CERT ED / PGCE YEAR 1 - Harrow College Subject Board: Cert.Ed./PGCE Assessment Board Prerequisites:

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  • CERT ED / PGCE YEAR 1

    THE YOUNGER

    LEARNER MODULE

    HANDBOOK

    in partnership with

  • 2

    7LLS412 The Young Learner (14 to 16 year old) in Further Education

    Short Title: TYL

    Module Level: 4

    Credit weighting: 15 credits

    Length: Two semesters

    School/Depart: Westminster Exchange

    Host course: Certificate in Education (Diploma in TLLS); and

    Professional Graduate Certificate in Education (Diploma in TLLS)

    Subject Board: Cert.Ed./PGCE Assessment Board

    Prerequisites: Participants must be in-service teachers in the post-compulsory sector whose

    teaching includes 14-16 year old learners. They must also meet the admissions

    requirements for the CertEd/PGCE course.

    Co-requisites: None

    Assessment: 100% coursework

    Summary of Module:

    The module will explore strategies and approaches for teaching young learners (14-16 year olds) in a

    college environment. It will develop the confidence, knowledge and skills of teachers and equip

    them with practical strategies to plan and deliver lessons and manage groups of younger learners.

    Module Aims

    To enable participants to:

    • explore the differences between the school environment and further education colleges;

    • identify social, educational and psychological barriers to learning that 14 to 16 year olds face;

    • consider the importance and impact of innovative and interactive resources and teaching methods

    in motivating 14 to 16 year olds;

    • explore a variety of behaviour management and intervention strategies to use with 14 to 16 year

    olds; and

    • consider the roles, responsibilities and legal issues for teachers of 14 to16 year olds.

  • 3

    Learning Outcomes

    At the end of this module, the successful participant will be able to …

    1. Plan and justify a series of effective and inclusive learning sessions to meet the needs of the

    young learner (14-16 year olds).

    2. Analyse a range of strategies to effectively manage the 14-16 year old learning environment.

    3. Describe the role and responsibilities of the teacher in the motivation and management of a

    group of 14-16 year old learners.

    Indicative Syllabus Content

    • Comparison of 14 to 16 year olds in school and further education

    • Lesson planning to engage and motivate learners, including the management of additional

    mentor/learning support or assistance in the classroom

    • Effective preparation and use of resources including ICT

    • The educational, social and behaviour development of adolescents

    • Communication skills for teaching young learners

    • Managing behaviour

    • Working collaboratively and developing support networks

    • Legislation governing the management and education of 14-16 year olds outside the school

    environment

    • Ethical issues affecting the teaching and learning of 14-16 year olds in the further education sector

    Learning and Teaching Methods

    • Role play

    • Case studies

    • Discussion, reflection, learning from experience

    • Group and pair work

    • Mini-lectures

    • Observation of lessons and related activities

    • Individual Learning Plans (ILPs)

    • Learning and development journal (LDP)

    • Critical Incidents

    Assessment Rationale

    The assessment for The Young Learner (14-16 year old) in F.E. is work-based and formative in nature,

    contextualising the background of young learners and how the F.E. environment impacts on their

    learning. A variety of assessment techniques will be used to identify how participants may support

    young learners’ success and improve their own practice. Participants will use peer and self

    assessment as well as feedback from tutors to develop appropriate approaches to planning and

    delivery.

  • 4

    Assessment Criteria

    In fluent, well-written evidence, participants should demonstrate the ability to:

    • apply educational theory to practice and reflect on issues relevant to own professional role;

    • analyse the implications and outcomes of ethical conduct and inclusive practice in relation to

    teaching 14 to 16 year olds;

    • describe how the roles and responsibilities for teaching 14 to 16 year olds differ from teaching

    adult learners;

    • reflect on their own role as a teacher of 14 to 16 year olds;

    • analyse what impacts on student learning and behaviour in the classroom;

    • use a style of writing associated with reflective practice and experiential learning;

    • use appropriate terminology;

    • show evidence of relevant, independent reading and an ability to use quotations and references

    where required; and

    • use the Harvard system of referencing.

    The module will be marked on a pass/condoned credit/fail basis. To pass the module, participants

    must demonstrate that they have met the learning outcomes for the module.

    Mapping

    Learning Outcomes LLUK Standards

    1 Plan and justify a series of effective and inclusive learning

    sessions to meet the needs of the young learner (14-16 year

    olds).

    • AS2, 4, 7

    • BS1, 2,

    • DS1, 3

    2 Analyse a range of strategies to effectively manage the 14-16

    year old learning environment.

    • AS3

    • BS3

    • DS3

    3 Describe the role and responsibilities of the teacher in the

    motivation and management of a group of 14-16 year old

    learners.

    • AS5, 7

    • BS5

    • ES5

    • FS2, 4

  • 5

    Assessment Methods

    A ‘patchwork portfolio that includes coursework and evidence as follows:

    Patch 1Draw on evidence of three observed lessons for 14-16 year old learners. Each observation

    should contain supporting documentation consisting of:

    a. a detailed scheme of work;

    b. rationale for the lesson, including reference to appropriate literature;

    c. observation report or professional discussion notes; and

    d. evaluation of the lesson.

    • Present four examples of challenging behaviour and include reflections on how to manage

    behaviour more effectively;

    OR

    • Present three case studies reflecting on how to manage the learning environment for 14 to 16 year

    old learners, identifying strategies which could be used for future improvement.

    —(LO1, LO2, LO3)

    Patch 2

    • Produce an annotated diagram explaining the support network and motivational strategies

    available to teachers of 14-16 year olds in managing the learning environment (LO2, LO3).

    Participants will be given guidance on planning and writing pieces for the portfolio during the

    module.

    Sources

    Recommended Reading

    Clarke, S. (2005) Formative assessment in action: weaving the elements together, Hodder Murry,

    Oxon

    Hook, P., Vass, A. (2005) Behaviour Management Pocketbook, Teachers Pocketbooks, Hampshire

    Mathieson, K., Price, M. (2002) Better behaviour in classrooms: A framework for inclusive behaviour

    management Routledge Falmer, London

    Mitchell, C., Pride, D., Howard, L., Pride, B. (1998) Ain’t misbehaving, FEDA, London

    Websites

    www.teep.org.uk - The Teacher Effectiveness Programme

    http://www.teep.org.uk/

  • 6

    7LLS412

    Date of initial Validation: 7th May 2010

    Dates of approved modifications:

    Date of re-validation/review:

  • 7

    Programme

    Week/

    Session

    Topic Learning Outcomes Assignment

    1 Expectations – Who is the Younger

    Learner? Exploring the educational,

    social and behavioural developments of

    the YL.

    LOs 1, 2 and 3 Patches 1 and 2

    2 The YL Curriculum and Legislation

    including ethical issues and the

    teacher’s role

    LOs 1, 2 and 3 Patches 1 and 2

    3 Barriers to Learning and strategies to

    minimise these including support

    networks and college policies

    LOs 1, 2 and 3 Patches 1 and 2

    4 Managing the Learning Environment –

    Dealing with Challenging Behaviour

    LOs 1, 2 and 3 Patches 1 and 2

    5 Managing Learning – Planning for Active

    Learning

    LO1 and LO2 Patch 1

    6 Tutorial

    7 GOPEX – Sharing Resources & Strategies

    LO 1 and LO2 Patch 1

    8 Theories of Motivation LOs 1, 2 and 3 Patches 1 and 2

    9 Motivation in Practice LOs 1, 2 and 3

    Patches 1 and 2

    10 Group Seminar on Case Studies Los 1, 2 and 3 Patch 1

  • 8

    Writer’s Friend

    Patch 1 part 2a:

    With reference to your observed lessons:

    1. Describe the four examples of challenging behaviour you have encountered e.g.. What are

    the students doing? Why is it challenging? What impact does each example have on the

    other students?

    2. Describe the strategies you have tried and evaluate how successful they were?

    3. Identify and describe any strat