TUC Blended ILP Training

Document Sample
TUC Blended ILP Training Powered By Docstoc
					TUC Blended ILP
   Training
           Why change the ILP?
   Streamlines the ILP system
   Removes barriers between SfL and other provision
   Contains all the information any tutor needs to know
    about a learner
   Supports inspection – it is designed using DfES & UfI
    guidelines for Skills for Life
   Provides a clear, chronological record of all teaching and
    learning
   Builds up a file containing all learner targets, all the
    teaching activity, all the reviews towards progress and
    any assessments for each learner
    ILP sections – brief overview
•   An induction section, containing learner details,
    screening/initial assessment information (SfL & IT),
    previous achievements & experience, long term goals
    and an at-a-glance course history
•   A summary of learning needs (Scheme of Work) to plan
    learning over the long-term – for Skills for Life learners
•   A targets sheet to plan learner goals in the short term,
    for each course they take (referenced to the curriculum
    for SfL)
•   Progress review sheets (for regular SfL progress
    reviews, and for end-of-course reviews for all courses)
•   Records of additional teaching & learning (to record
    significant tutor input over and above facilitation through
    course)
          Guidance notes
 Guidance  notes have been produced to
 circulate amongst learning centre staff -
 see pack

 Thispresentation will also be on the
 Microsite for anyone who is cascading the
 information.
            Sheet 1 - induction

 The learner’s                An at-a-glance
contact details               course history,
                              filled in on a
                              course-by-course
                              basis




                                  Write the date
Space for                         induction
 learning                         started (so
   centre                         tutors know how
name and                          recent the
    code                          information is)
                            To easily see whether a learner
                            has priority learner status


       The list of above
level 2 qualifications:
     if the learner ticks
            any of these
   (apart from ‘other’)
they are not a priority                          A section for other
    learner in terms of                          previous experience
  being below level 2                            and other useful
                                                 information –
                                                 getting a picture of
                                                 where a learner is,
                                                 what their learning
                                                 history has been,
                                                 their current work
                                                 and current
                                                 interests can be
                                                 useful tools for
                                                 finding the right
                                                 course
 Questions about
  why the learner
   wants to learn,
and whether there     These are screening
are any additional    question for IT.
   support needs.     They are designed
          All these   to form the basis of
     questions are    a conversation to
  deigned to form     establish whether
     the basis of a   the learner needs
     well-rounded     entry-level IT
      pen-portrait,   courses before
which contains all    progressing to other
the information to    courses (including
help find the right   initial assessment),
     course for an    and also whether
        individual.   the learner might be
                      too advanced for
                      some of the course
                      on offer.
       These are
       screening
questions for SfL
         They are
designed to form
    the basis of a
     conversation
around Skills for
 Life needs, and
            as an
  introduction to
        the initial
      assessment
   They are taken     A space to write
from Level 1 and      the results of
    Level 2 of the    the SfL Initial
  curricula (most     Assessment
  people with SfL     once it has
        needs are     taken place
working at these
           levels)
          Sheet 2 – Scheme of Work
                               Mandatory for
        It is good
                               SfL learners only
 practice to list a
         learner’s
                                The summary of
    strengths as
                                learning needs
     well as their
                                should be put into
    weaknesses
                                order, through
                                negotiation with
      The learning              the learner – this
  needs should be               acts as a scheme
             briefly            of work
   summarised, in          It is a working document:
 language easy to          learning needs can be
understand for the         added following the
  learner: there is        results of further
       no need for         diagnostic and formative
   curricula-speak         assessment, and the
               here        order can be changed
                           following discussion
                           with the learner
   Sheet 3 – Goals for each course
   Long term aims
                                List any specific
     (as discussed
                                learning methods to
 during induction)
                                be used (e.g.
    – why does the
                                Learndirect course,
   learner want to
                                additional resources,
             learn?
                                embedded materials,
 Short term aims –              taught classes etc)
 what are the steps
on the way? E.g. to
    get a new job, a            This enables
person might have               tutors to negotiate
      to gain ECDL              an end date

 Specific goals / targets for
     the individual course
    They should be SMART
    For SfL, they should be       Signatures
          referenced to the
                 curriculum
                                                            The tutor who
The learner signs and
dates to show they        Signatures                        conducted the
                                                            enrolment / review /
have negotiated the
                                                            session signs and
targets / agreed with
                                                            dates, to show they
the review
                                                            have agreed




   For Skills for Life targets, the Level 4 tutor must counter-sign the
   documents. They hold overall responsibility for the learner’s whole
   journey.
   This may happen at a later date – it is just to prove that they are aware
   of what is going on with that learner.
   For other targets, leave this box blank – and if the SfL tutor conducts
   the enrolment / review / session themselves, leave the other tutor box
   blank.
        Sheet 4 – Progress Review
   For Skills for Life targets (including embedded targets), a
    progress review should take place every 3 weeks.
   At least every other progress review for SfL should be
    with a Level 4 tutor.
   These can take place in any suitable way:
       face-to-face
       email support        Simply mark the review sheet
       video conferencing   as such, so there is no need for
       telephone            a learner signature

   So long as the right questions are being asked, it doesn’t
    matter.
   For SfL & all other targets, a review should take place at
    the end of each course.
                   Confirmation Notes
Confirmation notes need to be completed for 2 purposes:
   for all outcomes that have been completed
        these should continue to be written for each outcome completed, as per hub
         guidance.

   to record the contact and history log:
        they therefore should be made whenever there is contact with a learner,
         including for reviews.
        However, tutors do not have to duplicate the information on the progress review
         sheets in the confirmation notes.
        They can either direct auditors to the evidence contained on the progress review
         sheets (by typing ‘progress review: see review sheet in learner’s file for 12/6/05’
         in the confirmation notes),
        or copy and paste the onscreen progress review information directly into the
         confirmation notes.
        (Either way, it is not necessary to manually copy all the review information out
         twice).
    Record of the
     conversation         Sheet 4
   about progress                     Listing any
              and                     difficulties prompts
     achievement                      a conversation
                                      about any extra
                                      tutor support that
    Record of what
                                      may be needed
evidence has been
   seen to support
    achievement of                  Tutors can add any
learner goal at end                 further targets
         of course                  following the review
       (tick n/a if not
    finished course)
                                    conversation – this is
                                    especially pertinent
                                    for SfL or embedded
     Reminder to                    SfL – it may become
         tick any                   apparent that the
       outcomes                     learner also needs to
                                    work on another SfL
                                    target in order to get
                                    through the course
       Sheet 5 – Record of additional
           teaching & learning
To record any                   Plan the teaching
planned teaching                and learning
over and above                  methods to be
normal facilitation             used (tutor-led
through courses                 session, paper-
                                based resources,
     Should be                  BBC Skillswise,
    curriculum                  group discovery
 referenced for                 learning etc )
  SfL sessions
                                Evaluation by
    Record of                   tutor – if other
      blended                   tutors have
learning – any                  facilitated the
    additional                  work, this can be
materials used                  filled in by Level 4
                                tutor later so that
                                they can comment
          Who can fill each part in?
See handout of who can do what (by level of qualification)

   Induction (including IA):                    ALSL2 Module 1
   Scheme of work for SfL:                      Level 3 or 4
   Targets sheet:
        Other subjects:                         ALS L2 Mod 1
        SfL targets (embedded / discrete):      Level 3 or 4
   Regular progress reviews (SfL):              Level 3 or 4
   End of course reviews:
        Other subjects:                         ALS L2 Mod 1
        SfL targets (embedded / discrete):      Level 3 or 4
   Records of additional teaching & learning:
        Other subjects:                         ALS L2 Mod 1
        SfL targets (embedded / discrete):      Level 3 or 4
    Storage of onscreen ILPs
 Centres    keeping and storing electronic
  information about individuals must be
  registered with the Data Protection Act
  1988
 ILPs must be stored securely, in an area
  that only authorised people can access
  (this is the same for paper-based ILPs)
 However, learners should be able to easily
  access their own ILP in the centre.
        Onscreen versions in Word
   Onscreen versions are available – these can be:
       Typed into using forms in Word and then printed out
       Saved and stored electronically

   If storing electronically, they still need to be
    printed out and signed for file
    (especially Sheet 3, and Sheet 4 for end of
    course reviews)

   Demonstration of onscreen forms…
   Onscreen forms in Acrobat
 There   is also a version of the ILP in pdf
  form
 It looks a bit more professional
 Click and type in the white boxes
 Centres need to have Acrobat Standard or
  professional to save them electronically –
  if you don’t have them, just use the Word
  versions
Initial Assessment
  Learndirect Initial Assessment
   course code 100581BS001
Initial Assessment is comprised of five main sections:

        1. A short pre-test (covering both numeracy and literacy)
        2. An Entry Level Numeracy assessment.
        3. A higher level (Level 1 / 2) Numeracy assessment
          (split into Part A, Part B1, B2, B3)
        4. An Entry Level Literacy assessment.
        5. A higher level (Level 1 / 2) Literacy assessment
          (split into Part A & Part B)

The assessment appears to the learner as a seamless test, using an
  algorithm to pick the appropriate sections according to user’s scores
  at the end of each section
                Welcome screen
This is the screen learners see after the flash introduction




                                                     Exit button –
                                                     must be used
                                                     for progress to
                                                     be saved




Navigation buttons    The course will fully bookmark, meaning that
                      upon logging in again the learner will be
                      returned to the same place that they exited.
                 Navigation
The introduction takes the learner through all the
navigation buttons, with a chance to try them out as
they go along.
                      Calculator
There is a pop-up calculator that learners can access by clicking
one of the navigation buttons – it only becomes available in
questions that allow the use of a calculator.
           Types of question
 The   full range of questions types are:
    • Click on an answer
    • Click on an answer box
    • Click on a picture
    • Click on a word
    • Fill in the boxes
    • Select from a list
    • Drag-and-drop
    • Re-order
                  Example question



The learner can
click on ‘don’t
know’ to skip
any question



                             For each question, there is a
                             question guide that informs the
 You can see where you
                             learner how to do the question
 are up to in each section
                             type
The marks
don’t
necessarily
              Results   For what each result
                        means: see handout
equate to
number of
questions
asked




 Indicates                             Indicates
     a full                            a fast-
diagnostic                             track
         is                            option
necessary                              might be
                                       suitable
                                       if the
                                       learner
                                       wants
                                       this
 Diagnostic
Assessment
    DfES Diagnostic Assessment
•   Recommended DfES route & recommended by the Hub
•   Onscreen & paper-based available
    (onscreen is recommended for continuity of the e-learning message)
•   Gives a full picture
•   Learners like it (esp. onscreen version)
•   Full assessment takes just over an hour (depending on learner)
•   Can choose to do individual curriculum areas if appropriate (no need to
    do it all at once)
•   No funding attached unless you find a pot of money regionally (but
    therefore no enrolment needed)
•   Onscreen version virtually marks itself and creates a report (some
    elements need tutor marking but guidance is given)
•   Order free from DfES
         Finding funding for initial &
          diagnostic assessments

   Centres can contact the project workers in their
    regions to get help with finding any sources of
    funding for this, and for help in writing bids etc

   Also might be worth contacting regional
    business development officers from the LSC

   This is decided on a case-by-case basis
    Ordering the DfES diagnostics
Diagnostic Assessment Materials code:

 DAM1     (Literacy paper-based)
 DAM2     (Numeracy paper-based)
 DAM3     (ESOL paper-based)
 DAM4     (Dyslexia paper-based)
   DAM5 (Diagnostic Training manual)
   DAM 6 (CD ROM of all assessment materials for onscreen assessments -
    recommended as the on-screen format helps promote e-learning)
   DAM 7 (pdf files on a CD ROM)
   DAM 8 (training video for miscue analysis).


DfES Tel: 0845 60 222 60
(you have to order them and install the onscreen version onto your PCs – you
   can’t do the assessment online)
      ESF
Beneficiary Forms
          ESF Beneficiary forms
   One beneficiary form needs to be filled out for
    each SfL learner
   If the learner is doing a National Test, fill it out
    for their first test
   If the learner is not going to be doing their test
    straightaway, fill it out for a Skills for Life course
    (not initial assessment).
   (We have targets around numbers of tests and
    numbers of general Skills for Life learners)
   If in doubt, fill one out!
                       ESF forms
   A ‘register’ needs to be sent off with each form
    for learners doing National Tests: this means
       a printout of their test schedule

   These should be sent off to:
                Claire Stephenson
                Trade Union Education Centre
                Newcastle College
                21-33 George Street
                Newcastle
                NE4 7JL

   If your project is already ESF funded for Skills
    for Life activity, then you are exempt (due to
    double funding issues)

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:7/4/2012
language:
pages:34