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Assessing and Teaching for Dental Nurses. Catherine Macdona. OUTCOMES:. Recognise the skills and attributes needed to become an effective assessor or tutor. Discuss the importance of good communication skills relevant to the assessing and teaching process.

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outcomes
OUTCOMES:
  • Recognise the skills and attributes needed to become an effective assessor or tutor.
  • Discuss the importance of good communication skills relevant to the assessing and teaching process.
  • Have a clear understanding of the qualification process and where to access training.
  • Explore the career pathways for assessors and tutors working in dentistry.
advantages
Advantages?
  • Opportunity to be able to have a new career.
  • A good way for me to maintain interest in my chosen profession.
  • Opportunity to be able to pass on my own skills and knowledge.
  • I will be constantly learning new things/ will keep me current.
  • Will help me to identify gaps in my own skills and knowledge.
  • ANY MORE?
disadvantages
Disadvantages?
  • Time element involved in retraining.
  • Lack of confidence in my abilities.
  • Lack of knowledge in my profession.
  • Worried about my lack of key skills.
  • Could I stand in front of a class and deliver a lecture?
  • ANY MORE?
skills and attributes
Skills and Attributes
  • Organised
  • Professional
  • Honest
  • Articulate
  • Committed
  • Flexible
  • Good communication skills
  • Empathic
  • Respectful
  • Supportive
  • Patient
  • Realistic
  • Assertive
  • Fair
challenges you may face when teaching adults
Challenges you may face when teaching adults.
  • Boundaries – even adults need rules!
  • Limited basic skills of your learners.
  • Bad experience/past experience.
  • Time issues – family pressures.
  • Cultural/language difficulties.
how can you overcome some of these barriers
How can you overcome some of these barriers?
  • Identify key skills at initial training – signpost learners to access extra support.
  • Treat adults like adults! Let the class set some ground rules and write them down to refer to if needed.
  • Be professional at all times – let learners know they can come to you for support and advice.
  • Arrange 1 to 1 tutorials for learners who may need extra support.
  • COMMUNICATE EFFECTIVELY
slide9
QCF
  • Qualifications and Credit Framework is a national credit transfer system.
  • Every qualification has a credit value.
  • AWARD – 1 to 12 credits
  • CERTIFICATE – 13 to 36 credits
  • Diploma – 37 credits or more
  • I credit represents 10 hours of learning time
assessing
Assessing
  • Usually but not always one to one.
  • Can assess in a college or a work environment.
  • QUALIFICATIONS AVAILABLE: Three new QCF units replacing the A1/D33/32 Qualifications
  • Level 3 Award in understanding the principles and practices of assessment. This is a theory based assignment, suitable for people wishing to understand the role of the assessor, but not currently working with candidates.
level 3 award in assessing vocationally related achievement
Level 3 Award in assessing vocationally related achievement.
  • Suitable for those assessing in a college or training environment.
  • You must have access to at least two students.
  • You are required to plan four assessment activities – two for each student.
  • You will be observed by your college tutor at least once.
  • Portfolio of evidence required.
  • You complete Understand the principles and practices of assessment assignment as part of your award.
l evel 3 award in assessing competence in the workplace
Level 3 Award in assessing competence in the workplace
  • The same criteria applies to assessing vocationally related achievement, but you assess learners in their place of work.
  • You can complete all three units together by taking the level 3 Certificate in assessing vocational achievement.
what next
What next?
  • You could go on to complete Internal Quality Assurance qualifications within your place of work.
  • Become an internal verifier/moderator for the qualification you are involved with.
  • Assessing and mentoring other assessors.
ptlls ctlls dtlls
PTLLS, CTLLS, DTLLS
  • Preparing to teach in the lifelong learning sector level 3/4
  • Certificate in teaching in the lifelong learning sector level 3/4
  • Diploma in teaching in the lifelong learning sector level 5 (also called Cert Ed)
  • (New suite of qualifications being rolled out in 2013).
mentoring
Mentoring
  • A role usually taken on by an experienced person who can pass on their knowledge and experience to a less experienced colleague.
  • Can be formal or informal.
  • Focus is usually on career and personal development.
  • Mentoring courses are available in colleges/distance learning so you can achieve a formal qualification.
how do you see yourself
How do you see yourself?
  • How do your students see you?
a little bit about communication
A little bit about communication...
  • NON VERBAL – body language – including ACTIVE listening skills.
  • VERBAL – including paralinguistic – tone of your voice.
activity
ACTIVITY

How would you handle the following situations?

what will i learn
What will I learn?
  • Planning learning – how to identify needs
  • The training cycle
  • How to write session plans, schemes of work
  • Aims and objectives – SMART
  • Formative and summative assessment principles
  • Learning styles and how to use them effectively
  • Theories and principles of learning – humanist etc
  • A lot about yourself!
berne s 1973 transactional analysis theory
Berne’s(1973) Transactional Analysis Theory
  • A method of analysing communications between people.
  • He identified three personality states –
  • CHILD - PARENT - ADULT
  • Adult to adult state is best.
  • Recognition that people need encouragement and appreciation to achieve.
  • Can you think of any examples of these three states, perhaps in your own work environment?
motivation
MOTIVATION

INTRINSIC

EXTRINSIC

  • Comes from within – a learner may want to learn something just because the subject interests them.
  • They may want to learn something in order to advance in their place of work/earn more money.

Motivation can be difficult to sustain.

slide22

Hierarchy of needs

Maslow (1960)

responsibilities of a tutor
Responsibilities of a Tutor
  • Completing attendance records
  • Learners progress reports
  • Marking homework
  • Giving feedback
  • Preparing sessions/lessons
  • Attending standardisation meetings
  • Keeping records (very important)
who can you go to for help
Who can you go to for help?
  • Line manager where you deliver your course
  • Awarding body - NEBDN, CITY&GUILDS etc
  • An experienced colleague
  • A mentor
  • Internal moderator/verifier
  • External QA
  • Syllabus to follow
feedback and evaluation
Feedback and evaluation
  • Feedback should be developmental and constructive.
  • Even negative feedback can be useful to a learner if given in a professional manner.
  • THE PRAISE SANDWICH!
  • Always try to turn negative to positive.
  • Evaluation of yourself and your session should be carried out also – a good teacher is always learning!
legislation
Legislation
  • Equal opportunities legislation
  • Health and safety
  • Data protection
  • Disability Discrimination
  • The protection of Children
  • GDC
  • The awarding body for your course – always follow the guidelines and principles laid down by them
what next1
What next?
  • Examiner for the NEBDN
  • Formal assessing position in a college
  • Informal assessing role in your place of work
  • Mentoring role/new staff/trainees
  • Formal teaching position in local college or training centre
  • The confidence to seek out other duties/place to work – confidence to further your nursing career (post qualifications?)
slide29
“By learning you will teach; by teaching you will learn”

(Latin proverb, quoted in Sedgwick, 2008)

useful contacts
Useful contacts
  • www.leedscitycollege.ac.uk 0845 045 7275
  • www.yorkcollege.ac.uk 01904 770400
  • www.wakefield.ac.uk 01924 789789
  • www.nebdn.org.uk
  • [email protected]
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