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Benefits Status Voice InTuition Issue 6 Autumn 2011 The journal for professional teachers and trainers in the further education and skills sector IfL celebrates dual professionals at WorldSkills P8 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 right? P11 www.ifl.ac.uk Editorial 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 IfL 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 2/10 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 development. 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 IfL NEWS 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 in England event focuses on CPD from a regional perspective. 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. community sector) 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 Lorna Page 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. continued. 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 experiential learning. 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 websites for assessment. • 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... Professor 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 have done. 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; 1 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 complete it. 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 different groups. 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/ reflect • 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 IN DEPTH Teaching and training the best of the best for WorldSkills 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 in 2011 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 vocational area.” 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 LETTERS Continued from page 9 Letters “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 your learners.” 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 GEOFF PETTY New learners: getting it right from the beginning 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 communities Council elections CPD resources Would you like to discuss strategies, The election process for IfL Advisory share tips, resources and ideas Council started in early September 2011. Take a look at our website for CPD about teaching, training and learning Held every two years, this year’s elections resources. You will find members’ with other IfL members? IfL's online will fill a minimum of 18 vacancies on the teaching and training tips, and communities give you the chance to Advisory Council as current members' activities you can adapt for your discuss issues in your subject or area terms of office come to an end. learners and your context. of interest. Voting in this year’s elections opens on 19 Visit www.ifl.ac.uk/CPDresources for You can access the Online October and will close on 16 November. further details Community by logging into the IfL website. 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Registered in England and Wales. No 4346361. Registered office: First Floor, 49-51 East Road, Old Street, London N1 6AH Published: September 2011 12 Issue 6 | Autumn 2011 InTuition www.ifl.ac.uk
"IfL celebrates dual professionals at WorldSkills P8"