active learning and assessment

Embedding E&D, ECM and Planning for Tutorials : 

Embedding E&D, ECM and Planning for Tutorials New Teacher Induction Session 5

Outcomes for Session : 

Outcomes for Session All of us will be able to: Practice developing our awareness of E&D & ECM. Clarify what E&D and ECM mean. Explore where these can be effectively embedded into our lessons and tutorials. Some of us will also be able to: Begin evaluating where E&D and ECM can be evidenced within our teaching and/or curriculum teams.

Challenging Perceptions : 

Challenging Perceptions

Rate Yourself : 

Rate Yourself What’s your prior knowledge of E&D and ECM? First of all, let’s get into a line…

Equality and Diversity? : 

Equality and Diversity? In groups of 4, what does E&D mean to you as: a teacher? your learners? a manager / team?

What Does E&D Mean to You? : 

What Does E&D Mean to You? Equality Recognising the right of all individuals and groups to be treated equally (which does not necessarily mean the same), regardless of their age, gender, race or ethnicity, disability, sexual orientation, religion or beliefs. Diversity Recognising and valuing difference. In the UK, diversity typically refers to age, gender, sexual orientation, socio-economic status, physical or cognitive abilities, religion or beliefs, ethnicity, race, nationality or culture.

The difference between ‘Equality & Diversity’ and ‘Differentiation’ : 

The difference between ‘Equality & Diversity’ and ‘Differentiation’ The term ‘Equality and diversity’ shares some common outcomes and values with ‘differentiation’ – a commitment to meet individual needs…

Task : 

Task Using “spectacles” imagine you are carrying out a PEER observation of one of your team. Consider what evidence you might look for, or see of E&D and/or Differentiation in the session? Be prepared to feedback to your table.

Differentiation : 

Differentiation The key focus of differentiation is on meeting learners’ cognitive, social and educational needs. What range of ability is there in your teaching situation? (Prior knowledge / No knowledge) What do you expect the learners to know by the end of your session? (All / Some /Few) How will you be able to monitor and support individual learners’ learning? How will you ensure that all learners remain challenged and engaged throughout your sessions?

Equality & Diversity : 

Equality & Diversity Is about meeting the holistic needs of the learner… These are typically identified through Oaklands commitment to equality and diversity, and its statutory equal opportunities responsibilities and duties as set out in the following areas: Age Disability Gender Race Religion and belief Sexual orientation Mental Health Financial Status Academic Ability Marital Status Criminal Record Occupation

Welcome to Paradise IslandEveryone has their own home…Money is No ObjectIt has everything you could ever dream of… So what would be on your Paradise Island? : 

Welcome to Paradise IslandEveryone has their own home…Money is No ObjectIt has everything you could ever dream of… So what would be on your Paradise Island? © Oaklands College and Voice It! 2010

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Paradise Island – It’s Just TOO Popular… Who will get the remaining FIVE passports?   Two Island Rules:  Everyone has an opinion and all opinions must be heard. Everyone must vote on each applicant and an overall majority must be reached before a final decision about an applicant can be made and a place issued. © Oaklands College and Voice It! 2010

Applications Template : 

Applications Template © Oaklands College and Voice It! 2010

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Have we given each applicant an Equal Opportunity?

Equal Opportunity = Giving Everyone A Fair Go Regardless of Differences : 

Equal Opportunity = Giving Everyone A Fair Go Regardless of Differences © Oaklands College and Voice It! 2010

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When we’re not giving someone a Fair Go, what are the sorts of things that are stopping us?   Tip: Go back and review each applicant and establish what it was that stopped you from giving them a place. © Oaklands College and Voice It! 2010

Challenging Perceptions : 

Challenging Perceptions

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Equal Opportunities is not only about being fair, but it is also about being lawful and there are laws in place to protect us. This means that we may also be breaking the law when we’re not giving someone a fair go. © Oaklands College and Voice It! 2010

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Some Laws & Acts Human Rights Act 1998 Race Relations Act 1976 Race Relations Amendment Act 2000 Sex Discrimination Act 1975 Disability Discrimination Act 2005 Disability Rights Commission Act 1999 Equal Pay Act 1970 Employment Equality (Religion & Belief) Regulations 2003 Employment Equality (Sexual Orientation) Regulations 2003 Rehabilitation of Offenders Act 1974 Fair Employment & Treatment Order 1998 Protection From Harassment Act 1997 Children’s Act 2004 Carers & Disabled Children Act 2000 © Oaklands College and Voice It! 2010

Link to Teaching : 

Link to Teaching Now link to your teaching: What are the names of influential professionals in your subject or vocational area from different ethnic or ability backgrounds. How can you bring these people into your lessons? Do Your Assignments cater for E&D issues?

What are some of the boxes we put students in?These are sometimes called stereotypes. Our challenge is to consistently resist and challenge stereotypical thinking by using language that reinforces the point that opportunities are for everyone in our classrooms. : 

What are some of the boxes we put students in?These are sometimes called stereotypes. Our challenge is to consistently resist and challenge stereotypical thinking by using language that reinforces the point that opportunities are for everyone in our classrooms. Disabled Ethnic ... Challenges and Assumptions © Oaklands College and Voice It! 2010

Slide 22: 

What are some of the boxes we put people in? Fill in the boxes with as many stereotypes that you can think of.

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Assumptions and judgements about stereotype groups are generalisations which are often not true about individuals, and therefore unfair.   The problem with putting people in boxes (stereotyping) is that a box is closed - it is limiting & restricting.   Therefore when we put people in boxes we are limiting & restricting them - we’re not giving them much of a chance to be anything else. © Oaklands College and Voice It! 2010

Lesson Planning and SOW : 

Lesson Planning and SOW In pairs, share the lesson plan that you have provided in the resource packs. In turns, as teachers, highlight the following: Where can you identify where this tutor is already catering for their learner’s differences. Where is this tutor already highlighting E&D issues? Where could you use this evidence elsewhere?

And now : 

And now Still in pairs, highlight the following potential “Poor Practice”: Where could this tutor cater more for their learner’s differences. Where could this tutor embed or bring in further examples of E&D issues into this subject. Could your team do something similar?

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If You Were…   You’ve been given a stereotype card… don’t show your group! The rest of your group is the jury. Your challenge as a jury, is by using questions to try and identify the stereotype card they are holding. The person with the card must imagine that they’re answering the questions with a response that matches the sorts of known judgements as assumptions held by society towards that stereotype . Choose an answer that will help your group guess your identity (but NO body language, gestures or accents permitted).

ECM - the key features? : 

ECM - the key features? ECM relates to a set of outcomes that learners themselves believe are most important to them: Being healthy. Staying safe. Enjoying and achieving. Making a positive contribution. Achieving economic well-being.

When do we implement ECM? : 

When do we implement ECM? All the time. Often without realising. Using the list of priorities from the previous slide, in pairs list as many examples of your own ECM implementation…

What does it all boil down to? : 

What does it all boil down to? Caring for your learners’ needs. Empowering your learners. Preparing your learners for their future.

Here’s an activity you can try… : 

Here’s an activity you can try… Dream car – achieving economic well-being.

Considering Tutorials : 

Considering Tutorials In pairs, list as many answers as you can in 90 seconds: Why do learners need tutorials? What skills do learners need to develop? Have you seen the tutorial checklist and calendars? http://learn.oaklands.ac.uk/mod/resource/view.php?id=53488

Task : 

Task Using your learners as a guide, spend a few minutes planning an activity for tutorial that covers ONE of the following skills: Embedding E&D. UCAS applications. Writing my C.V. Dealing with bullying in the college, or Attitudes towards racism.

Now Rate Yourself Again : 

Now Rate Yourself Again

Online Homework Task : 

Online Homework Task