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       The curriculum

       Aims and objectives

       Schemes of work

       Session plans

       Individual learning plans

       Induction, icebreakers and ground rules

       5 Managing and facilitating learning

       Managing learning

       Facilitating group learning

       Facilitating individual learning

       Coaching and mentoring

       Functional skills and wider skills

       Teaching and learning approaches and activities

       6 Communication

       The importance of communication

       Reading, writing, speaking and listening

       Verbal and non-verbal communication

       Barriers to communication

       Interpersonal and intrapersonal skills

       Theories of communication

       7 Resources

       Physical resources

       People as resources

       Creating and adapting resources

       Meeting the individual needs of learners through resources

       Visual presentations, handouts and worksheets

       Evaluating resources

       8 Technology enhanced teaching and learning

       The role of technology in teaching, learning and assessment

       Learning technology

       E-learning

       Social networking and social media

       Using digital technology

       Online safety and security

       9 Equality and diversity

       Equality and diversity

       Inclusive practice

       Differentiation

       Culture

       Discrimination

       Demonstrating good practice

       10 Assessing learning

       The purpose of assessment

       Assessment both on- and off-the-job

       Assessment types and methods

       Questioning techniques

       Minimising risks

       Making decisions and providing feedback

       11 Quality assurance

       Quality assurance in further education and skills contexts

       Internal quality assurance

       External quality assurance

       Minimising risks

       Appeals, complaints and disputes

       Standardisation of practice

       12 Evaluating and improving practice

       Evaluation in further education and skills contexts

       Obtaining data and gaining feedback

       Self-evaluation

       Reflective practice

       Theories of reflective practice

       Continuing professional development

       13 Delivering a micro-teach session

       Preparing for the session

       Planning the session

       Facilitating the session

       Assessing learning, making decisions and giving feedback

       Receiving feedback

       Evaluating the session

       14 Teaching practice

       What is teaching practice?

       The minimum core

       Preparing to be observed

       During the observation

       After the observation

       Evidencing teaching practice

       Appendices

       1 Abbreviations and acronyms

       2 Checklist for teachers and trainers

       3 Tips for new teachers and trainers

       Index

       ACKNOWLEDGEMENTS

      I would like to give special thanks to the following people who have helped me with the production of this book. They have freely given their time, knowledge and advice, which has resulted in some excellent contributions and additions to the content. Without their amazing proofreading skills and honest feedback, this book would not be what it is, and I am truly grateful.

      Audrey Fairgrieve –Teaching, Learning and Assessment Lead at Abingdon & Witney College

      Bob Bates – Author and Training Consultant

      Dan Williams – Lecturer Post 14 PGCE at the University of Derby @FurtherEdagogy

      Daniel Scott – Digital Learning Specialist

      Dawn Upton – Director at C&D Training Ltd

      Helen Martin – Lecturer at Bishop Burton College

      Hilary Read – Author and Director at ReadOn Publications Ltd

      Jen McDowell –

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