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Transcript

Lesson 1

Interactive

Start

Lesson

To get to know your teacher and your classmates, you are going to take part in a speaking activity. You are going to introduce yourself to your classmates. Most of the things you talk about should be true, but you must tell one lie!

Warmer

ReflectionHow did you feel during that activity? Did you enjoy it, and did it help to 'break the ice'? Do you think it would be appropriate for every class?

Warmer

Other ideas for ice breaker activites:1, Write down one thing you are good at, one thing you are not so good at and one thing you would like to learn (shared on your screen or written on the board). Your students ask you questions about each thing you have listed. The students then do the same (in groups if the group is large).2, 'Introduce your partner' activities can work well for less confident groups. You could give them a set of questions, then put them into breakout groups and ask them to make notes on their partner's answers.

Warmer

By the end of the session, you will be able to:

  • Access the AET Ollie course and upload evidence​
  • Discuss effective ways of establishing ground rules
  • Discuss the L3 AET programme, structure and assessments​
  • Identify some or all of the teaching, learning and assessment cycle​
  • Discuss the roles and responsibilities of the teacher/trainer​
  • Discuss ways to promote equality, diversity and inclusion ​
  • State ways to provide a safe and supportive learning environment​
  • Begin to identify theories that underpin teaching/training​
  • Identify legislation that informs policy, procedure & practice

Session Objectives

Depending on the class, it can be very important to establish ground rules at the beginning of the program.You have a class of 10 students. They are a mix of male and female students, all studying an apprenticeship in Early Years. You have met them at induction, and two of the students were not available via webcam, and were not responsive. The other students were present, but did not engage well when you tried to ask them questions to check what they had understood.What ground rules would you put in place for this class? Add your ideas to the Padlet. Be prepared to discuss why you would implement these rules with this group.

Establishing Ground Rules

My Tips for Creating Ground Rules

  • Agree on the rules with the students, ensuring that the reasoning for each rule is clear
  • If you would like to use the 'raise hand' function in Zoom, make sure the students know how to use it, and have a system for using it. It can get a bit confusing otherwise!
  • Be clear with instructions on how you would like students to respond to your verbal questions
  • Be strict with lateness and attendance whatever group you have

Establishing Ground Rules

Safeguarding

Safeguarding and promoting of welfare is defined as:​

  • Protection from maltreatment
  • ​ Preventing impairment to health or wellbeing
  • ​ Ensuring our environments and provision is safe
  • ​ Having procedures for recording and reporting concerns
  • Your Safeguarding ​Officer (SO) is Sarah Taylor. You should report your concerns to her

Prevent

Safeguarding and promoting of welfare is defined as:​

  • Prevent people from becoming terrorists or supporting terrorism
  • Ensure they are given appropriate support and advice​
  • Respond and challenge terrorist ideologies and the threat we face from those who promote it​
  • Work with sectors and institutions where there are risks of radicalisation which we need to address

Teaching Company Policies

Policies and administrational information can be dry, and students may have studied it beforeHow could you make delivering this information more interesting and feel more relevant for students?

Teaching Company Policies

Quiz QuestionsQuizzes introduce an element of competition, and can be fun. You could do one before the you deliver the information as a prediction excercise, or after as a knowledge check.

Teaching Company Policies

DiscussionsDiscussions can help students to discover the relevance of procedures, and encourage collaboration within the group. The onus is not only on the teacher to make the information interesting, but on the students as well.

Units Covered

Unit 1Understanding Roles & Responsibilities (3 credits)Unit 2 Understanding and using Inclusive Teaching & Learning Approaches (6 credits) Unit 5Understanding Assessment (3 credits)You can download the course specification here.

2

Learner Journey

1

Session 1

Session 2

3

Session 3

4

Session 4

Session 5 Microteach

T2 Assignment Workbook

T4Assignment Workbook

T3 Assignment Workbook

T1Professional Discussion

T5 Q&A

Microteach

To support your microteach, you (and your tutor/classmates) will produce the following:

  • A session plan
  • The resources that you have used
  • A tutor observation report
  • A self-evaluation
  • A peer observation of your microteach
  • A peer observation of one of your classmates' microteaches

Evidence Checklist

  1. Initial assessment survey
  2. Initial profile and action plan
  3. T1 - Professional discussion
  4. T2 - Assignment workbook
  5. T3 - Assignment workbook
  6. T4 - Assignment workbook
  7. T5 - Q&A (with your tutor)
  8. Microteach (including resources, session plan, self-evaluation and peer evaluations)
  9. Reflective learning logs (to be completed after each tutor-led session)
  10. Summative profile and action plan

Roles, Responsibilities & Relationships

1. Identification of needs

2. Planning and design

3. Delivery/facilitation

4. Assessment

5. Evaluation

The Teaching, Learning and Assessment CycleIn a group, briefly discuss what roles could fit into each category. In groups, add them to a Google Doc, then Check with Gravells (page 3).

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Responsibilities

What is the difference between a teacher's role and a responsibility?

Referencing

What is the difference between a teacher's role and a responsibility?A teacher's role refers to the various functions or positions they occupy within the learning environment. It encompasses the different identities or capacities in which a teacher operates to fulfill the needs of learners and the educational process. Responsibilities, on the other hand, refer to the specific duties or obligations they must fulfill as part of their role. These are typically more defined and structured, often linked to institutional or legal requirements. (Gravells 2024)

Behavior

Behavior

Behavior can be hard to manage, particulalry in adult learning. Consider the scenario below, and make a list of ways you could improve behavior.You are teaching functional skills English to LGV level 2 students. You have a class of eight males between the age of 18-55. Half of the class are keen to study, but the others are behaving inappropriately. They turn up late and tend to disappear for a few minutes at a time during the session. When they are working in breakout groups, they do not complete the set tasks, and you have noticed that two students make fun of the other students, and see the course as a waste of their time. They have made it clear that they are not interested in taking the qualification in front of the group, which you worry will affect motivation in the class.

Strategies and Tips for Managing Behavior

  • Don’t ignore bad behavior. Address it with an appropriate and professional approach (privately is often best)
  • Maintain records of behaviour to use to set targets in tutorials
  • Consider group dynamics carefully when planning, e.g. timing of use of energiser activities or planning group work
  • Do tasks which give resposibility to disruptive learners
  • Get support, or escalate to management
  • Positively reinforce good behavior

Equality and Diversity

Equality and Diversity

What is the difference between equality and diversity? Check your ideas with the definitions on the next page.

Suggestions for Promoting Equality and Diversity

  • Provide opportunities for group work​
  • Ensure your time and attention is shared fairly between the group and individuals​
  • Ensure all your learners’ experiences are acknowledged, included and valued​
  • Differentiated activities and resources should meet individual needs​
  • Assessments are based on the standards​
  • Resources in accessible fonts and colours where needed. ​
  • Face your learners when speaking to them and thank them for their contributions​
  • Role model respectful language and behaviours

Equality and Diversity

Equality is about the rights of learners to have access to, attend, and participate in their chosen learning experience. This should be regardless of their personal characteristics or circumstances.Diversity means the ways in which we are all different or diverse. If you have two or more learners, you will experience diversity. All learners are entitled to be individuals, treated fairly, and feel valued and respected.

Engagement and Motivation

Motivation

Learners can be intrinsically, extrinsically motivated (or both). Can you think of examples of each?

Intrinsic Motivation• Desire to achieve something new

Extrinsic Motivation• Career progression

Motivation

Learners can be intrinsically, extrinsically motivated (or both). Can you think of examples of each?

Intrinsic Motivation• Desire to achieve something new• Enjoyment and fulfilment • Overcoming personal challenges • Passion for subject • Personal reasons • Social interaction • To complete something previously not achieved

Extrinsic Motivation• Acceptance and approval of others• Achievement of a qualification • Career progression • Pay rise• Professional reasons • Promotion • Requirement of job role • Resolving professional situations

Maslow's Hierachy of Needs

Safety/SecurityAm in danger whilst learning? Am I worried about anything?

PhysiologicalIs the learning environment comfortable ? Am I hungry, thirsty, tired, cold ?

RecognitionDo I belong here, do others respect me?

Self ActualisationI am achieving what I wanted to?

Self EsteemAm I learning something useful ?

Maslow's Hierachy of Needs

DiscussionThink of a really good, or really bad experience you have had as a learner. How were the physiological and/or safety/security needs not met?

Maintaining a Safe and Supportive Learning Environment

Learning

Social

Physical

Physical, social and learning aspects

Look at the table in Gravell's, page 24. How are the points she makes relevant in an online context?

Keeping it Legal

Legislation

Task 3a (AC 1.2) Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.GDPR As a teacher, GDPR requires me to protect students' personal data, ensuring it is only shared with authorized individuals and handled securely. I must also inform students of their data rights and follow proper procedures for consent, storage, and breach reporting.

  • Access your portfolio and upload evidence​
  • Discuss effective ways of establishing ground rules
  • Discuss the L3 AET programme, structure and assessments​
  • Identify some or all of the teaching, learning and assessment cycle​
  • Discuss the roles and responsibilities of the teacher/trainer​
  • Discuss ways to promote equality, diversity and inclusion ​
  • State ways to provide a safe and supportive learning environment​
  • Begin to identify theories that underpin teaching/training​
  • Identify legislation that informs policy, procedure & practice

By the end of lesson 1, you will be able to:

  • Requirement of one hour minimum​
  • Required to deliver a micro teach of at least 20 minutes, but no longer than 30 minutes ​
  • You must evidence your planning, resources and self-evaluation ​
  • Observed by your tutor
  • Peer assessment ​
  • Start thinking about it at the beginning of the course!

Microteach

What you read: interactivity and animation can make even the most boring content fun.At Genially, we use AI (Awesome Interactivity) in all our designs, so you can level up with interactivity and turn your content into something valuable and engaging.

Here you can place a highlighted title

  • Describe features of inclusive teaching and learning
  • Explore strengths and limitations of teaching and learning approaches
  • Explain the importance of including minimum core
  • Discuss the observation criteria for your microteach
  • Begin to explore types and methods of assessment

By the end of lesson 3, you will be able to:

What you read: interactivity and animation can make even the most boring content fun.At Genially, we use AI (Awesome Interactivity) in all our designs, so you can level up with interactivity and turn your content into something valuable and engaging.

Here you can place a highlighted title

  • Explain the purpose of and types of assessment
  • Compare strengths & limitations of assessment methods
  • Identify ways to adapt assessment methods
  • Explain importance of involving learners & others in assessment and the sources that should be made available
  • Explain the role of peer and self-assessment
  • Discuss the record keeping associated with assessment practice
  • Discuss the role of constructive feedback

By the end of lesson 4, you will be able to:

  • Begin creating a session plan for your microteach​
  • Write aims and objectives for your session plan​
  • Identify learner needs and points of referral​
  • Discuss other colleagues and professionals you work with​
  • Identify the boundaries and constraints of your role

By the end of lesson 2, you will be able to: