Teaching and Training Online CPD Bundle

This bundle contains 20 online modules which all include video, downloadable resources and a record of achievement on completion of each module.

Topics Include

• Teaching roles
• Teaching responsibilities
• The teaching, learning and assessment cycle
• Boundaries of teaching
• Wider professional practic
• Working with other professionals
• Examples of working with others
• Legislation,
• Legislation – example
• Regulatory requirements
• Regulatory requirements – examples
• Codes of practice
• Code of practice - examples
• Policies and procedures
• Policies and procedures – examples
• What is communication?
• Ways to communicate with learners and others
• Speaking, listening, reading, writing
• Verbal communication
• Non-verbal communication
• Written communication
• Barriers to communication
• Meeting individual learner needs
• Berne’s Transactional Analysis theory
• Interpersonal and intrapersonal skills
• Emotional intelligence
• Teaching and learning approaches
• Facilitating learning
• Assessment
• Assessment approaches
• Making decisions
• Providing constructive feedback to learners
• How does learning occur?
• Learning preferences
• Fleming’s VARK
• Honey & Mumford’s learning styles
• Pedagogy and andragogy: Knowles
• Retention of learning: Pike
• Domains of learning: Bloom
• Conditions of learning: Gagne
• Sensory theory: Laird
• Experiential theory: Kolb
• Humanistic: Rogers
• Behaviourism: Skinner
• Cognitivism: Piaget
• Constructivism: Vygotsky
• Pragmatism: Dewey
• The curriculum
• What is a scheme of work?
• What influences the content?
• Aims and objectives
• Devising a rationale for a scheme of work
• Creating a scheme of work
• Using a scheme of work
• Group profile
• Designing a session plan
• Types of plans
• Aspects to consider when planning a session
• Aims and objectives
• Teaching and learning activities
• Assessment activities
• Resources
• Timings
• Adapting plans
• Learner feedback
• The induction process
• Creating an induction checklist
• Using icebreakers
• Types of icebreaker
• Energisers
• Establishing ground rules
• Maintaining ground rules
• Planning to meet the needs of learners
• Initial and diagnostic assessment
• Examples of initial and diagnostic assessment activities
• Individual learning plans (ILPs)
• Agreeing individual learning plans
• Identifying learner needs
• Information, advice and guidance (IAG)
• How to identify learner needs
• Examples of learner needs
• Meeting learner needs
• Points of referral
• Maintaining a safe and supportive learning environment
• Different teaching and learning environments
• Room layouts
• Physical, social and learning aspects
• Health, safety and learner welfare
• Motivation
• Maslow’s Hierarchy of Needs
• What is appropriate behaviour of the teacher?
• What is appropriate behaviour of learners?
• Ways to improve appropriate behaviour
• Respect
• Ways to improve respect
• What are resources?
• Examples of resources
• Electronic and online resources
• People as a resource
• Meeting the individual needs of learners when using resources
• Using resources
• Adapting resources
• The role of technology in teaching and learning
• Examples of using technology
• Flipped learning
• Meeting individual needs
• BYOD – bring your own device
• Synchronous and asynchronous learning
• Social networking and social media
• Why provide opportunities for learners to practice these skills?
• Terminology
• How to provide opportunities for learners to practice their skills in:
• English
• Maths
• ICT
• Wider skills
• British values
• What is equality?
• The Equality Act (2010)
• Protected Characteristics
• Types of discrimination
• What is diversity?
• Valuing equality and advancing diversity
• Ways to promote equality and value diversity
• What is a micro-teach session?
• Questions to ask in advance
• Planning your session
• Preparing your session
• Delivering your session (the beginning, middle and ending)
• What makes a good session?
• Evaluating your session
• Observed practice
• Mentor and peer support
• Teaching practice
• Preparing for the observation
• During the observation
• After the observation
• What is the minimum core?
• Demonstrating the minimum core
• Evidencing the minimum core
• Examples for: planning; delivering; assessing and using resources
• Improving your personal skills
• What is self-evaluation?
• Obtaining feedback
• What is reflective practice?
• What is evaluation?
• Kolb’s experiential learning cycle
• Continuing professional development (CPD)
• Maintaining CPD
• Professional associations
• Summary quiz
• Reading list
• Website list"

Buy Now For £324.00