Trainee Lecturer's
- Thread starter Gromit
- Start date
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Married to Night Train
- Location
- Salford, UK
Probably, alas....
[QUOTE 2543907, member: 1314"]Yes. I'm not being curt, or dry, or joking. The answer is yes. You're lucky your college still has lecturers. A lot are being replaced by "Learning Support Guides."
I specialise in the FE sector at work. You at York College?[/quote]
I'm at the horticultural college.
I specialise in the FE sector at work. You at York College?[/quote]
I'm at the horticultural college.
Fnaar
Smutmaster General
- Location
- Thumberland
Try something like this:
http://www1.umn.edu/ohr/teachlearn/tutorials/lectures/planning/index.html
http://www1.umn.edu/ohr/teachlearn/tutorials/lectures/planning/index.html
DCLane
Found in the Yorkshire hills ...
- Location
- Dewsbury, West Yorkshire
Possibly - there is some 'self-teaching' but you should have guidance.
How about doing a PG Certificate in HE / FE teaching?
Or, what about a mentor? Some of us on here teach FE, although I do HE.
How about doing a PG Certificate in HE / FE teaching?
Or, what about a mentor? Some of us on here teach FE, although I do HE.
vernon
Harder than Ronnie Pickering
- Location
- Meanwood, Leeds
Funnily enough I was chatting about FE colleges and staffing with a retired FE/HE lecturer and how things like training staff has evaporated along with the prospects of a decent income and working conditions. An FE college not that far from York was referred to in far from flattering terms. I was shocked by the unrealistic expectations of the principal and how the measure of success was referred to in terms of minimising the pounds per learning unit ratio.
I was horrified.
There's a range of books dealing with lesson planning on Amazon some diligent searching should turn up a couple that will help you structure your planning. Many of them are school focussed but the principal structure is the same:
In the lecture theatre teaching room this would translate as:
It all sounds rather straightforward and ought to be if you have access to:
DClane's suggestion of doing a post grad certificate in FE teaching is a good one. It would be worthwhile investigating what's on offer.
I was horrified.
There's a range of books dealing with lesson planning on Amazon some diligent searching should turn up a couple that will help you structure your planning. Many of them are school focussed but the principal structure is the same:
- Decide what you want the students to learn in the lecture.
- Break the body of knowledge into smaller chunks.
- Select a range of activities that will engage the learners and facilitate the transfer of knowledge:
- Have short plenary/feedback sessions within the lecture to ask questions to gauge progress.
- Get the students to summarise what has been covered at the end of the lesson.
In the lecture theatre teaching room this would translate as:
- Briefest of recaps of last lecture.
- Tell students what they are going to be learning.
- Use resources - work sheets. OHP's projectors/PowerPoint, whiteboard, lecturing
- Pleary/questioning sessions to punctuate the lecture to gauge progress.
- Round up. Set independent learning to be done for next lecture and hint at what's coming next.
It all sounds rather straightforward and ought to be if you have access to:
- Exam syllabus
- Program of study
- Scheme of work
- Lesson plan templates
- Access to appropriate subject specific printed and/or online resources.
DClane's suggestion of doing a post grad certificate in FE teaching is a good one. It would be worthwhile investigating what's on offer.
Night Train
Maker of Things
- Location
- Greater Manchester
I found that there were lots (and lots and lots and lots) of staff development and training sessions but they all focused on the changes in IT systems, student registrations, student welfare and child safety (despite there only being adults on the courses), learning long winded mnemonics for other long winded mnemonics in order to remember short lists of learning needs and styles and how to fill in the latest corporate style forms and online 'paperwork'.
The basic lesson planning, schedule of works, marking work, and lesson production was treated as something you should already know and just need to fine tune in the latest corporate style.
It reminded me of PE at school where PE meant going out and playing football and everyone was assumed to be both keen and able footballers. All very well except for those who have never played football, like me. I was last to be chosen for the teams, shouted at a lot, hit by the opposition and my own team mates when I failed to 'Mark that man!', whatever that means, used for target practice with the wet leather football, shouted at and bullied by the PE teacher, put in detention for not saving the ball or scoring the goal.
I was never 'taught' any aspect of playing football at school and I never played football with my brother or my Dad.
I was a good sprinter and so was put into the inter-school athletics competition with no training or coaching. I came second in the 100m and the long jump and and left with long term knee injuries.
At least as a teacher I started with a natural gift for teaching skills and ideas, and previous experience of teaching and training, and so I got by with that and what little I could get from the teacher training.
As with the school athletics my natural ability got me by but left me broken.
The basic lesson planning, schedule of works, marking work, and lesson production was treated as something you should already know and just need to fine tune in the latest corporate style.
It reminded me of PE at school where PE meant going out and playing football and everyone was assumed to be both keen and able footballers. All very well except for those who have never played football, like me. I was last to be chosen for the teams, shouted at a lot, hit by the opposition and my own team mates when I failed to 'Mark that man!', whatever that means, used for target practice with the wet leather football, shouted at and bullied by the PE teacher, put in detention for not saving the ball or scoring the goal.
I was never 'taught' any aspect of playing football at school and I never played football with my brother or my Dad.
I was a good sprinter and so was put into the inter-school athletics competition with no training or coaching. I came second in the 100m and the long jump and and left with long term knee injuries.
At least as a teacher I started with a natural gift for teaching skills and ideas, and previous experience of teaching and training, and so I got by with that and what little I could get from the teacher training.
As with the school athletics my natural ability got me by but left me broken.
Night Train
Maker of Things
- Location
- Greater Manchester
Good luck with it. If I can help let me know.
You will be doing a number micro/mini teaches during the first few months to gain an idea of what it might be like to stand up in front of people to deliver 'information' to them. As learning something goes it is a bit like shutting the stable door after the horse has bolted.
Night Train
Maker of Things
- Location
- Greater Manchester
Relax and go with it, and seek your support from fellow trainee teachers, collectively you will all understand enough of what is going on to get though the training.
The assignments are ok, just remember to use the key words and terms that they are looking for, and start writing them early, even if it is before you need to. Just setting down good notes and structure will help.
The observations shouldn't be too daunting, they expect you to be making mistakes and will only be observing to see if you are putting into practice what you havelearnt been taught in previous lectures.
The video observations are more scary as there is a distracting person with a camera wondering about and your peers may see it too. But treat it all as you do any class you teach and just apply what you have learnt so far. You will make mistakes, you are still training, so it is nothing to be afraid of.
It helps if you have a good mentor that you get on with too. The mentor should be able to explain what is really being expected and looked for in your assignments and help you with any teaching habits, good and bad.
The assignments are ok, just remember to use the key words and terms that they are looking for, and start writing them early, even if it is before you need to. Just setting down good notes and structure will help.
The observations shouldn't be too daunting, they expect you to be making mistakes and will only be observing to see if you are putting into practice what you have
The video observations are more scary as there is a distracting person with a camera wondering about and your peers may see it too. But treat it all as you do any class you teach and just apply what you have learnt so far. You will make mistakes, you are still training, so it is nothing to be afraid of.
It helps if you have a good mentor that you get on with too. The mentor should be able to explain what is really being expected and looked for in your assignments and help you with any teaching habits, good and bad.