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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 editor@ifl.ac.uk
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 editor@ifl.ac.uk 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.                    editor@ifl.ac.uk 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
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Published: September 2011


12 Issue 6 | Autumn 2011 InTuition                                                                                         www.ifl.ac.uk

				
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