Feedback in FET

Online (Link to event will be e-mailed)

This session will facilitate participants in exploring the who, what, where, when, why and how of feedback in their own context. It aims to encourage educators to move beyond providing feedback for summative purposes and to explore how formative feedback can be used in many different forms throughout the learning experience.

Who- Who is responsible for providing feedback, and who should/ could be responsible for it? 

What- What is feedback and what are its purposes in your specific context? What are the various forms of feedback that are/can be provided? 

Where- Where does/ can/ should feedback take place?

When- When is feedback given? When should/ could it be given? 

Why- Why do we give feedback? Why is it important- or is it?

How- How do we generate feedback? How do we manage it from a practical perspective? How is it received and used by learners?

The target audience for this session is: FET staff including management, teachers, tutors, trainers, programme coordinators, guidance counsellors, learning support staff and wellbeing officers.

Facilitation:  This session will be facilitated by Carrie Archer.  Carrie's pronouns are she/her. She is a qualified special education teacher who has been working in Further Education and Training for 15 years. Her interests are coaching, leadership, Communities of Practice, Universal Design for Learning and championing belonging, equity, inclusion, and diversity.  She was a part of the design team with City of Dublin ETB and Trinity College Dublin who developed a master’s course in Diversity and Inclusion in FET. She currently lectures on Postgraduate and master’s programmes in the National College of Ireland on diversity and inclusion, and on assessment and feedback for educational practice.

 

Please note: Pre-booking is essential. Please do not book onto this session unless you are sure that you will attend / have approval to attend (if required). If an emergency arises, please inform us ASAP (cpdcancellations@fess.ie) as we operate a waiting list system and if time allows, we can offer your booked place to another person.

Dyslexia Course for FET and HE Educators Part 1

This course has been designed to respond to discussions and interactions with educators and individuals with dyslexia.
This course will provide an overview of dyslexia and how it impacts learners and their learning. There will be a focus on practical strategies to support learners with dyslexia in education.

The course is delivered online via Zoom. The presentations and supporting documents will be provided to all participants before the course to enhance their learning experience.

This course will benefit teaching and learning professionals, disability support staff, senior leadership, and anyone working on improving accessibility and inclusion initiatives.

A course certificate of attendance will be sent to attendees after the event.

This course is a 4 hour course, which will be offered in 2 x 2 hour sessions on the 26 March and 2 April from 14.00 - 16.00

Target Audience: This course will be of particular benefit to teaching and learning professionals, disability support staff, senior leadership, and anyone working on improving accessibility and inclusion initiatives.

Learning Outcomes for Part 1 (26 March):
Develop an understanding of what dyslexia is, and how it impacts students.
Consider the impact of dyslexia on mental health and well-being in education.

Facilitation:

This PD event will be facilitated by Caoimhe O’ Malley, Senior Adult Dyslexia Coordinator, Dyslexia Ireland and 

Caoimhe O Malley, B.A. (Hons), M.A., Single B.A., and Higher Diploma in Education, is the Senior Adult Dyslexia Coordinator for Dyslexia Ireland. In this role, she leads the development of comprehensive dyslexia support for adults, delivering impactful in-person and online training tailored to Adult Education (Further Education and Training (FETs), Higher Education Institutions (HEIs), and Employment sectors.
Before joining Dyslexia Ireland, Caoimhe built a career in education, focusing on fostering equity of access to quality learning opportunities. Her efforts centred on ensuring that every student, regardless of their circumstances, has the tools and support necessary to reach their full personal potential.
Caoimhe’s work is driven by her passion for creating inclusive environments and empowering individuals to thrive.

 

Teaching, Learning and Assessment in FET

Online (Link to event will be e-mailed)

Assessment is an essential component of the teaching, learning and assessment process. Assessment for, assessment as and assessment of learning are approaches that enable those in teaching roles to gather evidence about what learners know, facilitate learners in taking on a level of responsibility for their own learning and make judgements about learner achievement.  The summative assessment process of making judgements on learner achievement is well supported and an online self-directed course on Locally Devised Assessment is available. The teaching and learning process of using evidence about learners' knowledge, understanding and skills to inform effective teaching and learning and encouraging learners to adopt an active role in their own learning and assessment has been identified as being key to creating high quality teaching, learning and assessment experiences for learners in FET.

Assessment for learning (formative assessment) usually occurs throughout the teaching and learning process and helps learners learn better, rather than just achieve a better grade

Assessment as learning (formative assessment) occurs when learners are their own assessors. Assessment as learning places value on encouraging learners to be more engaged in their learning, enabling them to monitor their own learning and use a range of strategies to decide what they know and can do, and how to use assessment information to improve their knowledge, understanding and skills for new learning.

This PD session will explore how assessment for and as learning may be used to enhance the teaching and learning experience in the FET classroom.  It will include input and discussion on the following 5 key strands of assessment for and as learning:

Stating the learning intention
Sharing success criteria
Encouraging self and peer assessment
Offering quality formative feedback
Engaging in effective questioning to enhance learning.
The session will have a practical focus with an opportunity for participants to share effective teaching, learning and assessment practice.

The target audience for this session is: FET staff including management, teachers, tutors, trainers, programme coordinators, guidance counsellors, learning support staff and wellbeing officers.

Facilitation: Harry Freeman currently works as an independent education consultant. From 2002 – 2015 he worked with the Professional Development Service for Teachers (PDST), where his primary role was that of national advisor to the Leaving Certificate Applied Programme.  Harry has delivered CPD to school leaders and teachers in over 450 post primary schools and FET centres across Ireland.  The numerous workshops he has facilitated include: Middle Leadership, Positive Behaviour Management and Active Learning Methodologies.  He was also strand leader of the Master in Education degree course in Positive Behaviour Management in Trinity College Dublin from 2009 to 2022. Previously, Harry taught Mathematics and Information Technology in Marino College, Dublin 3. His website can be accessed at www.harryfreeman.ie

Please note: Pre-booking is essential. Please do not book onto this session unless you are sure that you will attend / have approval to attend (if required). If an emergency arises, please inform us ASAP (cpdcancellations@fess.ie) as we operate a waiting list system and if time allows, we can offer your booked place to another person.