Learning and Teaching Excellence Handbook for our new lecturers

Learning and Teaching Excellence Handbook for our new lecturers

I would like to warmly welcome you to the North West Regional College. As a part time lecturer you are highly valued by the College and are able to avail of Staff Development opportunities. We, in the Learning and Teaching team, are committed to supporting you as you embark on your teaching career. We are located in C267 in the Tower Building. In this booklet, you will find a range of services that we offer and some handy tips and links to more information that you might need. We would encourage you to get in contact with us and we look forward to welcoming you to our Staff Development events and Academy courses. Contact Information Emer O’Sullivan Learning and Teaching Development Manager [email protected] Ext:6050

The Role of the Lecturer is o To plan and prepare lessons. o To teach across a range of qualification types and levels, in day or evening classes or open access workshops. o To research and develop new topics, courses and teaching materials, including online resources. o To teach large and small groups of learners from a range of backgrounds, abilities and ages. o To devise and develop assessment materials o To assess student work and progress in line with awarding Body guidelines. o To contribute to the development, planning and implementation of a high quality curriculum. o To assist in the development of learning materials, preparing schemes of work and maintaining records to monitor student progress, achievement and attendance. o To participate in the development, administration and marking of assessments. o To provide pastoral care and support to students. o To participate in the administration of the department’s programmes of study and other activities as requested. o To maintain own continuing professional development.

INDUCTION PROGRAMME A weekly induction programme to support all new staff both full-time and part-time is available. This programme which operates over 34 weeks incorporates: organisational structure; policies and procedures; legislative requirements; learning and teaching strategies; TEL, funding, and finance related issues. This programme also includes mandatory training in SEND. Safeguarding and Equality. This runs on a Friday 11.00-1.00 in the Staff Development Room, Tower Building and you are more than welcome to join at any time of the year. Mentoring The two Learning and Teaching Excellence Champions are available as mentors. Each new member of staff will be allocated a mentor. This is a supportive role and its purpose is to complement the induction and support provided by each Department. The mentors’ role will focus on learning and teaching, guiding you and helping you develop effective learning and teaching skills and strategies. In terms of personalised CPD, it doesn’t get much better than mentoring. Mentoring is a professional and supportive relationship, based on trust, between you and your mentor. It is a great way of encouraging you to work collaboratively and develop your teaching in a non-judgemental and non-hierarchical manner. Martina Morrison Brenda McKeag [email protected] [email protected] Ext:6539 Ext:6545

Project Based Learning In Project Based Learning, lecturers make learning come alive for students. The Project based Learning Co-ordinator will support you in developing and leading projects that will allow students to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. Contact Annette Smith [email protected] Ext:6139 Links to Mandatory Staff Development courses The mandatory courses are as follows: Equality & Diversity, GDPR, Health & Safety, Safeguarding and SENDO. These are accessible via the links below at a time convenient to you: • Equality & Diversity: http://ilearn.nwrc.ac.uk/course/view.php?id=530 • GDPR http://ilearn.nwrc.ac.uk/course/view.php?id=909 • Health & Safety: http://ilearn.nwrc.ac.uk/course/view.php?id=212 • Safeguarding: http://ilearn.nwrc.ac.uk/course/view.php?id=529 o SENDO http://ilearn.nwrc.ac.uk/course/view.php?id=1145

Academy of Excellence Our Academy courses have been designed to support all staff and are available to all NWRC employees free of charge. They provide you with an opportunity to engage with Continued Professional Development activities that are relevant, focused and have an immediate impact on your practice. All courses are accredited and are designed to meet the specific needs of staff in our College. Our teaching courses give lecturers the opportunity to develop new ideas, extend teaching skills and reaffirm good practice. They encourage teachers to talk about their teaching in a productive and collaborative way. All part-time staff can also avail of the range of training and development opportunities offered throughout the year alongside our full-time and associate lecturers. We would recommend the following courses for new staff: TAQA Level 3 Assessor’s Award Level 4 Certificate in Teaching: Adult and Continuing Education Level 3 Award in Digital Skills for Educators Level 4 Certificate in Leading Project Based Learning

Course This course is designed to Click here for more support the dissemination information Level 4 Certificate in of ACE and resilience Understanding ACE’s science and promote Click here for more and Building Resilience understanding and information application of the science (Emer O Sullivan) to improve health and wellbeing across the Level 4 Certificate in lifespan. It is primarily Teaching: Adult and written for teachers and Continuing Education those involved in education however it is (Martina Morrison) also suitable for all organisations who are interested in this important research. This qualification is designed to provide an introduction to education. It is suitable for those who do not hold a teaching qualification. Level 4 Delivering This qualification is Click here for more Employability Skills designed to develop your information ability to teach (Emer O’Sullivan) employability skills to your students. It is suitable for you if you are required to teach and assess this in your vocational area. Level 3 Certificate/Award This course has been Click here for more in Digital Skills for designed to develop the information Educators learner’s digital skills to operate confidently, effectively and independently to enhance learning, teaching and assessment

Level 5 Diploma Using This course will develop Click here for more Digital Technologies for information your ability to exploit the Click here for more Learning information ( Martin Peoples and Emer evolving digital Click here for more O’Sullivan) environment so that you information Level 5 Certificate in Advanced Teaching can provide an enhanced Practice student experience. (Emer O’Sullivan) This qualification is Level 3 TAQA Assessors Award designed to give (Martina Morrison & Emer experienced teachers the O Sullivan) opportunity to extend and develop their skills. The Academy has developed this qualification to enable lecturers to gain new insights and creative solutions that make a real impact on their practice. The course aims to support, develop and enhance innovative practice in education. This qualification is designed to help develop skills and experience, improve performance and help assure quality in your area of work. This qualification will assist those assessing vocationally related qualifications to meet agreed standards of assessment Level 4 TAQA Internal This qualification is Click here for more Quality Assurance designed to help develop information (Brenda Mc Keag & Emer skills and experience, O Sullivan) improve performance and help assure quality in your area of work. This qualification will assist those who maintain the quality of assessment within the College.

Level 4 Certificate in This qualification is Click here for more Project Based Learning information designed so participants (Annette Smith) Click here for more can develop and deliver information Level 4 Award in Leadership Skills PBL activities using a best Click here for more (Brenda Mc Keag) information practice design cycle. Level 5 Diploma in Leading Quality Participants will also have Improvement the opportunity to (Brenda McKeag) develop bespoke PBL learning and assessment activities. This qualification is targeted at those who currently undertake or aspire to undertake a leadership role. It is designed for those who expect to progress to a leadership role or are new to a leadership role. This course offers staff the opportunity to work on an improvement project based on their own area. It has been designed to develop the skills of managers/ middle managers whose role is to drive quality improvement activities. L3 Award in Introduction This course will enable you Click here for more to Neuro Linguistic to understand and apply information Programming (NLP) Neuro Linguistic Programming principles to classroom teaching. Participants will gain insights and skills that will help them guide students and themselves to reach their full potential

Frequently Asked Questions and Useful Links The links below will take you directly to FAQs specifically for part time lecturers. Useful information on registers, pay claims, policies and procedures and lots more. Frequently Asked Questions A-Z of Staff Forms Academy of Excellence Moodle Site Moodle: http://ilearn.nwrc.ac.uk/ Microsoft Teams, is available to all staff and students through their College Microsoft account, available from www.office365.com Scheme of Work Every course we teach must be planned as soon as we know we have a programme to deliver. There are a variety of templates which are available for this purpose. See the template below one which can be used or adapted to suit your needs. It is important that you plan to include all 3 Essential Skills for each week and that you indicate how the following will be included: differentiation and individual needs; equality and diversity and employability and enterprise. A paragraph on each is sufficient and can be included in the details at the start of the scheme. Ongoing evaluation of the teaching programme is another very important feature of a Scheme of Work. You should keep notes of how well the teaching and learning is matched to the aims of the course. The detail of this will serve well when you need to adjust the running order of the teaching and learning and particularly when you need to write your scheme for the next time you teach the course.

Scheme of Work Template Course: Department: Tutor: Course coordinator: Group MIS Code (name by which the class is known (identity of register and class list) and the same as name on Moodle) Day and Time Room Aim of the course This is a broad statement of the ideal achievements for ALL students by the end of the course. It should include knowledge, skills and professional attitudes. Assessment OF learning: (include brief details of how you will assess your students’ learning. Each awarding body will have an assessment strategy in the course handbook) Individual Needs / differentiation / risk management. A brief statement of how you take account of different attitudes, abilities and learning styles. This can be done by preparing and using different or graded tasks for students of different abilities, by giving a little extra support to certain students within the group who may not be as able as the majority, or giving more challenging tasks or peer-teaching responsibilities to the more able. Students could also be given open-ended tasks which will allow them to display their strengths in different ways. Skillful questions could be used to ensure students are challenged and progressed according to their level of confidence in responding. Issues of H & S, unusual geographical location, use of materials and resources and vulnerable students should be included here. Equality and Cultural Diversity. A brief statement of how you will raise awareness of Equality and Cultural Diversity in your teaching. All the 9 categories of Section 75 NI Act 1998 should be planned and included across the teaching programme and opportunities taken when they arise naturally. Employability and enterprise. Write a brief statement of how you will incorporate elements of problem solving, team-working, being creative and improving own performance which will help students develop skills needed for employment and enterprise. Examples of this could be: industrial visits, inviting speakers from the profession / industry or involvement in work experience and related projects. Students could also engage with the Business Development Centre of the College.

Week Topic /Outcome Learner Activity / Resources Assessment or Date Teacher Activity including ILT For Learning (Formative) 1 State how ES are supported - development of literacy, numeracy and ICT skills (eg speaking and listening; reading and writing; counting and measuring, handling numbers and by using Information Communication Technology) It is essential that you consider how you are going to support and embed the Essential Skills which are inherent in the vocational area. Evaluation 2 Brief description of State what teaching You should be as This is where you the topic or the and learning strategy specific as possible to remind yourself enable easy location of outcome taken from you will use with your materials ie name and how you will location of PP, the syllabus students handouts, teaching assess the notes internet students’ learning. addresses, Moodle site It can be by etc. questioning, practical work, written or verbal tasks, Moodle quizzes etc. State how ES are supported etc Evaluation 3 Continue for each week of the course State how ES are supported etc Evaluation This is an extremely important part of the scheme as it allows you to make comments on how well the week’s learning objectives have been achieved. By doing this, the scheme becomes an extended document which will be very helpful when planning the course for the next group. Overall evaluation of the course An evaluation of the whole course should be written. This can be included in the Self Evaluation Report. Use evaluative statement which leads you to look for evidence and examples which can be included. You can take your evaluative statements from each week and condense them into a short paragraph of what worked well and what didn’t. Recommendations for improvements can be transferred to your Quality Improvement Plan.

Lesson Planning Every lesson we teach must be planned beforehand. This is best done after the previous session and before the next one. There are several templates and formats for Lesson Plans. The attached is one which can be used or adapted for your use. You can save the template into your area, delete the contents and use the blank for your own session (or use the version attached).

LESSON PLAN Group: Date: Intended Learning Outcomes: This is a list of the evidence of learning language which directs you to easily assess what each student has lea language which you can use). Inclusion of Essential Skills, Employment and Enterprise and Differen possible – literacy, numeracy and ILT. Elements of how these ILOs wil not all students should be taught or learn in the same way, and accom Stage/t Teacher activity Student activity ime You Teach Students Do ILO 1 This is when the tutor Students should be active teaches the new topic working to achieve the IL or revises a through a variety of previously learned strategies. Attention sho activity. be given to using activitie which suit auditory and v learners and those who n to move around and inte with ‘things’ in order to learn. LINK to next activity which relates to the next ILO

Time: Location: g which you expect the students to produce. You should use active aned. (You can refer to Bloom’s Taxonomy for the theory and ntiation: You should include as many of the 3 Essential Skills as ll encourage career progression and it is essential to recognise that mmodation difference. Resources Assessment of ILO You Need to use You assess e in You should include a list You should expect LOs of what resources you to observe, question, ould plan to use and a note mark work or set out es of their location so that of class activities. visual you can access without Students should need any fuss. Include the have, where eract location of computer- possible, immediate stored resources ie feedback on their Moodle progress. This is predominantly, verbal and non- verbal affirmation of what they have achieved.

You teach Students Do LINK to next activity which relates to next ILO Repeat until all ILOs are complete Consolidation Activity This activity should, as far as possible, be of a different nature to how the topic was taught in the first place. Students should be consulted on what they feel they have achieved during the session Evaluation: This is essential in order for you to remember session for the next class or how you will teach the same cl the students on how appropriate the lesson was for them.

You Need to use Questioning, listening to responses and reinforcement is very powerful as a formative assessment method. You assess r what students achieved and how you can improve the lass on a different occasion. Don’t be afraid to consult .

Technology Enhanced Learning tools Contact Martin Peoples 6590 for all your TEL queries (Most of these ha Description Create Supplies videos, custom-made or from Learning Resources Can edit, add questions, comments to Allows you to make videos better for Video you can take out only that which you videos shorter, and make additions th Create students to pay attention to the video Learning Resources Can be used to annotate images, with can include text or hyperlinks. Create Learning Google Create basic explainer videos, for pres Resources Jamboard Collect ideas from group collaboration Collaborativ breakout groups in a session, it could e activities an interactive whiteboard Create Vyond Create simple animations Learning Resources Flipgrid is a social learning platform th Animation teachers to ask a question, then the st respond in a video. Students are then Create respond to one another, creating a “w Learning discussion. ... The students were using Resources or to complete the work, then recording support on Flipgrid. learning, by video

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Create Screencastom Screencasting records your onscreen a Learning atic include you narrating what is happen Resources Jing movements are tracked. Output is a v Screencastin used to create demonstrations. Can a provide commentary, for example giv g feedback on an assignment, where sp the work are highlighted, then comm Learning activity Allows teachers to create and manage the form of quizzes, surveys or polls; e Quiz quick questions ‘on the go’ to get fee opinion, or more in depth questions f assessment. Content can be shared wi and colleagues. Usable on PC, smartphone or tablet. Learning Allows teachers to create and manage activity related to the topics they’re teaching. questions can be posed in a number o Quiz Usable on PC, smartphone or tablet. Learning Allows teachers to create and manage activity that students complete using tablet d smartphones. Quiz Quizzes created using PC or Teachers Learning answer questions using Student App. activity Allows teachers to create and manage that students complete using tablet d smartphones. Quiz Quizzes created using PC or Teachers answer questions using Student App

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Tools to Support Remote Learning and Teaching with quick links Tools that facilitate Tools that allow you to Tools that allow you to discussion and create interactive create online learning collaboration learning quizzes and content games Flipgrid Adobe Spark Padlet Kahoot! PlayPosit Skype Classroom Breakout EDU EdPuzzle Kialo Socrative H5P Explain Everything Quizizz Quizlet Educreations Classcraft Do Ink MS Teams Moodle Quizzes Canva Moodle Chats and Forums Storybird Pixton Flipsnack Piktochart Visme Thinglink

Useful Links & Guides – Click images to access General TEL Videos Teams Help Videos Get eResources here