InTuition Issue 6
The journal for professional teachers and trainers in the further education and skills sector
IfL celebrates dual
A week in the life Interview: CPD in action: New Geoff Petty
of: Lorna Page - Professor Ann to teaching P6 on classroom
The first week of Hodgson, Institute differentiation.
term P4 of Education P5 Have we got it
Over the summer we have been As September represents the start of or by visiting WorldSkills in October
working on further improvements to the year for so many - both InTuition with your learners.
InTuition based on your feedback and CPD Matters include articles
through our survey and focus groups. focusing on how teachers and trainers As with previous editions we are
We were overwhelmed with the can make a difference to learners in the continuing to seek your thoughts in
response to our summer edition, year ahead. InTuition, and the new CPD Matters.
including a number of contributions, Previous feedback showed that many of
many supportive comments and helpful Our main feature focuses on WorldSkills you prefer a paper copy of InTuition and
and constructive feedback. which IfL is proud to be supporting. we have responded to this.
Over 100,000 visitors are expected to You can complete the new online survey
With this edition we are launching a WorldSkills from 5 – 8 October. We are at www.ifl.ac.uk/intuitionsurvey.
new supplement to InTuition, titled CPD excited to be able to be part of this You can also contact us with your
Matters. We have heard your feedback event to celebrate the value of skilled thoughts, letters and suggestions for
that you would like more support with professional and qualified teachers and articles at firstname.lastname@example.org
CPD from your professional body and trainers, IfL members, who are key to
we hope that this supplement proves helping millions of young people and
a useful addition to your continuing adult learners across FE and skills. We Marie Ashton
professional development. hope that you will be able to be part of Head of Marketing and
this event either in your places of work, Communications
Calendar News Digest
2011 IfL’s newly elected president Professor Ann Hodgson and Geoff Petty,
September promises positive action on both teachers who have pledged their
support for the professional body for
1 Declaration of intent for diversity
teachers and trainers in further education
professional formation opens and skills.
28 IfL and CPD for the In October Bea Groves will take on the
Future – East of England, role of president of IfL’s Advisory Council.
Shuttleworth College She will take over from IfL’s first elected IfL welcomes independent
26/9- Colleges Week president, John Chorley. review of professionalism in
Ms Groves has over 31 years’ experience
the further education and skills
October of working and teaching in all areas of sector.
the post-compulsory education sector.
Black History Month She teaches a range of ICT subjects, On Thursday 8 September 2011, John
5 World Teachers’ Day history, philosophy, science, politics, Hayes, minister of state for further
5-8 WorldSkills 2011, London music history, management and gender education, skills and lifelong learning
17 IfL and CPD for the Future – issues, and has considerable experience announced his proposal to commission
South East, Chichester College in teacher education. an independent review of professionalism
31 Declaration of intent for in the further education and skills sector.
professional formation closes She said, “My chosen themes for
this year are continuing professional IfL will engage positively with the
November development (CPD) that enhances good proposed review and will continue
practice, and positive action in diversity. working to promote the status and
10 IfL and CPD for the I think I am the first transgender person professional interests of teachers and
Future – West Midlands, to become national president of a trainers.
University of Warwick professional body in the UK, and believe
strongly that the post-compulsory sector IfL has had a regulatory role since
For more information and updates should recognise diversity in all its forms. September 2007. The regulations
on events, visit: www.ifl.ac.uk/events I want to show minority groups, including required most teachers and trainers
the trans community, that there need not in the sector to register as members
For professional formation dates be barriers. I want to celebrate how IfL of IfL and remain in good professional
visit: www.ifl.ac.uk/applyforpf embraces diversity.” standing through continuing professional
Keep a lookout for your monthly IfL
e-newsletters On the Agenda and IfL announces two new patrons Read more on the latest news from IfL at
Informed in your inbox. www.ifl.ac.uk/news
In June, IfL announced two new patrons
2 Issue 6 | Autumn 2011 InTuition www.ifl.ac.uk
The state we’re Regional news
in: adult literacy
CPD for Future regional events
CPD for the Future regional events are
going on throughout England. Each
event focuses on CPD from a regional
Upcoming events include:
• 28 September 2011 – East of
England, Shuttleworth College
Teachers need more training and It suggests: • 17 October 2011 – South East,
support for continuing professional • Increasing the number of qualified Chichester College
development if they are to help break adult literacy teachers • 10 November 2011 – West
the cycle of illiteracy in England, Midlands, University of Warwick
• Offering priority training in
according to the adult learning body If you are unable to attend the events,
sectors where the least teacher
Niace. the presentations will be available to
development has taken place (work-
based learning, the voluntary and download from the website and
The recommendations are part of a IfL’s online communities.
new report from Niace on adult literacy
that looks at the progress made since • CPD for all teachers in the use of For further details and how to book a
the landmark Moser Report of 1999 digital learning and resources place, please visit the IfL website.
and the subsequent Skills for Life • The training of volunteers to act as
strategy launched in 2001. Moser mentors
estimated that around 5.2 million CPD focus groups
adults lacked the literacy skills to The report says that while the
function effectively. challenges for adult literacy may be This year’s CPD review process will be
different in 10 years there remains a different as we hold nine focus groups
Niace says that despite the significant 'moral duty' for society to address during September across England in
investment in Skills for Life major those who ‘can’t read; can’t vote; don’t conjunction with regional advisers.
challenges still exist including the issue have choices’. The aims of the review will be to evaluate
of intergenerational illiteracy where
the effectiveness of the CPD undertaken
parents who have difficulty reading The report is based on an independent in 2010-2011 and to anticipate the current
and writing raise children likely to face enquiry into the state of adult literacy and anticipated future CPD needs of IfL
the same barriers. in England 2011 led by Lord Boswell, members. Members selected as part of
former education minister and now a random sample have been invited to
Alongside recommendations about one of IfL's six patrons. take part in this professional dialogue,
joined-up thinking, policies and
sharing good practice about the
practices, the report makes some IfL’s response and a link to the report effectiveness of their CPD.
far-reaching recommendations about can be found at www.ifl.ac.uk/
teacher training and CPD emphasising newsandevents/press-releases/ Information about the outcomes of
the need for ‘a highly trained and professional-teachers-and-trainers- these groups will be available on the
qualified teaching workforce as a are-key-to-improving-literacy IfL website and future editions of IfL’s
priority’. enewsletter On the Agenda.
Publications and member news
Alan Tuckett MIfL retired after serving 23 years as chief executive of the National Institute for Adult Continuing
Education (NIACE) in August 2011. David Hughes took up the position as NIACE Chief Executive on 1 September . We
wish Alan all the best in his retirement and look forward to working with David.
Richard Fisher MIfL sadly passed away on 24 August 2011. Mr Fisher worked at Stanmore College. Mr Fisher also
worked as one of IfL’s CPD reviewers, a role in which he was a conscientious and a very able reviewer, with a good sense
of humour. He was described by colleagues as an inspiration and will be sadly missed.
John Bowden MIfL, former senior lecturer in communication at British Telecom and now a part-time English teacher
at Bridgwater College, has recently published the 9th edition of Writing a Report (How To Books, Oxford). Training Journal
has described the book as “By far the most informative text covering report writing I have seen”.
Let us know about news, events and publications by emailing email@example.com with the subject line ‘Regional news’
www.ifl.ac.uk InTuition Issue 6 | Autumn 2011 3
A WEEK IN THE LIFE OF
About me and my role: I have worked in the sector for around 15
years, initially as a signer supporting hearing-impaired students
and a teacher of British Sign Language, then as a teacher of travel
and tourism, and literacy and basic skills. I am now a teacher
educator at Lincoln College, where my role is to coordinate
courses for the college’s Certificate to Teach in the Lifelong
Learning Sector (CTLLS) and the Preparing to Teach in the
Lifelong Learning Sector (PTLLS) programmes. I also work as an
e-mentor to other teachers in the college, with whom I am jointly
undertaking a blended learning project.
The first week of term is a special time. Lorna standards and have teaching practice in place. Instead of the
outlines her week preparing for the new year. literacy tests we had previously used, we now send applicants
a pack of diagnostic tests to complete before interview, which
This is an incredibly busy time for me. I am working with
helps us identify those for whom numeracy, IT and academic
colleagues to pull together, review and revise the resources –
writing might prove challenging.
especially e-resources – that we have used over the past year,
and to develop new ones. We use as many resources as we
I devote one day in my week to the blended learning project,
can on our teacher education programmes. There are so many
where five curriculum areas are seeking new ways of delivering
wonderful new IT resources out there, and I offer continuing
their curriculum using a blended approach. As this goes live
professional development (CPD) sessions to teachers
at the start of term, this preparation period is being used to
throughout the college so they too can use the latest ideas to
ensure everything is in place.
capture learners’ enthusiasm.
But overall the main focus of my own CPD is my PhD, for
Our Moodle-based virtual learning environment (VLE) is used
which I am looking at observation of teaching and learning
widely. Last year, the teacher education team trialled an entirely
in FE. We are trying to find ways of minimising the stress,
paperless course, which proved very successful and will be
focusing on observation as a developmental tool.
I have just completed an ECDL (European computer driving
licence) course and an NVQ in management, and regularly
This year I am keen to extend the use of whiteboards as an
attend short programmes, such as Dr Colin Bear’s on
interactive, rather than just a presentation, tool. Using mobile
technologies is particularly important for engaging with
younger learners, who increasingly want to have this kind
Read the full article at www.ifl.ac.uk/lornapage
of thing embedded into their learning. Our NVQ assessors
use the ‘OneFile’ e-portfolio app with students, who are
Lorna's recommended resources and
encouraged to film themselves performing a skill and upload it
• Beard, C & Wilson, J (2006) Experiential Learning: A
Also, like many others, Lincoln College has banned students Best Practice Handbook for Trainers and Educators.
from using Facebook in college, but now we are preparing London: Kogan Page. http://academic.shu.ac.uk/om/
to look at it from an educational perspective, with trainee cb/Colin%20New/index.htm
teachers, to see how we can use it in our teaching practice. • Prezi: http://prezi.com/
The ideas discussed in our group will be disseminated to all • Glogster: www.glogster.com/
staff via a good practice newsletter and they are encouraged • Titanpad: http://titanpad.com/
to contribute too. The college was recently rated ‘outstanding’ • OneFile: http://www1.onefile.co.uk/?returnurl=/
by Ofsted, and the external assessor for the teacher training default.aspx
programmes praised our good practice in technology. • SMART Exchange - http://exchange.smarttech.
This week we will also be interviewing candidates for the com/#tab=0
teacher education programmes, ensuring they meet required • REfLECT: www.ifl.ac.uk/reflect
4 Issue 6 | Autumn 2011 InTuition www.ifl.ac.uk
IfL SPEAKS TO...
bringing in the right stimuli at the
right time; being prepared to change,
be flexible and steered off course if
necessary; reflecting on what you
Ann Hodgson For Ann, successful CPD
offers “a number of
different ways of being able
Ann Hodgson is professor of education; faculty director of
to view yourself: through
research, consultancy and knowledge transfer; and co-
director of the centre for post 14 research and innovation at reading the thoughts of
the Institute of Education, University of London. She is also others, being observed,
one of IfL’s six patrons. talking with others,
reflecting on your own
Ann loves teaching, but her reading. What you learn gradually is practice individually.”
teaching career almost came to an not to prepare too much, allow things
end soon after it began. to flow a bit, take things from them Ann believes that collaboration
too. leads to better outcomes. “In
As a young graduate, she took up academia, we tend to have a cult
a post in an inner city secondary “While changes in educational of the individual and their body of
school teaching Russian, French policy can make it difficult to learn knowledge,” she says. “But teaching
and German. At that time, teachers from how you did things last time, and learning is a collaborative
did not have to have professional they can also inject a stimulus that process – we shouldn’t be frightened
training or a teaching qualification. forces you out of a groove and back of that.”
With no support, she says that the into creativity. Good continuing
experience was dreadful, “a baptism professional development (CPD) can Ann sees youth unemployment
of fire.” do that too.” and lack of funding as being the
key challenges for the FE and skills
After just a year she moved into For Ann, successful CPD offers “a sector over the next few years.
journalism. When she returned to number of different ways of being Raising the participation age is
teaching, it was as a volunteer tutor able to view yourself: through undoubtedly a good thing in its
in the adult literacy movement, and reading the thoughts of others, own right, but it will be challenging
then as a teacher in adult and further being observed, talking with others, to motivate young people when
education, which she loved. reflecting on your own practice you cannot offer them hope of
individually. There are a number of progression.
“Hold on to what brought different ways of coming at your own
you into teaching in the practice.” Her message of hope for teachers
first place. Usually it is at this difficult time is this: “Hold on
What distinguishes teaching in to what brought you into teaching in
because you want to make the FE sector, particularly to 14 to the first place. Usually it is because
a difference to learners.” 19-year-olds, is the context. Learning you want to make a difference to
on the job – as an apprentice, for learners.”
New teachers might find it reassuring example – is very different from
to know that someone so widely learning in the classroom. Using “Teachers are doing a fantastic job.
respected for her writing, research a different pedagogy does not They are making a difference. We
and teaching still experiences the predicate an innate difference in the need people who can be positive and
same struggles, anxieties and sheer relationship between teacher and creative at a time when for young
pleasure in her students’ success as student. people, and many adults, it's going
any other teacher. to be very hard."
Nor does making different types of
“It never goes completely because provision for young people and for Read the interview in full at
you have to begin again whenever adults necessarily require different www.ifl.ac.uk/annhodgson
you embark on something new. You teaching and learning styles. “Good
over-prepare and then feel bad that teaching is good teaching across
you didn’t get through everything. the board,” says Ann. She refers
You get that awful feeling: the to the ESRC research project,1
students will know more than me; I which identified the fundamental
haven’t done enough background importance of relationship building;
ESRC Teaching and Learning Research Programme, 2006. The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector.
Reference RES 139-25-0105.
www.ifl.ac.uk InTuition Issue 6 | Autumn 2011 5
CPD IN ACTION
New to teaching:
a “rookie’s” insight
Over 8,000 IfL members have been working in the sector for two years or less. Katie
Little MIfL has just completed her PGCE at the University of Sunderland, which included
teaching sociology (A level and Access) at Derwentside College. In this CPD in action
we look at the type of continuing professional development undertaken by those new to
teaching and training.
groups, she finds having the count-
down timer in use on the whiteboard
helps them focus on the task and
She learned an array of techniques to
help students to form relationships,
develop trust in each other and work
comfortably in different groups.
“They come in straight from school
and tend to be quiet, wanting to sit
with their old school friends,” says
Katie. Killian showed her that one of
the simplest techniques was to take
control of seating arrangements at
the outset. Using name labels and
sticky coloured dots, she moved
students regularly in the early
weeks. She complemented this
with a number of simple activities to
Katie has devoted much of the She cites Geoff Petty as being a help them get to know each other,
summer break to preparing herself source of inspiration, and says such as each having a list with
for September. She loves teaching that his cognitive approaches to others’ names on, with the task of
younger students, and in 2010-11 was learning were a “real eye-opener”. going round the class, locating the
employed as a cover supervisor in One example of how Katie has named individuals and writing down
secondary schools: not an easy role adapted his ideas is that she use interesting bits of information about
for a new teacher. eye-catching or amusing snippets them. “It develops their confidence,
on YouTube to help students learn their social skills and their trust
During her PGCE, Katie focused on and remember. During the summer in one another, so when it comes
behaviour management with younger break she has been looking through to working in groups and giving
learners, and cover supervision gave YouTube clips, magazines and presentations, which usually scares
her ample opportunity to put the television programmes to prepare a them, they perform much better.”
techniques she had learned to the module on sociology of the media.
test. Some of these techniques have Maintaining good behaviour in
been tried and tested over many years, PGCE tutors Killian McCartney and the classroom, especially with
while others are geared to making Dr Andy Convery at Sunderland young people, can be achieved by
effective use of new technologies, University have also been sources of establishing ground rules, as well as
such as mobile phones and YouTube. ideas and inspiration. Katie used to using engaging, interesting activities
struggle with timekeeping in lessons, and materials. At times as a new
until Killian showed PGCE students teacher, Katie has been surprised
She learned an array of
a countdown timer in a Microsoft by what students sometimes think
techniques to help students PowerPoint presentation, which is acceptable. Bringing food into
to form relationships, alerts the user to the amount of time classrooms is not acceptable, nor are
develop trust in each other left for each task. Katie uses this racist and sexist comments, which
and work comfortably in herself, and also as a class resource. are sometimes made with little or no
When she gives tasks to students, awareness. Katie has found the use
especially when they have to work in of reflective journals to be a powerful
6 Issue 6 | Autumn 2011 InTuition www.ifl.ac.uk
tool as a new teacher. Discussions to experiment with ways of getting to ask others in the college to
to achieve a consensus start the students to use their phones to learn. complete them. Though she could
process, and then learners are asked “Most learners had a smartphone, see potential problems in their
to use their journals to reflect on and I grouped them so at least one designs, she refrained from offering
their academic learning and skill student had one, and set them a advice. They quickly learned what
development, as well as on their own research task to look up on the worked; how difficult it is to get
behaviour and its impact on others. internet. When I went around to others to engage in surveys; and the
She takes in the journals regularly check they were doing that, not consequent challenges of producing
and adds her own reflections, which using Facebook, they were all valid findings.
can result in a rapid change in working on the task. Using the
behaviour. countdown timer to speed them up
they got really enthusiastic about
As she prepares for the new
One lesson on race and education finding the information. I was quite year, whatever it might bring,
was structured around the sort surprised just how well it worked,” she will continue to research
of comment a particular learner she says. teaching methods as well as
regularly made. This helped her preparing schemes of work
and her peers realise how racism In preparation for exams, the
affects learning. As part of her own students worked in groups to
and lesson plans.
continuing development, Katie create posters explaining key
recently attended a conference on themes such as racism or sexism. Katie thinks, plans and reflects a
equality and diversity, and is now When each group had explained great deal, and actively engages
undertaking further CPD into this their poster, Katie encouraged the her students in helping her develop
topic. students to take a photo of each effective techniques. At the end of
poster, to supplement the notes lessons, she often asks what worked
Despite an agreement with her they had taken. Her preparation for for them and why and how she could
learners that using mobile phones the coming year will involve more improve. This enhances their own
in class is not acceptable behaviour, research into creative ways of using learning and Katie says that they have
the habit persists, so Katie decided mobile phones for learning. contributed good ideas for her to try.
Katie believes in the power of active As she prepares for the new year,
learning. To focus students’ attention whatever it might bring, she will
Katie's CPD Tips
at the start of a lesson, she uses continue to research teaching
a toolkit of starter activities, which methods as well as preparing
• Look through YouTube clips, are usually subject-related, quick schemes of work and lesson plans.
magazines and television to do and enjoyable. One is a bit
programmes in preparation for like Pictionary. “In sociology there Find out more – visit www.ifl.ac.uk/
your teaching module are a lot of key terms that are new cpd for a range of CPD resources.
• To help with timekeeping in to them,” Katie says. “They have to
lessons, use a countdown draw a picture to remind them.” You can also join the online
timer in Microsoft PowerPoint community for those new to
presentations created by Dave When students needed to learn to teaching and training at www.ifl.
Foord at A6 Training develop and use questionnaires, ac.uk/onlinecommunities
• A reflective journal is a she sent them out of the classroom
powerful tool, especially for
new teachers. Try IfL’s online
portal REfLECT www.ifl.ac.uk/
• Katie recently attended a
conference on equality and
diversity as part of a focus
on her CPD. Try finding
conferences and events online
or offline that focus on your
areas of interest.
• Research creative ways of
using technology, including
mobile phones in learning
• Develop a toolkit of subject-
related starter activities to
focus students’ attention at the
start of a lesson
www.ifl.ac.uk InTuition Issue 6 | Autumn 2011 7
training the best
of the best for
The world’s largest international skills competition is coming to London this year. Around
1,000 competitors from over 50 countries or regions will compete in 46 skill areas at
ExCeL from 5-8 October 2011.
With a team of 43, the UK will be for Team UK, and is one of the UK
competing in 37 skills ranging Skills training managers. Kevin WorldSkills facts
from mobile robotics, electrical explains how entering young
installations and graphic design people for competition impacts on • The first WorldSkills was held in
to cooking, hairdressing and the other students and on his own 1947 as a national competition
landscape gardening. The teaching. to encourage young people to
150,000 or so visitors expected at start apprenticeships in order
WorldSkills London 2011 will be Even though he has retired to build skill levels in post-war
able to try their hand at dozens of from teaching, Kevin’s Spain
skills and receive impartial advice
and guidance on careers and own continuing CPD is still • The Australian WorldSkills team
apprenticeships plus, of course, important to him. are called the Skillaroos and
cheer on Team UK. have been cited as the team
“If they are to win competitions, to watch in 2011, currently
The event is fiercely contested, with I’ve got to teach them to be very, ranking sixth
considerable personal and national very good stonemasons, so I’ve • South Korea has topped
pride at stake in the competitions. got to learn how to do that. Is it the medal table for the past
But WorldSkills is more than about technique, about drawing two competitions, coming
a one-off event: it is a part of skills, about working faster, about second in 2005 – Japan, Brazil
an ongoing learning process. understanding the job in hand? and Switzerland also rank
WorldSkills’ impact is felt in consistently high
classrooms and workshops across “As I explored all this for the two • Helsinki demonstrated an 8
the UK – and the same holds true or three entering a competition, I per cent increase in vocational
in overseas countries (in South incorporated it into all my teaching. education and skills between
Korea for example, competitors Even something like arranging your 2002 and 2008 as a result of
are welcomed back with a parade) tools in the right way. That saves hosting WorldSkills in 2005
– as the enthusiasm and insights precious minutes in a competition; • WorldSkills 2011 will be the
gained by teachers, trainers and it might give you the extra half point 41st competition and the
students involved at all stages of that gets the gold. But it’s important biggest event to be held in the
the competition are shared. for every tradesman to think about UK before the 2012 Olympics
the tools too.
• There are 57 countries/regional
IfL has been talking to some of the
members of WorldSkills
teachers and trainers who have “When one or two students put
International, the most recent
worked with students who took part themselves under that pressure, it
being Argentina, Barbados,
in the squad selection process and encourages others to have a go.
Latvia and Namibia, who joined
those who will compete as part of Some companies are especially
Team UK. keen to support their apprentices; it
reflects well on them if their students • Team UK won three gold and
Kevin Calpin taught stonemasonry win.” six medals in WorldSkills 2009
at York College from 1985 to in Calgary, Canada
2009. He is now an independent Even though he has retired from • The next WorldSkills in 2013 in
consultant who devotes most of teaching, Kevin’s own continuing Leipzig, Germany
his time to training young people CPD is still important to him.
8 Issue 6 | Autumn 2011 InTuition www.ifl.ac.uk
years, nine as a floristry teacher at
South Staffordshire College. She
enjoys competitive floristry and won
a silver at the Chelsea Flower Show
this year. She promotes participation
to fellow florists and students, as a
good way of advancing one’s floristry
career while being fully engaged with
the most creative and challenging
aspects of the skill.
She has been involved in training
students to compete in the UK heats
and finals of WorldSkills for five
years. This year, two of her students
made it through to the final three in
the squad selection process, which
culminated in a four-day competition,
designed to simulate the conditions
of the WorldSkills event. At the end
“I still do what every good teacher to help the young person become of this, Victoria Richards was chosen
does: always keeping up to date with the person they do, so they can go to represent the UK at WorldSkills
industry standards, with any new out and create the products of their London 2011.
syllabus coming up, with health and vocation.”
safety and so on,” he says. “I must “Seeing Victoria compete for
track any movement in education to “For me, teaching is more rewarding her country will be my proudest
make sure I’m doing the right thing”. even than building things.” moment,” Laura says. “I got involved
in WorldSkills because I could see
As a deputy chief expert in the Mike uses the techniques learned the huge benefits for all participants.
UK Skills team, he has to manage as a WorldSkills trainer in his own
training events and support other Continues on page 10
classroom, for motivating every
trainers, so he attends a number of single learner. A coaching course
training sessions to develop these has helped him see how to get
skills. individuals to buy into their own City&Guilds Rich list
development, identify their own
He learns most of all from his strengths and weaknesses and In August, the City & Guilds
colleagues and peers, and says that develop their own motivation. Vocational Rich List 2011 was
his own learning never stops. announced, featuring well-
“Keeping them involved in their known individuals from multiple
Kevin’s former York College colleague own learning journey, whether they industries. The list ranks wealth
Mike Burdett, also a Worldskills are a Team UK competitor or a first among those who have built
trainer, began his career in bricklaying, year apprentice; identifying their their fortunes following an
and later became a part-time lecturer own goals and objectives, pushing apprenticeship or other practical
at the college where he had trained. themselves, means they are much qualification. This year’s list
He has been in a full-time post at York more likely to succeed than if it’s just valued those on the list a
for the past 11 years. me trying to enthuse them.” collective £17.6 billion – a billion
pound increase since 2008.
“For me, teaching is more He hopes that tutors will do their
best to take students to WorldSkills
rewarding even than Just some of the names on the
London 2011. “This is a once in a
building things.” lifetime opportunity to experience list included:
the intensity of competition; the
“When you work in industry,” Mike pride, the drive; the motivation of • Dragon’s Den judge and leisure
says, “you are building products all the competitors; the excitement, industry magnate Deborah
for people to see; whereas working the tension, the buzz; a chance to Meadon (position 63)
with young people isn’t a quick fix, see the best of the best. WorldSkills • Linda Bennett, founder of LK
it’s more of a time process, seeing is not just for individual students: it Bennett (position 41)
how they develop and change raises the standards for the whole
academically and socially. When you • Cook and food writer, Delia
make a product, you are the one Smith (position 89)
responsible for the finished article, Just as passionate about WorldSkills • TV chefs including Jamie
but with teaching there are a lot of is Laura Leong, who has been Oliver (position 33)
different elements that go together teaching fine art and floristry for 14
www.ifl.ac.uk InTuition Issue 6 | Autumn 2011 9
Continued from page 9
“The process of training and coaching encourages greater I have read previous editions of InTuition and I did use the
confidence and participants have a great chance to benefit journal mainly when I was doing a degree in PCET. Apart from
from the extended training plan on offer if they are selected that, it didn’t really interest me and was something I wasn’t that
for the team. Participation accelerates their progress, bothered about.
boosts their confidence and expands their industrial
network of contacts. However the new-look InTuition is excellent; it is concise,
short and sharp with excellent interesting features that FE
practitioners can relate to. The Geoff Petty article on equality
“By regularly competing, and by and diversity is extremely thought-provoking and many a debate
attending demonstrations, workshops, and discussion will come from this piece.
seminars and training days, you renew
your enthusiasm and inspiration for your This prompted me to look more closely at the IfL website, the
vocation, which keeps things interesting resources and the “Ask Geoff” section. An interesting letter on
page 10, again that practitioners who have moved from industry
for you and for your learners.” to teaching can all relate to and reflect on. This can only lead to
more readers being motivated to contribute.
“As their confidence and experience grows, it becomes
possible to widen their interests. A significant amount of If this is the way forward for IfL, there will certainly be fewer
time needs to be invested in technical practice, in refining members (including me) moaning about the IfL annual
ideas and in improving finish. It is important to expose subscription fee; keep it up.
learners to different ideas as they progress, showing them
how these ideas can be adapted for different purposes, Rob Strachan
and leaving room for them to move off in their own Lecturer in Hospitality
direction, using the basic techniques they have learned.
The most important thing you can do for a competitor is
to encourage their self-belief, and to get them to take the I can see some considerable effort had gone into changing the
lead in critiquing their own work.” format and content of this new edition. It is certainly more easily
accessible in terms of its visual appearance.
Being involved in WorldSkills and other competitions has
helped Laura’s professional development and her own Sadly, this isn't reflected in the content. Jean Kelly provides a
work as a private trainer in floristry. “Subject-related CPD wholly one-sided argument. Why not be more transparent and
is incredibly important – you have to be current and fully include (as we all have to in academic work) the 'other side of
engaged at a high level in your skill area,” she says. the story'? There is an argument for having licence to practise,
but there is also a very convincing argument against it. Now is
“By regularly competing, and by attending exactly the time, to open the debate.
demonstrations, workshops, seminars and training days,
you renew your enthusiasm and inspiration for your
Ursula Edgington, BA (Hons) PGCCE, MA
vocation, which keeps things interesting for you and for
Lecturer in Further Education
The importance of WorldSkills as a vehicle for promoting
Just to say that I thought your article in Issue 5 of InTuition on
vocational education and training cannot be overstated.
CPD and licence to practise was brilliant. Making comparisons
By showcasing vocational learning and skills it enriches
with other jobs and professions where a licence to practise is
the learning environment for not only the participants
mandatory demonstrated the value and recognition conferred
but their fellow students in the wider further education
by IfL. The examples and comparisons you made were
and skills system. It is at once a tribute to the teachers
excellent and relevant ones.
and trainers who produce such skilled students and a
boost to all staff across the education and skills system
I hope that many will agree that professional recognition confers
who continually seek to improve and develop their own
a sort of quality mark and I am proud to have membership.
knowledge and skills.
Barely will the cheers have died from this year’s WorldSkills Dr Anne Brookes
before teachers and trainers begin preparation for the next Head of Scientific and Technical Training
competition to be held in Leipzig, Germany, in 2013.
Come and visit IfL at WorldSkills 2011 at stand EX113 Send us your comments, feedback and opinions on this
from 5 – 8 October where we will be celebrating issue of InTuition and the issues raised. Email
teachers and trainers as dual professionals. firstname.lastname@example.org including your name. Letters may be edited.
10 Issue 6 | Autumn 2011 InTuition www.ifl.ac.uk
right from the
Have we got classroom differentiation right?
How do we ensure everyone in the correctly argues that students • Weaker students are not
class learns at their maximum rate, don’t remember and understand practising the important skills of
despite their differences? This is what they are told or shown, only analysis and evaluation and will
called “differentiation” of course. what they think about. fall further and further behind
But differentiation does not require • Students will resent being
us to treat students differently.
If weaker students grouped, “why aren't I doing the
are bored and don't same as my friend?”
Some argue that we should
understand their lessons • Low-level tasks that require
set different tasks for different
students just to recall what they
students to suit their abilities, there is a danger of a
were told or shown, usually bore
preferences, or learning styles. downward spiral where the students
This is called “differentiation by
weak students get worse • Research has consistently
task”, but it is only rarely effective
or necessary. and worse during the year. shown that students need
challenging tasks that
There is an easier and more The last task on Bess’s ladder make them think to ensure
effective way to differentiate which is an open challenging task, engagement, understanding,
works in most cases. For any typically to analyse a scenario, and recall
given topic, this involves setting evaluate what happened, and
the same sequence of tasks for suggest improvements. She If weaker students are bored and
all students, ending in an open devises the scenario carefully so don't understand their lessons
challenging task that every student that some improvements will be there is a danger of a downward
can attempt, but which will stretch fairly obvious, but others require spiral where the weak students get
the most able. more thought and creativity. So worse and worse during the year.
all students can attempt the task,
This is called “differentiation by but the most able will be stretched For more information visit
outcome”, because the outcome, by it. It is not easy to devise www.geoffpetty.com/differentiation.
or quality of work, will be different such tasks, but gets easier with html for more detail especially ‘diff
for different students, though the experience. 2 task design’.
tasks are the same.
There are circumstances when There is more to differentiation
Let's look at an example. For any Bess's strategy will not work: for than setting tasks in class: see the
given topic Bess sets the same example when the class includes appendix of Teaching Today for a
“ladder” of tasks for everyone. students working towards different more complete account.
The first few tasks are answering qualification aims, or towards
simple recall questions on key different assessment levels. But
points in the lesson. Then there are this situation is rare for most
some simple reasoning questions teachers. Some students with
which ask students to think about unusual needs may still need to be
what they have learned. These catered for individually.
are often “why?”, or “what would
happen if…..?” questions. They The problems with the strategy of
go beyond simple recall, but don't setting different tasks for different
require complex reasoning. Bess students, are:
www.ifl.ac.uk InTuition Issue 6 | Autumn 2011 11
IfL noticeboard Join our online 2011 IfL Advisory
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share tips, resources and ideas Council started in early September 2011.
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Support in your is the ‘Communities’ tab. Simply future of your professional body.
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12 Issue 6 | Autumn 2011 InTuition www.ifl.ac.uk