BOOK
A Complete Guide to the Level 5 Diploma in Education and Training
Lynn Machin | Duncan Hindmarch | Sandra Murray | Tina Richardson
(2016)
Additional Information
Book Details
Abstract
A new edition of this essential text for all those working towards the Level 5 Diploma in Education and Training. Tailored to meet the demands of the new qualification and latest ETF Standards, it incorporates key information on reflective practice, study and research skills, and provides full coverage of all the mandatory units. Accessible language is combined with a critical approach that clearly relates practical examples to the required underpinning theory, and a range of useful learning features include key definitions, extended case studies, critical questions and chapter reflections. This second edition has been fully updated throughout and now includes additional material on critical thinking and a new chapter on technology enhanced teaching and learning.
Lynn Machin is Award Leader and Senior Lecturer within the School of Education at Staffordshire University. She has over 20 years’ experience of teaching in post-14 education. Lynn has had a variety of roles within initial teacher education (ITE) including developing and writing the modules that make up the suite of qualifications within ITE in the FE and Skills Sector. Â
Duncan Hindmarch is Award Leader for Lifelong Learning Teacher Training and the Foundation Degree in Education at Staffordshire University. He has over 15 years' teaching experience, having worked overseas and in the UK. With a background in Teaching English for Speakers of Other Languages, he has been involved in developing and delivering ESOL and Initial Teacher Training programmes since 2005.
Sandra Murray is a Curriculum Leader and Advanced Practitioner in the Department of Teacher Training at Newcastle-under-Lyme College. She has a wide range of experience supporting and teaching teachers in the lifelong learning sector and has been teaching on Initial Teacher Education programmes since 2005.Â
Tina Richardson is an Award Leader and Manager of the Lifelong Learning Development Centre within the School of Education at Staffordshire University. She has worked in compulsory, further and higher education, with the last 15 years focusing on Adult Literacy, Language and Numeracy and teacher education for the FE and Skills Sector. Tina has worked on a consultancy basis for a number of organisations such as LSIS, SVUK and CfBT. Â
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Meet the authors | xii | ||
| Acknowledgements | xiv | ||
| About this book | xv | ||
| 1 Reflecting on, evaluating and improving your practice | 14 | ||
| Introduction | 16 | ||
| What is meant by reflecting on and evaluating your own practice? | 17 | ||
| What is meant by critical reflection on and evaluation of practice? | 17 | ||
| How can you reflect? | 18 | ||
| Schön’s reflection in and on action model | 18 | ||
| Brookfield’s four lenses | 20 | ||
| Autobiographical lens as a learner and teacher | 20 | ||
| Your colleagues’ eyes | 21 | ||
| Your learners’ eyes | 23 | ||
| Theoretical literature | 23 | ||
| Kolb’s experiential learning cycle | 24 | ||
| Why should you reflect on and evaluate your practice? | 25 | ||
| When should you reflect on and evaluate your own practice? | 28 | ||
| Summary | 29 | ||
| References | 32 | ||
| 2 Introduction to critical thinking | 34 | ||
| Introduction | 36 | ||
| Key theories and principles of critical thinking | 36 | ||
| Developing critical thinking skills | 38 | ||
| Critical task | 39 | ||
| The critical learner: developing your academic and professional practice | 40 | ||
| Encouraging critical learners | 43 | ||
| Critical task | 43 | ||
| Summary | 44 | ||
| References | 45 | ||
| 3 Roles, responsibilities and professional relationships in education and training | 46 | ||
| Introduction | 48 | ||
| What are the roles and responsibilities of teachers in FE? | 49 | ||
| Working in further education | 51 | ||
| Professionalism | 51 | ||
| Legislation and regulatory requirements | 52 | ||
| Key education acts | 52 | ||
| The Equality and Human Rights Commission: Equality Act 2010 | 53 | ||
| The Health and Safety Executive: Health and Safety at Work Act 1974 | 53 | ||
| Public Interest Disclosure Act 1998 | 53 | ||
| The Office for Standards in Education, Children’s Services and Skills | 53 | ||
| The Information Commissioner’s Office: Data Protection Act 1998 | 54 | ||
| Disclosure and Barring Service | 55 | ||
| Professional behaviours, values and attributes of FE teachers | 56 | ||
| Working with colleagues and points of referral | 57 | ||
| What are your rights as a teacher? | 58 | ||
| Summary | 58 | ||
| References | 60 | ||
| 4 Learners and their individual needs | 62 | ||
| Introduction | 64 | ||
| Recruitment, initial assessment and guidance | 65 | ||
| Initial assessment | 65 | ||
| Aim 1: To identify learner motivations, aspirations and skills to guide the learner onto an appropriate course | 65 | ||
| Aim 2: To identify reasonable adjustments for supporting identified Special Educational Needs and Disability (SEND) | 66 | ||
| Aim 3: To inform learners of their current ability and development needs | 67 | ||
| Aim 4: To inform whole group and individual planning | 67 | ||
| ILPs to record and support changing learner needs | 67 | ||
| Problems with ILPs | 67 | ||
| Creating and maintaining a safe, inclusive teaching and learning environment | 68 | ||
| The physical environment | 68 | ||
| The behavioural environment | 68 | ||
| Special educational needs | 69 | ||
| Promoting and maintaining appropriate behaviour | 69 | ||
| Principle 1: teachers model appropriate, professional behaviour | 70 | ||
| Principle 2: learners are aware of appropriate/inappropriate behaviour and corresponding rewards/sanctions | 70 | ||
| Safeguarding learners | 72 | ||
| Principle 3: behaviour policy is understood, administered fairly and consistently throughout the organisation | 74 | ||
| Reflections: equality and diversity organisational analysis | 76 | ||
| Summary | 76 | ||
| References | 79 | ||
| 5 Assessment principles, practices and processes | 81 | ||
| Introduction | 84 | ||
| Theories, principles and models of assessment | 85 | ||
| Assessment theories | 85 | ||
| Assessment of learning | 85 | ||
| Making assessment of learning judgements: criterion, competency and norm-referencing | 86 | ||
| Assessment-led learning | 87 | ||
| Assessment for learning | 87 | ||
| Key assessment principles | 90 | ||
| Validity | 90 | ||
| Reliability | 91 | ||
| Transparency | 92 | ||
| Sufficiency | 93 | ||
| Practicality | 93 | ||
| Authenticity | 93 | ||
| Currency | 93 | ||
| How assessment informs teaching and learning | 94 | ||
| Initial assessment, feedback and planning | 94 | ||
| Self- and peer assessment | 95 | ||
| Challenges of self- and peer assessment | 96 | ||
| Individual and group assessment | 97 | ||
| Summative assessment, feedback and progression | 97 | ||
| The value of recording assessment achievement for quality systems | 98 | ||
| Recognition of achievement: qualification frameworks | 98 | ||
| The European Qualifications Framework | 99 | ||
| Summary | 99 | ||
| References | 100 | ||
| 6 Communication | 102 | ||
| Introduction | 104 | ||
| Why is communication important? | 105 | ||
| What is communication? | 105 | ||
| Principles of communication | 105 | ||
| Theories and models of communication | 106 | ||
| Communication in assessment | 107 | ||
| Questioning skills | 108 | ||
| The wider role of communication | 109 | ||
| Transactional analysis | 110 | ||
| Methods of communication | 111 | ||
| Non-verbal communication | 111 | ||
| Para-language | 111 | ||
| Written communication | 111 | ||
| Social media | 112 | ||
| Summary | 112 | ||
| References | 114 | ||
| 7 Inclusive learning and managing behaviour in the classroom | 115 | ||
| Introduction | 117 | ||
| What is an inclusive learning environment? | 118 | ||
| Providing a safe, supportive and motivating learning environment | 119 | ||
| Creating a supportive learning environment | 119 | ||
| Creating a motivating learning environment | 120 | ||
| Learning theories and behaviour management | 122 | ||
| Behavioural approaches | 122 | ||
| Positive reinforcement | 122 | ||
| Punishment | 123 | ||
| Negative reinforcement | 123 | ||
| Cognitive approaches | 123 | ||
| Resources to engage and motivate | 125 | ||
| Identifying and evaluating resources | 125 | ||
| Accessibility | 125 | ||
| Readability | 125 | ||
| Summary | 126 | ||
| References | 127 | ||
| 8 Planning for teaching, learning and assessment | 129 | ||
| Introduction | 131 | ||
| Delivery models | 132 | ||
| Planning documentation | 132 | ||
| Schemes of work | 132 | ||
| Teaching and learning plans | 133 | ||
| Individual learning plans | 134 | ||
| The role of initial assessment in planning | 135 | ||
| Differentiation | 136 | ||
| Developing literacy, language, numeracy and ICT skills | 138 | ||
| Wider skills | 139 | ||
| Summary | 139 | ||
| References | 141 | ||
| 9 The practice of teaching | 143 | ||
| Introduction | 145 | ||
| What is meant by practice of teaching? | 146 | ||
| Assessed observations | 146 | ||
| Outstanding (Grade 1) | 148 | ||
| Good (Grade 2) | 148 | ||
| Preparing yourself for observations | 150 | ||
| Pre-observation checklist | 150 | ||
| What are equality and diversity all about? | 151 | ||
| Equality | 151 | ||
| Diversity | 151 | ||
| The Equality Act 2010 | 152 | ||
| Differentiation | 153 | ||
| Bloom’s taxonomy and task design | 153 | ||
| Differentiation through questioning techniques | 154 | ||
| Embedding teaching and learning | 154 | ||
| Summary | 155 | ||
| References | 159 | ||
| 10 Curriculum development and evaluation | 160 | ||
| Introduction | 162 | ||
| What is meant by the term curriculum? | 162 | ||
| Hidden curriculum | 163 | ||
| Curriculum models | 163 | ||
| The product or objectives model | 164 | ||
| The process model | 165 | ||
| Curriculum influences | 165 | ||
| Evaluating and analysing curriculA | 166 | ||
| Curriculum levels | 167 | ||
| Quality, accessibility and validity | 167 | ||
| Summary | 168 | ||
| References | 170 | ||
| 11 Wider professional practice | 171 | ||
| Introduction | 173 | ||
| What is meant by wider professional practice? | 174 | ||
| Professional values | 174 | ||
| Professional values and attributes | 174 | ||
| Professional knowledge and understanding | 175 | ||
| Professional skills | 175 | ||
| Evaluate your practice with others and assess its impact on learning | 176 | ||
| Understand the teaching and professional role and your responsibilities | 176 | ||
| Build positive and collaborative relationships with colleagues and learners | 176 | ||
| Update your expertise and vocational skills through collaboration with the wider community and other agencies | 176 | ||
| Contribute to organisational development and quality improvement through collaboration with others | 177 | ||
| Non-teaching roles and duties | 176 | ||
| Working with other professionals | 177 | ||
| Dual professionalism | 177 | ||
| Case studies | 178 | ||
| Roles of external bodies and stakeholders in education and training | 178 | ||
| Legislation and organisational policies | 179 | ||
| Quality assurance | 180 | ||
| The social, political and economic context of education and training | 180 | ||
| Summary | 181 | ||
| References | 182 | ||
| 12 Research and scholarship | 184 | ||
| Introduction | 186 | ||
| Evidence-based practice: what works and what does not | 187 | ||
| Keeping current | 188 | ||
| Carrying out original research | 189 | ||
| Ethical approval | 189 | ||
| BERA | 190 | ||
| Research methodology: a basic introduction to educational research | 191 | ||
| Research opportunities | 192 | ||
| Career progression | 192 | ||
| If you already have a degree | 193 | ||
| If you do not have a degree | 193 | ||
| Continuing professional development | 193 | ||
| Generic and specialist CPD | 194 | ||
| Reflecting on your CPD activities | 195 | ||
| Summary | 195 | ||
| References | 196 | ||
| 13 Information and communication technology for learning | 198 | ||
| Introduction | 200 | ||
| Theoretical underpinnings of technology for learning | 202 | ||
| The context of ICT development in education | 203 | ||
| Foundations of successful ICT implementation | 204 | ||
| Developing your ICT pedagogy | 205 | ||
| The virtual learning environment (VLE) | 205 | ||
| Embedding ICT into the curriculum | 208 | ||
| Using technology to enhance the assessment process | 209 | ||
| ICT-related legislation, responsibilities, regulations and requirements | 209 | ||
| Data protection | 210 | ||
| Social networking | 210 | ||
| E-safety | 210 | ||
| Health and safety | 211 | ||
| Assistive technology | 212 | ||
| Summary | 212 | ||
| References | 214 | ||
| 14 Study skills and the requirements of the minimum core for the level 5 Diploma in Education and Training | 216 | ||
| Introduction | 217 | ||
| What is meant by academic study skills and LLN? | 218 | ||
| Academic reading skills | 218 | ||
| Reading critically and analysing what you read | 219 | ||
| Academic writing skills and the requirements of level 5 work | 219 | ||
| Structuring essays | 220 | ||
| Assessment criteria | 220 | ||
| Critical writing | 221 | ||
| Critical language | 221 | ||
| Presenting your work | 222 | ||
| Maximum word count | 223 | ||
| Referencing | 223 | ||
| Why and where to reference | 223 | ||
| Bibliography versus reference list | 223 | ||
| Harvard referencing | 224 | ||
| In-text referencing | 224 | ||
| Citations | 224 | ||
| Direct quotes | 224 | ||
| Secondary referencing | 225 | ||
| Internet referencing | 225 | ||
| Reference list | 226 | ||
| Knowledge, understanding and own personal skills of LLN and ICT | 227 | ||
| The language in LLN | 228 | ||
| Information and communication technology | 229 | ||
| Summary | 230 | ||
| References | 232 | ||
| Appendix 1 Optional units available for the level 5 DET qualification | 234 | ||
| Appendix 2 Glossary of acronyms and terms | 237 | ||
| Appendix 3 Teaching and learning plan template | 240 | ||
| Appendix 4 Individual learning plan | 241 | ||
| Appendix 5 Scheme of work template | 242 | ||
| Appendix 6 CPD reflective template | 243 | ||
| Appendix 7 Chapter links to the Professional Standards | 244 | ||
| Appendix 8: Abbreviations and acronyms quiz | 247 | ||
| Appendix 9: Reflections and actions from CPD event | 248 | ||
| References | 236 | ||
| Answers | 250 | ||
| Chapter 1 | 250 | ||
| Chapter 2 | 251 | ||
| Chapter 3 | 252 | ||
| Chapter 4 | 252 | ||
| Chapter 5 | 253 | ||
| Chapter 6 | 255 | ||
| Chapter 7 | 256 | ||
| Chapter 8 | 256 | ||
| Chapter 9 | 257 | ||
| Chapter 10 | 259 | ||
| Chapter 11 | 259 | ||
| Chapter 12 | 260 | ||
| Chapter 13 | 261 | ||
| Chapter 14 | 262 | ||
| Index | 264 | ||
| Available now | 270 | ||
| Available now | 271 | ||
| Help us to help you! | 272 |