Assessing Learning

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Assessing Learning

Module 25

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Module 25 core objectives

Be able to:

1 Demonstrate commitment to the concepts, content and policies of training within the Scout Association

2 Demonstrate acceptance of the Purpose, Principle and Method of the Scout Association

3 Undertake appropriate assessments and validations

4 Provide positive and constructive feedback

5 Identify any learning and development needs of the people you support

6 Plan to meet your own subject knowledge needs

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Training Adviser Role

• Agrees Personal Learning Plan

• Supports and encourages

• Validates learning

• Recommends Wood Badge

– Subject to CTM approval

Note the TA role is not about training delivery

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Manager Role

• Agrees and reviews role description

• Ensures training is completed

• Ensures appropriate permits are held

• Understands process

• Explain training commitment

• Responsible for ongoing learning

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Nights Away Adviser Role

• Supports and encourages through gaining permit

• Assesses adults against 8 core skills

• Assists in gaining required experience

• Recommends appropriate Permit

• Advises on camping and residential issues

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Activity Assessor Role

• Assesses technical competence

• Recommends permits for specific adventurous activities

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Scout Show Assessor Role

• Assesses Scout Shows

• Recommends national recognition

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Any Scouting assessor

• Needs to understand Scouting fundamentals

• Operate within Scouting’s:– Policies– Purpose– Principles– Methods

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Policies

Chapter 2 of POR• Equal opportunities• Safety• Anti-bullying• Child protection• Religious policy • Development

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Purpose

“The purpose of Scouting is to contribute to the development of young people in achieving their full physical, intellectual, social and spiritual potentials, as individuals, as responsible citizens and as members of their local, national and international communities.”

POR

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Principles

Members of The Scout Association have a duty to:

– their God, – other people – and themselves.

Every member who makes the promise undertakes to do their best.

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Method

People participate in Scouting by:• enjoying what they are doing;• learning by doing;• participating in varied and progressive activities;• making choices for themselves;• taking responsibility for their own actions;• working in groups;• taking increasing responsibility for others;• taking part in activities outdoors;• sharing in prayer and worship;• making and living out their Promise.

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Evidence

• Demonstration• Discussion• Workbook• Questionnaire• External qualification• Working documents• Project• Witness statement• Video

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Feedback

• Constructive• Positive• Consider:

– Venue– Body language– Position– Tone– Language

• Give concrete areas to work on

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Encoding Decoding

Feedback

Message

Communication Theory

•Communication•“The transmission of information so that the recipient understands clearly what the sender intends”

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Problems in verbal communication

– Not paying attention

– Listening but not hearing

– Thinking about what to say next

– Interrupting

– Hearing what one expects

– Being defensive

– Looking for disagreement

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Facts

– We listen at 125-250 wpm, we think at 1000-3000 wpm

– 75% of the time we are distracted, preoccupied or forgetful

– 20% of the time, we remember what we hear

– More than 35% of businesses think listening is a top skill for success

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Active listening

Avoid distractions

Don’t pre-conceive

Pay attention to the speaker

Don’t interrupt

Concentrate on what is being said

Show your interest to the speaker

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Active listening

Listen for the whole message

Hear message before evaluating

Ask open questions to check understanding

Repeat back in your own words to convey understanding

Check understanding

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Questioning

Focus

Open questions

Closed questions

Understanding

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Active listening

Do I understand what they think they said ?

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Communication

One mouth

Two earsDo we get the ratio right?

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Active listening

•Allows you to make sure you hear the words

•and …

•understand the meaning behind the words

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Questioning & Listening Process

• Open ended questions: – What, how, who, where, why, when

Listen for vagueness or significant remarks Probing questions Summary to check understanding

Silence is a useful technique

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Questioning

Avoid if possible

– Interruptions

– Multiple questions

– Leading questions

– Biased questions

– Ambiguous questions

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Active listening

Do I understand what they think they said ?

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Active listening– Avoid distractions

– Don’t pre-conceive

– Pay attention to the speaker

– Concentrate on what is being said

– Don’t interrupt

– Listen for the whole message

– Hear message before evaluating

– Ask open questions to check understanding

– Repeat back in your own words to convey understanding

Show your interest to the speaker

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Module 25 core objectives

Be able to:

1 Demonstrate commitment to the concepts, content and policies of training within the Scout Association

2 Demonstrate acceptance of the Purpose, Principle and Method of the Scout Association

3 Undertake appropriate assessments and validations

4 Provide positive and constructive feedback

5 Identify any learning and development needs of the people you support

6 Plan to meet your own subject knowledge needs

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Training Advisers / Managers

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• Considers needs of learner

• Modular

• Flexibility

• Accessible

• Recognises prior learning

• LOVE

• Uses Scout methods

• National scheme

• OCN and ILM recognition

Training scheme principles

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2 Personal Learning plan

3Tools for the Job

4Tools for the Job

1 Essential Information

6 Changes in Scouting

7 Valuing Diversity 8 Skills of

Leadership9 Working with

Adults

10First Aid

5 Fundamental Values of Scouting

12 Providing a Balanced

Programme

13 Growing the Movement

14 Young People Today

15 Challenging Behaviour

11Administration

17 Activities Outdoors

18Practical Skills

19International

16Nights Away

33 Planning a Learning Provision

34 Managing a Learning Provision

35 Internal Moderation

36Special Needs

32 Delivering a learning

Experience

28Facilitating

29Presenting

30 Supporting Local Learning

31 Planning a Learning

Experience

27 Instructing Practical Skills


22Section Support

23 Safety for Managers

20Administration

25 Assessing Learning

26 Supporting Adults

24 Managing Adults

Getting Started

Completed before Warrant presented

All appointments

Section Leaders and Section Supporters

Managers

GSLs AGSLs

DCs DDCs ADCs

CCs DCCs

Specialist roles

The Modular Scheme

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Appointment process

Before warrant:• Agree job spec• Complete getting started

– Tools for the job– Essential information

• Produce agreed Personal Learning Plan• Meet Appointment sub-Committee

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Stage 1

GSLAdult

ApptsSec

HQ

AA & CRB

AA Segment B

& CRB

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Stage 2

Prov Appt

LTM

ApptsSec

AdultGSL

TA

HQ Check OK

HQ

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Stage 3 (over next 5 months)

CRBOK

ApptsSec

AdultTA Appointments

Committee

Agree PLP Module 2

Learning

Modules 1 and 3/4

TA

Validate Module 1 & 3/4

DC HQ

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Stage 4

Adult

ApptsSec

DC

Full Appt

When ALL stage 3 completed

HQ

AA Segment C

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The Seven Steps

1 Identify learning and development needs

2 Agree and record a Personal Learning Plan

3 Monitor progress at regular intervals

4 Provide constructive feedback

5 Support and encourage

6 Validate the learning

7 Identify new needs and repeat the process

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Role of TA in PLP

• Identify appropriate modules for the role

• Familiar with content of modules

• Establish which parts learner can already do

• Establish what learning the learner will need to complete

• Establish which methods will be best for learners

• Complete Personal Learning Plan

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Personal Learning PlanPersonal Learning Plan (Leader) Name: Appointment:

Contact Details (tel or e-mail): Group: District: Training Advisor: Initial Plan Agreed: Revised:

Module Learning Validation TA OCN No Title Reqd

Y/N Method Date

Completed Method Date

Completed Sig Unit


3 Tools for the Job Section Leaders

5 Fundamentals of Scouting


7 Valuing Diversity

8 Skills of Leadership

9 Working with Adults

10 First Aid

11 Administration

12 Provide Balanced Programme




16 Nights Away


18 Practical Skills

19 International

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Personal Learning Plan Personal Learning Plan

Name Joe Leader Appointment ACSL Training Advisor Skippy Initial Plan Agreed (date) 1/7/2004 Plan Revised 26/1/2005


Y/N Method Date


Completed Sig Unit


Y video 22/9/2004


N


Y Course 2005


Y Video 22/9/2004

7 Valuing Diversity

N


N


N

10 First Aid

Y Contact GSL re 1st response

11 Administration

Y Workbook booked on course form Not yet published


N CD


N


N Course (12/9) 27/1//04 Attended


Y Course (book for 12/9) 27/11/04

16 Nights Away

Y 1:1 with TA – records needed, forms, etc


Y Course 2005

18 Practical Skills

N

19 International

Y Course 27/11/04

Section Leaders

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The Seven Steps








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Monitor and support

• Monitor progress regularly• Provide constructive feedback• Support and encourage the learner• Be flexible to changing conditions

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The Seven Steps








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Validation

Validation is about confirming that someone is able to do what they are supposed to be able to do

“That they are fit for purpose”

It is about confirming that the required learning has taken place by checking what the learner has done with it in practice.

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Validation - Do’s

• Encourage learner to take responsibility• Compare evidence against the

validation guidelines• Sign off validation if evidence

demonstrates understanding of required learning

• Value the learners effort and work• Suggest positive ways forward

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Validation - Do’s

• Use open questions to probe• Ask another TA or LTM if unsure• Keep a written record• Keep the learner aware

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Validation - Don’ts

• Sign off validation if – not convinced– evidence is not current– not happy criteria met

• Be afraid to ask for further evidence / training

• Be afraid to say “no”

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Personal Learning Plan Personal Learning Plan

Name Joe Leader Appointment ACSL Training Advisor Skippy Initial Plan Agreed (date) 1/7/2004 Plan Revised 26/1/2005


Y/N Method Date


Completed Sig Unit


Y video 22/9/2004 22/9/2004


N 1:1 discussion, questions from guide 1/7/04


Y Course 2005


Y Video 22/9/2004 Discussion with TA- written evidence 22/9/2004

7 Valuing Diversity

N 1:1 discussion #2 validation written evidence of understanding and questions

22/9/2004


N #2 and ‘#3 written evidence of understanding and questions

22/9/2004


N 1:1- practical experience. as a Practice nurse.

1/7/04

10 First Aid

Y Contact GSL re 1st response certificate 26/1/05

11 Administration

Y Workbook booked on course form Not yet published


N CD Understanding demonstrated through questions- zones, methods, mind maps, progression – written evidence supplied

22/9/2004


N #2 #3 questions/discussion re participation awards etc

22/9/2004


N Course (12/9) 27/1//04 Attended

Could validate – disjointed sixers sorted; outdoor activity Godshill; planning; communication

1/7/04 26/1/04


Y Course (book for 12/9) 27/11/04 #4 #4 code of conduct discussed 26/1/05

16 Nights Away

Y 1:1 with TA – records needed, forms, etc

NAA will need to validate for nights away permit


Y Course 2005

18 Practical Skills

N Own learning- knotting 1/7/04

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Grievances

Two possible areas:

• Learner and TA unable to agree on which modules are required.

• Participant disagrees with a validation decision

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Validating Module 25

Training Advisers

– Work as a Training Adviser for at least 2 new adults over at least 3 months

– Determine their learning needs

– Help them prepare Personal Learning Plans

– Support them through at least 3 modules

– Keep a record of meetings with them, discussions held, and how agreements were reached

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www.scouts-hants.org.uk/Adult-Training

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Training Adviser Page

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scouts.org.uk/learnerresources

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scouts.org.uk/learnerresources

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Nights Away Adviser

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Role

• Assessing people for Nights Away Permits

• Recommending people for Nights Away permits

• Providing advice and support on gaining Nights Away Permit

• Advise on camping and residential issues• Promoting nights away

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Nights Away core skills

1. Planning a nights away event

2. Ensuring effective administration of an event

3. Preparing and coordinating a programme if activities

4. Choosing and preparing the event team

5. Choosing, organising and maintaining the right equipment

6. Ensuring the health, happiness and safety of self and others

7. Organising good catering

8. Making best use of venue

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Night Away Advisers

– Work as NAA for at least 2 adults over at least 3 months

– Offer support and advice to adults working towards a Nights Away Permit

– Keep a record of meetings with them, discussions held, and how agreements were reached

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Managers / Supporters

– Prepare a briefing to a new adult to Scouting on the Adult Training Scheme and how it works

– As part of a review meeting with someone you support, review training progress.

– Record and action any support required

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Finally

• Good luck

Assessing Learning

Documents

Transcript of Assessing Learning