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PTLLS 6302 Session 1 (Monday)

Aim

To explore teaching in a social purpose context

Level 3 Learning Outcomes

At the end of the session, the learner will be able to:
← Explain own responsibilities in maintaining a safe and supportive learning environment (1.3.1) ← Explain ways to promote appropriate behaviour and respect for others (1.3.2)

Level 4 Learning Outcomes

At the end of the session, the learner will be able to:
← Explain how to establish and maintain a safe and supportive learning environment (8.3.1) ← Explain how to promote appropriate behaviour and respect for others (8.3.2)

Additional Learning Outcomes

At the end of the session, the learner will be able to:
← List the four cornerstones of teaching for a social purpose ← Explain why self-awareness is the central key skill of teaching ← Extend the definition of ‘teaching’

SOCIAL PURPOSE

Aspiration
For students to feel comfortable in College and on the course and stretched and excited by the learning ahead.

Win/Win/Win (impact on communities)
Values-grounded teaching in the voluntary, public and community sectors

EMBEDDING DIVERSITY
How did you:
Embrace diversity of opinion? Thinking Environment applications encourage students to think and speak for themselves. Resonate with those identities present? References to teaching contexts represented in the room; journal entries allow early differentiation. Reflect the experience of absent identities? Stories from previous courses; at this stage focus on other teaching contexts.

Extension
MUST BASIC STRETCH Participate in activities, including enrolling in the LLRC SHOULD FURTHER STRETCH Borrow from the LLRC/check out Northern Eye and begin reading COULD ADVANCED STRETCH Engage with social networking activities and the blog

Additional Learning Support
How do any measures support the learning of individuals? No additional learning support has been identified at this stage; venue for the week facilitates close communication with ALS Co-ordinator if issues arise.

Differentiation
What further strategies will you use to enhance the learning of individual students? Testing new ILP model, with students individually identifying further learning goals.

Tutor ILP
USE THIS SPACE TO CHECK IN WITH YOURSELF BEFORE EACH SESSION |Strengths |Areas for Development |Action Required | | | | | | | | | | | | |

|Time |Tutor Input | |Time |Tutor Input |Student Input |Contribution to Assessment Strategy |Functional Skills Enhancement |Preference |Resources | | |Teaching Confidence |Place self on Teaching |INITIAL (individuals also note this |Development of SELF-AWARENESS |See |Teaching Confidence | | | |Confidence continuums |information on their ILP). Group info to|via ILP |Feel |posters | |...
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