Disability Discrimination Act. Evaluation and reflection of practice

Reading: Wilson, L (2009) Practical Teaching chapter 1

Research legislation

01/10/10 06/10/09

13/10/09

College Staff Training Day Points of referral available to effectively meet the potential needs of learners. Different ways to establish ground rules with learners which underpin appropriate behaviour and respect for others. Evaluation and reflection of practice Approaches to teaching and learning. Planning a teaching and learning session which meets the needs of individual learners.

Reading: Wilson, L (2009) Practical Teaching pp.2327

Prepare for observations


20/10/10 STEPs Week

Appropriate and effective teaching and learning approaches to engage and motivate learners. Using a variety of delivery methods, communication methods and resources and justifying the choice.

25/10/10 03/11/10

10/11/10

Study Review Week Adapting session plans to meet the aims and needs of individual learners and/or groups. Tutorial workshops to support assessment Functional Skills. Evaluation and reflection of practice

Petty handout on differentiation

NRDC report on literacy and numeracy

College Staff Training Day

17/11/10 24/11/10

01/12/10

08/12/10 15/12/10 20/12/10

The use of emerging technologies in teaching and learning. Opportunities for learners to provide feedback to inform practice. IDP workshop Assignment workshop and tutorials

Hand in draft assignments

Assignment workshop and tutorials Christmas break


27/12/10

Christmas break

03/01/11

Bank Holiday

04/01/11

Assessment submission Date: 07.01.11


Include, here, a minimum of 2 further lesson plans, which, along with the observed session, should total 10 hrs in all.


Evidence of resources Examples Handouts Gapped worksheets Tests Quizzes PowerPoint slides Picture of workshop or realistic working environment Screen print of online or digital resources Picture of props Unit workbook


Standard version

Individual Development Planning sheet Core Module 1 - PoLT

Set and date own targets and actions taken, identifying both good practice and areas for development relating to the 3 CPD areas identified by the Institute for Learning - teaching and learning, subject specialism and policy/ local context (see page 7 of http://www.ifl.ac.uk/__data/assets/pdf_file/0011/5501/J11734IfL-CPD-Guidelines-08.09-web-v3.pdf) Refer to: Interview and induction processes (including initial assessment and identified learning support needs), teaching observation/s, action points from Mentor meetings, Language Literacy Numeracy (LLN) and ICT for development following your skills audit, as well as any Language and Literacy guided study (for the Minimum Core: see Inclusive learning approaches for literacy, language, numeracy and ICT available at http://www.lluk.org/documents/mcg_web.pdf) Targets set and actions taken (this sheet should be shown to your observers, so they are aware of the targets you are working towards):


Grid version Specific Objective and Relevant Links start date

Development activity

Target date/Review Date

Current progress and outcomes


Core Module 2 – End of Module Reflective Summary - ELA - Domain E Scope of Domain E (S)

Element

ES 1

Designing and using assessment as a tool for learning and progression.

ES 2

Assessing the work of learners in a fair and equitable manner.

ES 3

Learner involvement and shared responsibility in the assessment process.

ES 4

Using feedback as a tool for learning and progression.

ES 5

Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress.

End of Module Reflective Summary: on Professional Knowledge and Understanding (K) developed in relation to the Scope (S) of this Domain (see left of page) on progress in meeting Targets set in your Individual Development Planning (IDP) sheet, and how your developing knowledge and practice links to the Professional Practice Standards. Any aspects of the Domain still to be met should be included as targets in your next IDP sheet and you should also detail actions taken. Regularly return to this Reflective Summary sheet to add further reflections on meeting those targets. Include dates and/or use different colours/fonts to indicate development through the programme. Guidance for word count approx 3-500 words.

Continue on further sheets as necessary ‌


End of Core Module 2 - Mentor development feedback

Name of trainee:

Comment about overall progress so far, as well as strengths and areas for development or concern:

Mentor Signature:

Print name:

Date:

Attendance Relationship with staff Rapport with students

Poor

Average

Please tick as appropriate

Good

Poor

Average

Good

Required for Pre-service trainees only

Please tick as appropriate Dress/appearance Punctuality Time keeping Completing placement/staff training days


Any additional evidence offered in support of Professional Standards tracking, for example the in-class/guided study numeracy minimum core activities.


Enabling Learning & Assessment

Cert Ed Coursework Brief Analyse and present the assessment strategies you employ, explaining how these would be adjusted to accommodate the needs of a range of learners. The presentation should be 15 minutes long and the use of ICT is required. Any material created will be submitted. Peer and tutor feedback will be given on the presentation. Self-evaluation is also required and should be linked to theory. You will need to plan the presentation carefully to ensure you meet the following Assessed Learning Outcomes: 1. Demonstrate a factual knowledge of assessment strategies 2. Analyse, with guidance, own assessment practices and make reasonable adjustments for a range of disabilities Your presentation must be informed by your reading and you must supply a list of references using the Harvard System. When planning your presentation please note the Level 4 Coursework Assessment Criteria.

PGCE Coursework Brief Critically analyse and present the assessment strategies you employ, explaining how these would be adjusted to accommodate the needs of a range of learners. The presentation should be 15 minutes long and the use of ICT is required. Any material created will be submitted. Peer and tutor feedback will be given on the presentation. Self-evaluation is also required and should be linked to theory. You will need to plan the presentation carefully to ensure you meet the following Assessed Learning Outcomes: 1. Demonstrate a comprehensive knowledge of assessment strategies 2. Analyse own assessment practices and make reasonable adjustments for a range of disabilities Your presentation must be informed by your reading and you must supply a list of references using the Harvard System. When planning your presentation please note the Level 6 Coursework Assessment Criteria.


Appendices


ELA assignment overview