Date/
Week
|
Unit
|
Topic & Topic Content
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Teaching & Learning Strategies &
Student Activity
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Assessment Activity
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Resources
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1
|
5
|
Introduction to DTLLS 2
|
YSBAT:
· Ice-breaker – paired introductions
· Exposition: Overview of Course Handbook, Assessment Calendar and Assessment Criteria
· Overview of the FE Sector (guest speaker – College Principal, OFSTED speaker, Head of Dept etc)
· Discussion – Teaching Skills Pyramid
|
· Complete personal profile in course handbook
· Research the concepts of (a) self-efficacy; (b) Hattie’s research findings
· Students make entry into learning log
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Lesson Plan;
Handout: Qualities of a Good Teacher;
Handout: Teaching Skills Pyramid;
Assessment Calendar
Course Handbook
Powerpoint + projector
Presentation Notes
|
2
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5
|
Your Teaching Role in FE
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YSBAT:
· Analyse your job description and highlight developments – individual and pair work
· Review government statutes 2116 and 2264 – changes to regulations in FE teaching
· Define knowledge, skills and attitudes components of the job description – individual exercise
· Discuss the value of the Common Inspection Framework in respect of the learning process
|
· Completed KSA sheet
· Relate the CIF to two organisations that work in the FE sector (from the Acronyms sheet)
· Make a judgement about the effectiveness of OFSTED in FE (reflective journal entry)
· Students make entry into learning log
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Lesson Plan; Job Descriptions; Job Adverts; KSA Audit Sheet;
Good Teacher Exercise; Powerpoint + projector Presentation Notes;
Handout: A is for Acronym; Handout: CIF; Handout – Statutory Instrument Teacher Quals
|
3
|
5
|
The FE Context
|
YSBAT:
· Identify the link between FE and work
· Conduct a PEST analysis of your courses – group PEST analysis and presentation of findings (group exercise and presentation)
· Discuss examples from own practice of the most important PEST drivers (paired discussion)
· Discuss some of the social context issues in post-16 learning (reading and discussion)
|
· Completed PEST sheet
· Q&A
· Students make entry into learning log
· Reflective journal entry
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Lesson Plan;
Powerpoint + projector Presentation Notes; Handout: FE Context, Handout: PEST Analysis; Video: Gordon Brown; OR David Cameron the state of education
Handout: Inside FE (Social Context)
|
4
|
5
|
Analysing Training Needs and Opportunities
|
YSBAT:
· Distinguish between training, development and learning
· Define the terms reflection, theories-in-use, belief and assumption
· Conduct a personal teaching skills audit (individual exercise)
· Develop a resources map (individual exercise + group round-robin)
· Discuss good and poor practices of reflective journal entries (group exercise)
|
· Q&A
· One Minute Summary
· Completed Teaching Skills Audit
· Completed Resources Map
· Reflective journal entry
|
Lesson Plan; Workbook 1: Concepts in CPD and Reflection;
Powerpoint + projector Presentation Notes;
Video: Wizard of Oz (the metaphor of a ‘journey’);
|
5
|
5
|
Teacher as Role-model and Reflective Practitioner
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YSBAT:
· Define reflection
· Discuss Brookfield’s concept of ‘hunting assumptions’ (group exercise)
· Review three models of reflection (reading and exposition)
· Use a ‘Why’ Problem-solving technique (group exercise)
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· Consider similarities and differences between Kolb, Schon and Gibbs’ models of reflection
· Reflective journal entry
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Lesson Plan; Workbook 2: Models of Reflection; Powerpoint + projector Presentation Notes; CBT Quiz: Kolb;
|
6
|
5
|
CPD day/Self-Directed Study
|
7
|
5
|
ASSESSMENT WORKSHOP & ILPS
|
YSBAT:
· Review one author’s use of language and paragraphing to structure his journal article (individual exercise + group discussion)
· Discuss strategies for approaching the Task 3 essay for Unit 5 (group discussion + mindmap)
|
· Completed essay plan for each student
· Completed ILP for each student
· Successful resolution of assessment queries
· Reflective journal entry
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Lesson Plan, Essay Task;
Workbooks 1 and 2, SMARtboard
|
8
|
6
|
Unit 6: Curriculum Development for Inclusive Practice – Approaches to Curriculum Design & Inclusion
|
YSBAT:
· Identify factors that characterize a good learning climate
· Review the factors that contribute to effective curriculum design (exposition and discussion)
· Identify common barriers to learning (discussion) in relation to social inclusion issues
· Review key legislation in equality and diversity issues (e.g. DDA) – (exposition + discussion)
· Analyse approaches to embedding inclusion into curriculum design (exposition + case study + discussion)
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· Identify the terms & phrases in students’ own syllabus that give evidence to the concept of inclusion
· Reflective journal entry
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Lesson Plan;
Powerpoint + projector Presentation Notes;
Case Study – Geography & social exclusion;
newspaper articles;
Extracts from DDA
|
9
|
6
|
Unit 6: Curriculum Development for Inclusive Practice – Integrating Equality & Diversity into Teaching and Learning
|
YSBAT:
· Examine effective and ineffective forms of student communication
· Examine examples of good and ‘not-so-good’ practices of social inclusion (group exercise + plenary)
· Identify ‘quick win’ strategies that individual teachers can use to meet the social inclusion requirement (paired exercise + individual actioni planning)
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· Develop a strengths and weaknesses chart for ‘degree of embeddedness’ for social inclusion in students’ own courses
· Reflective journal entry
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Lesson Plan,
Powerpoint + projector
Presentation Notes; handout: Good Practice in Social Inclusion; Northbrook Lesson Plan proforma;
Extracts from Inspection Reports (e.g. South Downs College); Video
|
10
|
6
|
Unit 6: Curriculum Development for Inclusive Practice – Methods of Differentiation
|
YSBAT:
· Consider a range of techniques for differentiation
· Apply techniques to examples of students’ own practice
· Examine issues of dyslexia in supporting learners (Martin Whinney – guest speaker)
|
· Q&A
· Re-develop an existing lesson plan to evidence social inclusion and differentiation
· Reflective journal entry
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Lesson Plan,
Powerpoint + projector
Presentation Notes; Handout – Differentiation;
|
11
|
6
|
Unit 6: Curriculum Development for Inclusive Practice – Teaching Students with Special Educational Needs
|
YSBAT:
· Explain a range of barriers to learning experienced by students with learning difficulties and disabilities
· Consider ways of responding effectively to learners with different needs
· Describe the use of assistive technologies for supporting learners
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· Develop a topic or theme into a student-centred, inclusive learning task
· Reflective journal entry
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Lesson Plan,
Powerpoint + projector Presentation notes;
Handouts
|
12
|
6
|
Unit 6: Curriculum Development for Inclusive Practice – Prejudice & Discrimination
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· Define prejudice and discrimination (brainstorm)
· Review legislation underpinning harassment & discrimination (case studies)
· Discuss the origins of prejudices and stereotyping
· Consider strategies for dealing with offensive & discriminatory behaviour
· Review college policies for managing prejudice & discrimination
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· Reflective journal entry
· Examine a college policy in detail and review strengths and weaknesses
· Students make entry into learning log
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Lesson Plan,
Powerpoint + projector Presentation notes;
Handouts: College policies on bullying, harassment and stress management
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