Introduction to Active Citizenship

Size: px
Start display at page:

Download "Introduction to Active Citizenship"

Transcription

1 Introduction to Active Citizenship Table of Contents Page Welcome and Introduction 1 Course Aims and Learning Outcomes 2 Theme 1: Understanding Active Citizenship 1.1 Getting Started What is Active Citizenship? 5 l Activity Why are we talking about Active Citizenship? Barriers to Active Citizenship 7 l Activity Wrap up and Evaluation 8 Theme 2: Active Citizenship - Politics and Putting Values into Practice 2.1 Getting Started What do we mean by Active Citizenship values? Values into Practice 11 l Activity Active Citizenship and Politics Wrap up, Evaluation and Activity Setting 13 l Activity 4

2 Theme 3: Active Citizenship and Campaigning 3.1 Getting Started Reporting Back on Activity Active Citizenship and Campaigning 15 l Activity Wrap up and Evaluation 16 Theme 4: Active Citizenship: Moving Forward 4.1 Getting Started Action Planning for Active Citizenship 17 l Activity Are there limits to Active Citizenship? Future Pathways Wrap up and Evaluation 21

3 Welcome and Introduction These materials accompany and outline the course Introduction to Active Citizenship and are primarily intended as a resource for adult education tutor/trainers working in a community context. This community context will be a varied one and tutor/trainers will be working with course participants from diverse backgrounds and with different experiences and expectations. Course participants will range from existing tutor/trainers who wish to develop a broader awareness of active citizenship education, through to participants who are active in their community and want to explore active citizenship further. Other participants and groups might be thinking about some of these ideas for the very first time and still others might be taking their first tentative steps in tutor/training and will be keen to develop skills through future modules such as Introduction to Train the Trainers and the City and Guilds, in Preparing to Teach in the Lifelong Learning Sector. This course is an introduction to that (optional) teaching and learning journey. Tutor/trainers delivering this course may themselves be extremely experienced in adult education but be relatively unfamiliar with some of the active citizenship themes and approaches. Thus one of our aims in producing this course has also been to provide a best practice model which the experienced tutor/trainer can develop and build on. For all of those working through this course, whether as tutor/trainers or course participants, we hope that it helps to stimulate active citizenship in the widest sense of the term! Using the Materials These materials offer a structure and outline for a 10 hour non-accredited course: Introduction to Active Citizenship. Included is a Scheme of Work, course content in the form of tutor/trainer points, ideas for activities and some resource information. The materials indicate the main area of delivery from the tutor/trainer as well as associated activities. These are timed. It is likely that tutor/trainers will use these materials flexibly depending on the needs and interests of participant groups. The course can be delivered in a number of different ways in 2 five hour blocks as day schools, over a number of linked evenings or in any other way appropriate to a group of participants. Again flexibility is important. If taught over 2 sessions of 5 hours per session the time allocated for two Getting Started and two Wrap Up and Evaluation slots could be distributed amongst the other sessions or used for different purposes. Resources In Section 5.4 can be found a range of handouts to support activities and further investigation around active citizenship. Tutor/trainers will want to add their own handouts and resources and customise them according to the particular groups with whom they are working. 1

4 Introduction to Active Citizenship Course Aims: l To introduce participants to a range of ideas about, and definitions and meanings of, active citizenship. l To encourage and motivate participants to think about, discuss and relate these ideas to their own experiences and practice. l To explore and discuss some case studies. l To provide materials for tutors around active citizenship and to encourage others, if relevant, to consider becoming active citizenship tutors. Course Learning Outcomes: Participants will be able to: l Define what is meant by active citizenship and understand active citizenship values. l Critically engage with these ideas/definitions in relation to their own experiences and expectations. l Consider the usefulness of active learning for active citizenship. l Develop some personal tools for active citizenship. l Explore being a potential active citizenship tutor. 2

5 Theme 1 - Understanding Active Citizenship (2.5 hours) 1.1 Getting Started: (20 minutes) Words & Ideas: Group ground rules and participant expectations A short session including: l Housekeeping l Course overview what s it all about? l Introducing students to each other l Producing group ground rules Tutor/trainer points: l Tutor/trainers need to introduce the course, cover housekeeping and run a short icebreaker whereby participants introduce themselves to each other and share their expectations about the course. These might be flipcharted by the tutor. Different variants of icebreakers can be used. Who are you working with? If you are working with a group of potential or actual tutors then point out that the model of active learning used throughout this course reflects the doing nature of active citizenship itself! The concept of active learning for active citizenship can be explored later. l Tutor/trainers should say something (broadly) about the purpose, aims and objectives of the course and map out the session and the course. l They should also stress that the day is not only about learning but also about sharing experiences and thinking about what it really means to be a citizen. l Tutor/trainers should work with the group to draw up group agreements (ground rules). Resources: l Examples of ice-breakers (See examples in ) l Examples of group ground rules (See examples in section 5.4.2) 3

6 1.2 What is Active Citizenship? (45 minutes in total) Words & Ideas: About Participation and Doing - Rights and Responsibilities Subject or Citizen? This activity is aimed at encouraging participants to think about what they understand by the term active citizenship and how it relates to their own lives. Tutor/trainer points l Tutor/trainers should stress that the idea of active citizenship has been around for a long time and in this activity we are looking at what it means to different people. This meaning will be based on the existing knowledge as well as the experience of participants. l They can point out that there are no wrong answers to what active citizenship means and that participant responses will reflect where they are coming from and will be based on experience. All experiences will differ. Tutor/trainers might want to offer their own examples. l If participants are struggling to get to grips with the meaning of active citizenship, tutor/trainers can encourage participants to think about how they have been active in their community or in another comparable setting. This might range from doing voluntary work, helping a neighbour or being involved in a local campaign. Tutor/trainers should spend about 10 minutes introducing this activity Who are you working with? Participants might want to explore the differences between being a citizen and a subject. What about rights and responsibilities? What is the relationship between these and active citizenship? Are these ways in to the debate? With other groups you might want to work through a range of more formal meanings of active citizenship and very carefully unpick these with participants. See resources

7 Activity 1 What is Active Citizenship? (35 minutes) Resources: n The project definition of active citizenship (Resources 5.4.3) n A range of other definitions (optional - Resources 5.4.3) n Activity cards on active citizenship (see below - optional) n Flip chart for key words associated with active citizenship What to do: Tutor/trainers can break the group up into smaller groups or pairs (or keep the large group intact) for discussion for up to 15 minutes. Participants should decide what they understand by the term active citizenship. They can think about when they have been active, or done something, to help them to do this. Once they have discussed what these words mean they can report this back to the rest of the group. This will take about 20 minutes by the time everyone has reported back. Tutor/trainers can flipchart the key words and discuss them with the group. If appropriate, tutor/trainers might like to introduce some of the definitions of active citizenship available in Section An alternative first activity is to provide participants with a number of cards with particular actions written on them e.g. taking an elderly neighbour to the library once a week; attending the local community forum; sweeping leaves off the pavement in front of your neighbour s house; voting in elections; being a member of your local neighbourhood watch scheme; being a member of a political party; working as a volunteer at a local charity shop; organizing a demonstration against local authority spending cuts. Participants could be asked to discuss which of these are examples of active citizenship and why. There are actually no wrong answers all of them could legitimately be described as active citizenship but there clearly are some differences between the activities. Tutor/trainers should concentrate upon encouraging students to explore these differences. PAUSE 10 minutes 5

8 1.3 Why are we talking about Active Citizenship? (20 minutes) Words & Ideas: Politics, Participation, Action, Doing, Democracy Building on Activity 1, the aim of this short session is to briefly discuss from where the idea of active citizenship idea has come. Tutor/trainers can raise the question about WHY active citizenship is suddenly on the agenda. Why do participants think that this might be the case? What does it say about the sort of society in which we live? Again, participants own experiences will come in here. The government definition can be flagged up as this can help to explain why active citizenship is on the public agenda despite it having been an aim for radical educationalists for many centuries. See Tutor/trainer points l Tutor/trainers might want to discuss how there is a democracy deficit and that there is now a focus on learning how to take part in politics at different levels because there is a problem with people getting involved. So there is a new emphasis on: l How the political system works, locally to globally, the decision-making processes, people and power structures l However tutor trainers will also want to stress that active citizenship is about more than party politics and voting, and equally about developing the knowledge, skills and confidence to engage with the political processes at different levels. 6

9 1.4 Barriers to Active Citizenship (40 minutes) Words & Ideas: Barriers, motivations, confidence The aim of this activity is for participants to explore what barriers there might be to active citizenship, to think about why this might be the case and then to think of ways to overcome them. Activity 1 What to do In pairs discuss the following: l Are there any barriers or constraints to people becoming more active as citizens? If so, what are they? What has stopped participants themselves getting involved? Why? Discuss these questions for 15 minutes and prepare a list of possible barriers to report back to the wider group. The group should spend the remainder of the time trying to think of ways that barriers might be overcome. How might this be changed? Tutor/trainer points: l Possible constraints might be that people don t have enough time to actively participate, don t know where to begin (feel overwhelmed), may feel de-motivated, think that it doesn t make any difference anyway. l Barriers might be overcome by learning like this, confidence building, working with activist mentors etc. Tutor/trainers can add to this list. Who are you working with? Some participants will be active, others will feel alienated from or nervous about activity. Tutor /trainers will need to encourage participants to share their experiences constructively if and when they differ. 7

10 1.5 Wrap up and Evaluation (10 minutes) Tutor/trainer points: l Check that the group is happy that they have kept to their group ground rules. l Check that, where possible, expectations have been met, by asking participants and checking against expectations if they were flip-charted. l Hand out different coloured post-it notes and ask participants to write on one note what was good about the session and on the other what could have been improved/wasn t too good! These can then be collected. l Finally ask participants to think about one thing they now think is important about active citizenship that they might not have thought about before (or feel has been reinforced) as a result of working with the group. Why? Tell them to be prepared to share this with other participants at the beginning of the next session! Resources: n Different coloured post- it notes 8

11 Theme 1 - Active Citizenship: Politics & Putting Values into Practice (2.5 hours) 2.1 Getting Started: (20 minutes) Words & Ideas: Reflecting on learning In this short session tutor/trainers outline the shape of the session and participants report back. Tutor/trainer points: l Briefly review course, outline session and discuss learning so far how has it gone? l Fresh introductions participants should sit next to someone new and work with them in this session. l Ask participants to report back quickly on the thing that they now think is important about active citizenship and why! 9

12 2.2 What do we mean by Active Citizenship Values? (30 minutes) Words & Ideas Social values, social justice The aim of this session is to consider what we mean by value-based ideas and practice in relation to active citizenship. Tutor/trainer points l Tutor/trainers should begin by asking participants for some ideas about what values they think are associated with active citizenship. These can be listed on a flip chart and referred back to later. l Tutor/trainers can then flag up that there are three core ideas (underpinned by social values) that are at the centre of active citizenship education (5.4.4). l Don t forget social values and social justice mean different things to different people! Tutor/trainers should make sure that everyone understands the terms and feels that they are relevant to them and their understanding of active citizenship. l Tutor/trainers can further reinforce this point by displaying a slide outlining Oxfam s definition of a global citizen (Resources 5.4.5). Resources See and for examples Who are you working with? These ideas may be unfamiliar to some participants. For example what does social justice really mean? Or even social values? Tutor/trainers need to check that these terms are fully understood and meaningful to people. One way to do this might be to develop examples related to people s likely experiences. PAUSE 10 Minutes 10

13 2.3 Values into Practice (50 minutes) Words & Ideas: As previous The aim of this activity is to encourage participants to think about how the various values can be put into practice by thinking about their own experiences. Tutor/trainer points l The tutor/trainer will introduce the activity by reinforcing the point that social justice, participation, equality, diversity and co-operation are key parts of the active citizenship and active learning agenda. l Encourage participants to reflect on own experiences. Recognise that some of these issues are sensitive. l Tutor/trainers may find it useful to put the key words (values) on a flipchart and do one case study with the group as an example. Who are you working with? Again, some of these terms can be challenging if participants are unfamiliar with them. Spend time teasing them out and give examples of how they can be applied. If the case studies don t seem relevant, ask participants to relate these words to their own examples and discuss these. Activity 3 Values into Practice (40 minutes) Resources: Case Study Handouts See Once the tutor/trainer has introduced the activity, participants are divided into smaller groups or pairs and provided with some case studies. (See Resources 5.2.7) They will map active citizenship values - social justice, participation, equality, diversity and co-operation - onto the case studies and consider: What do these values mean when we put them into practice? What might get in the way of us doing this? Small group or pairs discussion on the various case studies for approximately 25 minutes. 11

14 2.4 Active Citizenship and Politics (25 minutes) Words & Ideas: Politics, political literacy, empowerment, social inclusion and social justice This is a short interactive session during which the various concepts associated with the politics of active citizenship are explored in the group and presented by the tutor. The key focus is that a wider understanding of politics is used in relationship to active citizenship. Tutor/trainer points l Begin with some brainstorming e.g. what do we mean by politics? l Tutor/trainers can then tease out the connections with active citizenship. l Tutor/trainers may wish to use the Take Part definition (Resources 5.4.3) to help aid discussion but if they do so they will need to produce some concrete examples in order to unpick some of the ideas. l Tutors can go on and introduce some key words (and ask the group for examples). l Words are: l l l political literacy empowerment social inclusion l What does each of these words mean in relation to active citizenship. l Try and relate these to people s experiences where possible? Who are you working with? Don t assume everyone will be clear about these concepts. Or indeed what politics actually means! They will certainly differ in definitions and views! Tutor/trainers need to make the point that going beyond the more traditional approaches may well mean taking political action to address inequalities, challenge power structures and work for change within society. And these things are not easy! Resources: n Handout Resource (optional) 12

15 2.5 Wrap Up, Evaluation and Activity Setting (15 minutes) Tutor/trainer notes l Check that the group is happy that they have kept to their ground rules. l Check that, where possible, expectations are continuing to be met. l Ask for any comments on the session. Is there anything else that participants would like to have seen covered? Any concerns? l Tutor/trainers should then introduce Activity 4 in preparation for Theme 3. Activity 4 Resources: See Resources for an alternative activity Depending on where this session falls an activity can be set for participants to complete prior to meeting again: We would like participants to go away and think about some issues and concerns within their own life or that of a friend or colleague and how the issue might be addressed by active engagement. We are not asking participants to necessarily arrive at a solution to these issues but instead to think about what the active citizenship agenda might offer as regards trying to begin to address them. The next session is about campaigning, so it may be useful to focus on an issue participants feel it may be worth campaigning around as an active citizen. Tutor/trainers may need to help participants identify an issue. Participants should prepare a short presentation of no more than 5 minutes in total which can be shared with other participants at the beginning of the next block. One structure would be as follows: l Describe the issue l Describe why the issue is a problem (the context) l Outline what the impact of the problem is l Discuss how more active involvement could address this issue Participants can make notes, produce a Powerpoint, just talk, it s up to them! 13

16 Theme 1 - Active Citizenship and Campaigning 3.1 Getting Started: (10 minutes) Words & Ideas: Reflecting on learning In this short session tutor/trainers outline the shape of the session. Tutor/trainer points: l Briefly review course, outline session and discuss learning so far how has it gone? l Recap on some of the key ideas from the previous session: active citizenship; social values; global citizenship; political literacy; empowerment; power and social justice. l Check with learners that they have retained some ideas about these concepts. 3.2 Reporting Back on Activity 4 (1 hour in total) In this session participants will report back on the task set for Activity 4. Tutor/trainer notes l Invite learners to talk about their issues and concerns and how they might be addressed by active engagement. Five minutes each. l Discussion on the content of these report-backs. l Ask all participants to make constructive contributions to addressing each other s issues. PAUSE (10 minutes) 14

17 3.3 Active Citizenship and Campaigning (1 hour in total) Words & Ideas: Skills needed for Campaigning and Active Citizenship The aim of this activity is to encourage participants to identify and reflect on what skills are needed to be an active citizen! This exercise takes the group into issues connected to campaigning and does so in a lively and irreverent way. Activity 4 Resources: Computers to show web resources Provide campaign skills materials (optional) Tutor/trainer points l Tutor/ trainers can ask participants to watch a selection or all 5 clips from the five Free Dave clips from the Louder website. l In a whole group session, get feedback from the group and discuss the issues that arise. l Discussion can be organised around the following questions: l l What do these clips tell us about the skills needed to be an effective citizen? What are they and are any skills missing? l Ask participants to note and discuss these skills and think about how they can be acquired. 15

18 3.4 Wrap up and Evaluation Tutor/trainer points: l Check that the group is happy that they have kept to their ground rules. l Check that, where possible, expectations continue to be met. l Ask participants about how well the session has gone. l Ask participants to think about one thing about campaigning that they might not have thought about before, or feel has been reinforced, as a result of working with the group. Why? Ask participants to be prepared to share this with the wider group at the beginning of the next session! 16

19 Theme 4: Active Citizenship Moving Forward 4.1 Getting Started: (10 minutes) Tutor/trainer points: l Briefly outline session and discuss learning so far how has it gone? l Ask participants to report back on the one thing they have thought about, in terms of campaigning, from the previous theme. 4.2 Action Planning for Active Citizenship (45 minutes in total) Words & Ideas: Planning for active citizenship activity. What else shall I do? The aim of this session is to encourage participants to plan for or develop existing active citizenship activity. 17

20 Activity 4 Action Planning for Active Citizenship Resources: Action Plan Matrix (see Resources 5.4.8) With the knowledge participants have gained from this course, combined with their own experiences, tutor/trainers can ask participants to begin to draw up an Action Plan for themselves as Active Citizens. If they are already active and want to develop aspects of this activity then ask participants to use this example for this session. What to do: In pairs participants should discuss how they might go about developing an action plan (10-15 minutes). Participants could begin by listing the issues and concerns that they feel they need to address. Participants could think about what they would do in order to address the issues. We would like you to make a plan for yourself what you are going to do. The plan should be realistic, have timescales, achievable goals and also some flexibility. Pause (10 minutes) 18

21 4.3 Are there limits to Active Citizenship? (30 minutes) In a democracy, there are clear procedures for making collective decisions. In this session participants think about the different methods of political campaigning and active citizenship and address the controversial issue of what constitute appropriate boundaries. How far can one legitimately go in promoting what one believes in? Tutor/trainer points l Tutor / trainers can list methods used by activists such as lobbying; letter writing; petitioning; boycotting; leaflet posting, campaigning, banner dropping; demonstrations and disruption; strikes; civil disobedience; subvertising and hacktivism ; direct action; violence and intimidation. l Tutor/trainers might like to use case studies to illustrate the tensions that can arise over active citizenship activity such as lorry drivers protesting over fuel cost rises and anti-car, pro-public transport activists. l Tutor/trainers can ask participants l l How is it possible to deal with diametrically opposed views when campaigning as an active citizen? Are there ethical limits to activism? Resources: Source and case studies can be found at: 19

22 4.4 Future Pathways (20 minutes ) The aim of this session is to introduce participants to a range of pathways open to them in terms of continuing their involvement in active citizenship. Tutor/trainer points l Introduce participants to Take Part and the Train the Take Part Trainers Programme as an option for their future development. l Introduce the active citizenship tutor pathway with information about Becoming a Take Part Trainer and the 730 (Active Citizenship) courses, and be ready to respond to any questions. l It needs to be stressed that being a tutor/trainer in active citizenship is not about being an educational expert but about an approach which is exemplified in the Take Part, active learning and Active Learning for Active Citizenship approaches. If appropriate, 2 slides can be shown to demonstrate this approach. Resources: n These slides are optional (5.4.9) 20

23 4.5 Wrap up and Evaluation (30 minutes) Tutor/trainer points: l Check back on the group ground rules made at the commencement of the course have they been kept? l Check back on people s expectations. l Ask participants to think about what they really feel they have taken from the course on active citizenship and what else they feel should have been covered. l Complete formal evaluation form 21

24

25 WEA SCHEME OF WORK Tutors should produce an outline Scheme before the course starts. Changes following renegotiation of LOs should be clearly identified. Course title Tutor Introduction to Active Citizenship Course Learning Outcomes Participants to define what is meant by active citizenship, its meaning, purpose and scope To critically engage with these ideas/definitions in relation to their practical implementation To consider the values associated with active citizenship and how they can be put into practice Learners to begin to develop some personal tools for active citizenship Explore the idea of them being potential active citizenship tutors Date/ Learning Learning Resources Assessment Progress Session Outcomes Methods Methods Reviews 1st session (5 hours) Participants to define what is meant by active citizenship To critically engage with these ideas/definitions in relation to their practical implementation To consider the values associated with active citizenship and how they can be put into practice Inquiry-based small-group discussion, case studies, selection of topic cards. Some one-way teaching. A variety of web resources and handouts. Engagement with individual students to assess progress. After each block/ session. 2nd session (5 hours Participants to begin to develop some personal tools for active citizenship To consider planning for active citizenship To consider any tensions in active citizenship Explore the idea of them being potential active citizenship tutors Inquiry-based small-group discussion, use of video clips from the Louder website, case studies, selection of topic cards. Some one-way teaching. A variety of web resources and handouts and use of the Free Dave clips on Louder website Engagement with individual participants to assess progress 23

26

27 WEA SESSION PLAN AC Unit Day 1 - Session 1 Course Title Exploring Active Citizenship/Introduction to Active Citizenship Session Aims To explore current ideas and thinking about active citizenship Session Learning Outcomes Participants to define what is meant by active citizenship, its meaning, purpose and scope To critically engage with these ideas/definitions in relation to their practical implementation Resources Power Point Flip Charts A variety of activities and handouts Website resources Time Activity Tutor/trainer Participant activity Methods for Objectives Activity Activity checking learning Introduction to course and each other Welcome Facilitate group ground rules and group expectations Introduction, develop group ground rules, outline expectations To explore the meaning of active citizenship Introduce Activity 1 Facilitate discussion Small groups What does the term active citizenship mean? Flip chart definitions Feedback and discussion Student notes BREAK To understand why we are concerned with active citizenship Tutor explanation of AC and the background to the agenda Listen Discussion Notes Student comments To explore barriers to active citizenship Introduce Activity 2 To explore barriers to participation Discussion Flip chart issues Wrap up and evaluation Check group agreement and meeting of expectations To comment on learning so far and to think about contribution for next session Discussion Notes and comments: 25

28 WEA SESSION PLAN AC Unit Day 1- Session 2 Time Activity Tutor/trainer Participant activity Methods for Objectives Activity Activity checking learning Recap and input from participants following reflection Sum up, introduce session, facilitate feedback Listen Notes Personal reflection To explore the meaning of active citizenship Introduce key words and discuss values Listen and offer views Discussion and response to definitions BREAK To understand why we are concerned with active citizenship Introduce case studies Activity 3 In groups, consider the case studies and decide on what actions are required. Notes Feedback To explore barriers to active citizenship Link active citizenship to politics. Introduce key ideas. Relate key ideas and themes to own experience Notes Discussion, feedback Wrap up, evaluation and activity setting Tutor asks students to think about an issue they face in their own lives, or their family faces or friends or the community faces, which needs to be addressed. How can active engagement address the issue/ problem? (Activity 4) Respond to Activity 4 Prepare a presentation for next session 26

29 WEA SESSION PLAN AC Unit Day 2 - Session 1 Course Title Exploring Active Citizenship Session Aims To explore current ideas and thinking about active citizenship Session Learning Outcomes To explore ideas and issues to do with active citizenship and campaigning To develop a number of tools for active citizenship To develop an Active Citizenship action plan To explore future pathways including becoming an active citizenship tutor Resources Power Point Flip Charts A variety of activities and handouts Website resources Time Activity Tutor/trainer Participant activity Methods for Objectives Activity Activity checking learning Recap on Day 1 Re-introductions Welcome Summary of Day 1 Listen, record Chat Issues, concerns Activities Tutor/trainer to facilitate each student making a brief presentation followed by discussion. (Activity 4) Short presentation, followed by discussion and questions. Student notes Presentations Discussion BREAK Analysis and exploration of active citizenship and campaigning Show Free Dave video clips Ask students to watch, record, think Facilitate Activity 5 Listen, note and record What are the skills and needs of an effective active citizen?(activity 5) Flipchart key points feedback Notes Student comments and feedback Flip chart material Wrap up and Evaluation Ask students to think about what they have learnt for next session Discussion Feedback Reflection Notes and comments: 27

30 WEA SESSION PLAN AC Unit Day 2 - Session 2 Time Activity Tutor/trainer Participant activity Methods for Objectives Activity Activity checking learning Recap on morning s session. Reflection on previous session Sum up and facilitate report back Report back on set task Listen Notes Questions Action planning Explain the next and concluding exercise activity 6 Activity 6 Discussion and response to definitions Explore further issues about active citizenship Introduce some of the active itizenship/democracy/decision making issues Group discussion Notes Feedback Future pathways Introduce Listen, notes Questions and answers Wrap up and close Thanks Contact details for further study Application forms Fill in evaluation forms Evaluation, verbal reportback 28

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

More information

to Club Development Guide.

to Club Development Guide. Club Development Guide Welcome to the Welsh Triathlon Introduction to Club Development Guide. With the continued growth and popularity of Triathlon we wish to support your club and volunteers to ensure

More information

ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING

ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING LeanIn.0rg, 2016 1 Overview Do we limit our thinking and focus only on short-term goals when we make trade-offs between career and family? This final

More information

PREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace

PREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace 1 IT S ABOUT RESPECT LEADER S GUIDE CONTENTS About This Program Training Materials A Brief Synopsis Preparation Presentation Tips Training Session Overview PreTest Pre-Test Key Exercises 1 Harassment in

More information

White Paper. The Art of Learning

White Paper. The Art of Learning The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how

More information

Fearless Change -- Patterns for Introducing New Ideas

Fearless Change -- Patterns for Introducing New Ideas Ask for Help Since the task of introducing a new idea into an organization is a big job, look for people and resources to help your efforts. The job of introducing a new idea into an organization is too

More information

Assessment Pack HABC Level 3 Award in Education and Training (QCF)

Assessment Pack HABC Level 3 Award in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

BUSINESS OCR LEVEL 2 CAMBRIDGE TECHNICAL. Cambridge TECHNICALS BUSINESS ONLINE CERTIFICATE/DIPLOMA IN R/502/5326 LEVEL 2 UNIT 11

BUSINESS OCR LEVEL 2 CAMBRIDGE TECHNICAL. Cambridge TECHNICALS BUSINESS ONLINE CERTIFICATE/DIPLOMA IN R/502/5326 LEVEL 2 UNIT 11 Cambridge TECHNICALS OCR LEVEL 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN BUSINESS BUSINESS ONLINE R/502/5326 LEVEL 2 UNIT 11 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10 BUSINESS ONLINE R/502/5326

More information

Lecturing Module

Lecturing Module Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional

More information

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding

More information

Leader s Guide: Dream Big and Plan for Success

Leader s Guide: Dream Big and Plan for Success Leader s Guide: Dream Big and Plan for Success The goal of this lesson is to: Provide a process for Managers to reflect on their dream and put it in terms of business goals with a plan of action and weekly

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

Local Activism: Identifying Community Activists (2 hours 30 minutes)

Local Activism: Identifying Community Activists (2 hours 30 minutes) Local Activism: Identifying Community Activists (2 hours 30 minutes) Local Activism Series Staff Skill Building Library Raising Voices This module is part of a Staff Skill Building Library developed by

More information

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60 2016 Suite Cambridge TECHNICALS LEVEL 3 PERFORMING ARTS Unit 2 Proposal for a commissioning brief L/507/6467 Guided learning hours: 60 Version 1 September 2015 ocr.org.uk/performingarts LEVEL 3 UNIT 2:

More information

UDL AND LANGUAGE ARTS LESSON OVERVIEW

UDL AND LANGUAGE ARTS LESSON OVERVIEW UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students

More information

Semester: One. Study Hours: 44 contact/130 independent BSU Credits: 20 ECTS: 10

Semester: One. Study Hours: 44 contact/130 independent BSU Credits: 20 ECTS: 10 BATH SPA UNIVERSITY Erasmus, exchange & study abroad MODULE CATALOGUE education: semester 1 Modules at Bath Spa University are usually worth either 10, 20 or 40 credits. If you are using the European Credit

More information

EVERYTHING DiSC WORKPLACE LEADER S GUIDE

EVERYTHING DiSC WORKPLACE LEADER S GUIDE EVERYTHING DiSC WORKPLACE LEADER S GUIDE Module 1 Discovering Your DiSC Style Module 2 Understanding Other Styles Module 3 Building More Effective Relationships MODULE OVERVIEW Length: 90 minutes Activities:

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

Qualification Guidance

Qualification Guidance Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this

More information

Promoting the Social Emotional Competence of Young Children. Facilitator s Guide. Administration for Children & Families

Promoting the Social Emotional Competence of Young Children. Facilitator s Guide. Administration for Children & Families Promoting the Social Emotional Competence of Young Children Facilitator s Guide The Center on the Social and Emotional Foundations for Early Learning Administration for Children & Families Child Care Bureau

More information

Core Values Engagement and Recommendations October 20, 2016

Core Values Engagement and Recommendations October 20, 2016 UND STRATEGIC PLANNING ENGAGEMENT WORKING GROUP Core Values Engagement and Recommendations October 20, 2016 Engagement Working Group: Carrie Herrig (Lead), Chris Zygarlicke, Amber Flynn, Steve Light, Jeffrey

More information

ENGLISH Training of Trainers

ENGLISH Training of Trainers ENGLISH Training of Trainers A manual for training facilitators in participatory teaching techniques PARTNERS IN HEALTH Partners In Health (PIH) is an independent, non-profit organization founded over

More information

Custom Program Title. Leader s Guide. Understanding Other Styles. Discovering Your DiSC Style. Building More Effective Relationships

Custom Program Title. Leader s Guide. Understanding Other Styles. Discovering Your DiSC Style. Building More Effective Relationships Custom Program Title Leader s Guide Module 1 Discovering Your DiSC Style Module 2 Understanding Other Styles Module 3 Building More Effective Relationships by Inscape Publishing MODULE OVERVIEW Length:

More information

Manual for teacher trainers

Manual for teacher trainers Inclusive Education: Manual for teacher trainers Prepared for: Prepared by: Ingrid Lewis, Ian Kaplan, Duncan Little EENET CIC October 2011 Published with the support of: République et Canton de Genève

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL 1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,

More information

RESOLVING CONFLICT. The Leadership Excellence Series WHERE LEADERS ARE MADE

RESOLVING CONFLICT. The Leadership Excellence Series WHERE LEADERS ARE MADE RESOLVING CONFLICT The Leadership Excellence Series WHERE LEADERS ARE MADE RESOLVING CONFLICT The Leadership Excellence Series TOASTMASTERS INTERNATIONAL P.O. Box 9052 Mission Viejo, CA 92690 USA Phone:

More information

Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work

Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work Dr. Maria-Carme Torras IFLA Governing Board Member; library director, Bergen

More information

BSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon

BSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Basic FBA to BSP Trainer s Manual Sheldon Loman, Ph.D. Portland State University M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Chris Borgmeier, Ph.D. Portland State University Robert Horner,

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

TC The Power of Non Formal Education 2014

TC The Power of Non Formal Education 2014 Participants' PACK DEAR participants, Non Formal Education has existed for as long as we know. But only recently it has been given the clarity and recognized importance it deserves! We are therefore also

More information

How to organise Quality Events

How to organise Quality Events How to organise Quality Events Dear locals, The Quality Assurance Committee s role is to help and support the locals in organising quality events. Quality is the term frequently used in education but often

More information

Faculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY

Faculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Faculty Meetings From Dissemination To Engagement Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Presentation Overview Traditionally, faculty meetings have been forums

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary

More information

INTRODUCTION TO TEACHING GUIDE

INTRODUCTION TO TEACHING GUIDE GCSE REFORM INTRODUCTION TO TEACHING GUIDE February 2015 GCSE (9 1) History B: The Schools History Project Oxford Cambridge and RSA GCSE (9 1) HISTORY B Background GCSE History is being redeveloped for

More information

Mandatory Review of Social Skills Qualifications. Consultation document for Approval to List

Mandatory Review of Social Skills Qualifications. Consultation document for Approval to List Mandatory Review of Social Skills Qualifications Consultation document for Approval to List February 2015 Prepared by: National Qualifications Services on behalf of the Social Skills Governance Group 1

More information

Introduction to Communication Essentials

Introduction to Communication Essentials Communication Essentials a Modular Workshop Introduction to Communication Essentials Welcome to Communication Essentials a Modular Workshop! The purpose of this resource is to provide facilitators with

More information

University of Plymouth. Community Engagement Strategy

University of Plymouth. Community Engagement Strategy University of Plymouth Community Engagement Strategy 2009 2012 The University is at the top spot in the national People and Planet green university league table. The Active in Communities project has run

More information

Council of the European Union Brussels, 4 November 2015 (OR. en)

Council of the European Union Brussels, 4 November 2015 (OR. en) Council of the European Union Brussels, 4 November 2015 (OR. en) 13631/15 NOTE From: To: General Secretariat of the Council JEUN 96 EDUC 285 SOC 633 EMPL 416 CULT 73 SAN 356 Permanent Representatives Committee/Council

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

Learning and Teaching

Learning and Teaching Learning and Teaching Set Induction and Closure: Key Teaching Skills John Dallat March 2013 The best kind of teacher is one who helps you do what you couldn t do yourself, but doesn t do it for you (Child,

More information

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum UNIVERSITY OF DERBY JOB DESCRIPTION JOB TITLE DEPARTMENT / COLLEGE LOCATION Associate Professor: Learning and Teaching Centre for Excellence in Learning and Teaching Kedleston Road JOB NUMBER 0749-17 SALARY

More information

I set out below my response to the Report s individual recommendations.

I set out below my response to the Report s individual recommendations. Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set

More information

Exercise Format Benefits Drawbacks Desk check, audit or update

Exercise Format Benefits Drawbacks Desk check, audit or update Guidance Note 6 Exercising for Resilience With critical activities, resources and recovery priorities established, and preparations made for crisis management, all preparations and plans should be tested

More information

Programme Specification

Programme Specification Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification

More information

Head of Music Job Description. TLR 2c

Head of Music Job Description. TLR 2c Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information

- SAMPLE ONLY - PLEASE DO NOT COPY

- SAMPLE ONLY - PLEASE DO NOT COPY Copyright 2015 by Center for Work Ethic Development, LLC. All rights reserved. The Center for Work Ethic Development, The A Game, and Bring Your A Game to Work are registered trademarks of Center for Work

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Student Handbook 2016 University of Health Sciences, Lahore

Student Handbook 2016 University of Health Sciences, Lahore Student Handbook 2016 University of Health Sciences, Lahore 1 Welcome to the Certificate in Medical Teaching programme 2016 at the University of Health Sciences, Lahore. This programme is for teachers

More information

Backstage preparation Igniting passion Awareness of learning Directing & planning Reflection on learning

Backstage preparation Igniting passion Awareness of learning Directing & planning Reflection on learning Part II - Youthpass tools and methods Backstage preparation Igniting passion Awareness of learning Directing & planning Reflection on learning Learning interview An interview to help people talk about

More information

5 Guidelines for Learning to Spell

5 Guidelines for Learning to Spell 5 Guidelines for Learning to Spell 1. Practice makes permanent Did somebody tell you practice made perfect? That's only if you're practicing it right. Each time you spell a word wrong, you're 'practicing'

More information

ADULT & COMMUNITY LEARNING SERVICE

ADULT & COMMUNITY LEARNING SERVICE ADULT & COMMUNITY LEARNING SERVICE Tutor/Trainer/Assessor Guide 2017-2018 Trail blazing the path to excellence Contents Tutor information Page Welcome 4 Introduction 5 Tutor/Trainer Duties and Responsibilities

More information

Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training

Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training Robert Wagenaar Director International Tuning Academy Content of presentation 1. Why having (a)

More information

March. July. July. September

March. July. July. September Preparing students for internationalisation at home: evaluating a twoweek induction programme in a one-year masters programme Dr Prue Holmes, Durham University Aims of the project This project evaluated

More information

First Line Manager Development. Facilitated Blended Accredited

First Line Manager Development. Facilitated Blended Accredited First Line Manager Development Facilitated Blended Accredited Why is First Line Manager development so critical? We combine The Oxford Group s expertise in leadership & management development and experienced

More information

Concept Formation Learning Plan

Concept Formation Learning Plan 2007WM Concept Formation Learning Plan Social Contract Racquel Parra [Pick the date] [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.

More information

Why Pay Attention to Race?

Why Pay Attention to Race? Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several

More information

The Political Engagement Activity Student Guide

The Political Engagement Activity Student Guide The Political Engagement Activity Student Guide Internal Assessment (SL & HL) IB Global Politics UWC Costa Rica CONTENTS INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY 3 COMPONENT 1: ENGAGEMENT 4 COMPONENT

More information

ABET Criteria for Accrediting Computer Science Programs

ABET Criteria for Accrediting Computer Science Programs ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common

More information

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 1 Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 Context for the development and purpose of the framework The Learning and Development Committees for Newcastle Safeguarding

More information

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding

More information

GUIDE TO STAFF DEVELOPMENT COURSES. Towards your future

GUIDE TO STAFF DEVELOPMENT COURSES. Towards your future GUIDE TO STAFF DEVELOPMENT COURSES Towards your future BUILD YOUR RESUME DEVELOP YOUR SKILLS ADVANCE YOUR CAREER New teacher starting out? You ll want to check out the Foundation TEFL and the EF Trinity

More information

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field. 1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it

More information

Faculty of Social Sciences

Faculty of Social Sciences Faculty of Social Sciences Programme Specification Programme title: BA (Hons) Sociology Academic Year: 017/18 Degree Awarding Body: Partner(s), delivery organisation or support provider (if appropriate):

More information

Quality in University Lifelong Learning (ULLL) and the Bologna process

Quality in University Lifelong Learning (ULLL) and the Bologna process Quality in University Lifelong Learning (ULLL) and the Bologna process The workshop will critique various quality models and tools as a result of EU LLL policy, such as consideration of the European Standards

More information

Intercultural Training for Yellow Flag Schools

Intercultural Training for Yellow Flag Schools Intercultural Training for Yellow Flag Schools A two hour workshop for staff and teachers Trainer s Manual 1 1 The Yellow Flag Programme 2 2 Intercultural Training for Yellow Flag Schools A two hour workshop

More information

Utilizing FREE Internet Resources to Flip Your Classroom. Presenter: Shannon J. Holden

Utilizing FREE Internet Resources to Flip Your Classroom. Presenter: Shannon J. Holden Utilizing FREE Internet Resources to Flip Your Classroom Presenter: Shannon J. Holden www.newteacherhelp.com This Presentation I gave this presentation to the Missouri Association of Secondary School Principals

More information

Post-16 transport to education and training. Statutory guidance for local authorities

Post-16 transport to education and training. Statutory guidance for local authorities Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty

More information

Ruggiero, V. R. (2015). The art of thinking: A guide to critical and creative thought (11th ed.). New York, NY: Longman.

Ruggiero, V. R. (2015). The art of thinking: A guide to critical and creative thought (11th ed.). New York, NY: Longman. BSL 4080, Creative Thinking and Problem Solving Course Syllabus Course Description An in-depth study of creative thinking and problem solving techniques that are essential for organizational leaders. Causal,

More information

BILD Physical Intervention Training Accreditation Scheme

BILD Physical Intervention Training Accreditation Scheme BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing

More information

Providing Feedback to Learners. A useful aide memoire for mentors

Providing Feedback to Learners. A useful aide memoire for mentors Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and

More information

Knowle DGE Learning Centre. PSHE Policy

Knowle DGE Learning Centre. PSHE Policy Knowle DGE Learning Centre PSHE Policy Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities

More information

Unit 2. A whole-school approach to numeracy across the curriculum

Unit 2. A whole-school approach to numeracy across the curriculum Unit 2 A whole-school approach to numeracy across the curriculum 50 Numeracy across the curriculum Unit 2 Crown copyright 2001 Unit 2 A whole-school approach to numeracy across the curriculum Objectives

More information

Teaching Financial Literacy to Adult Students: Different Strokes for Different Folks

Teaching Financial Literacy to Adult Students: Different Strokes for Different Folks Teaching Financial Literacy to Adult Students: Different Strokes for Different Folks There is a gap between how adults perceive their financial knowledge and how they test out Source: FINRA Investor Education

More information

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

eportfolio Guide Missouri State University

eportfolio Guide Missouri State University Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned

More information

Nelson Mandela at 90 A Guide for Local Authorities

Nelson Mandela at 90 A Guide for Local Authorities Nelson Mandela at 90 A Guide for Local Authorities Nelson Mandela at 90 Guide for councils in the UK Introduction On Friday 18 July 2008 millions of people throughout the world will celebrate Nelson Mandela

More information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

Building Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students

Building Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students Building Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students Procedure The teaching procedure used in this study was based on John Munro

More information

Client Psychology and Motivation for Personal Trainers

Client Psychology and Motivation for Personal Trainers Client Psychology and Motivation for Personal Trainers Unit 4 Communication and interpersonal skills Lesson 4 Active listening: part 2 Step 1 Lesson aims In this lesson, we will: Define and describe the

More information

University of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012

University of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012 University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

Higher education is becoming a major driver of economic competitiveness

Higher education is becoming a major driver of economic competitiveness Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls

More information

Eduroam Support Clinics What are they?

Eduroam Support Clinics What are they? Eduroam Support Clinics What are they? Moderator: Welcome to the Jisc podcast. Eduroam allows users to seaming less and automatically connect to the internet through a single Wi Fi profile in participating

More information

Fundraising 101 Introduction to Autism Speaks. An Orientation for New Hires

Fundraising 101 Introduction to Autism Speaks. An Orientation for New Hires Fundraising 101 Introduction to Autism Speaks An Orientation for New Hires May 2013 Welcome to the Autism Speaks family! This guide is meant to be used as a tool to assist you in your career and not just

More information

Cognitive Development Facilitator s Guide

Cognitive Development Facilitator s Guide Cognitive Development Facilitator s Guide Competency-Based Learning Objectives Description of Target Audience Training Methodologies/ Strategies Utilized Sequence of Training By the end of this module,

More information

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall

More information

Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

Positive turning points for girls in mathematics classrooms: Do they stand the test of time? Santa Clara University Scholar Commons Teacher Education School of Education & Counseling Psychology 11-2012 Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

More information

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and

More information

ELEC3117 Electrical Engineering Design

ELEC3117 Electrical Engineering Design ELEC3117 Electrical Engineering Design Course Outline Semester 2, 2015 Course Staff Course Convener: Project Coordinator: Dr. Alex von Brasch, Room EE338, a.vonbrasch@unsw.edu.au Luke Dolan, lukedolan42@gmail.com

More information

STRETCHING AND CHALLENGING LEARNERS

STRETCHING AND CHALLENGING LEARNERS STRETCHING AND CHALLENGING LEARNERS Melissa Ling JANUARY 18, 2013 OAKLANDS COLLEGE Contents Introduction... 2 Action Research... 3 Literature Review... 5 Project Hypothesis... 10 Methodology... 11 Data

More information

Key concepts for the insider-researcher

Key concepts for the insider-researcher 02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness

More information

Mahatma Gandhi Institute of Education for Peace and Sustainable Development. A joint initiative by UNESCO and the Government of India

Mahatma Gandhi Institute of Education for Peace and Sustainable Development. A joint initiative by UNESCO and the Government of India Mahatma Gandhi Institute of Education for Peace and Sustainable Development A joint initiative by UNESCO and the Government of India UNESCO and the Government of India in a major new partnership The United

More information

Grades. From Your Friends at The MAILBOX

Grades. From Your Friends at The MAILBOX From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving

More information

Briefing document CII Continuing Professional Development (CPD) scheme.

Briefing document CII Continuing Professional Development (CPD) scheme. Briefing document CII Continuing Professional Development (CPD) scheme www.thepfs.org 2 Contents 3 What is Continuing Professional Development > 4 Who needs to complete the CII CPD scheme > 5 What does

More information

INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families

INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL An Introduction to the International Baccalaureate Diploma Programme For Students and Families 2018-2019 The International Baccalaureate Organization

More information

Unit 7 Data analysis and design

Unit 7 Data analysis and design 2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL

More information