CC Regional Seminars The Work of ART Explained

1. CC Regional SeminarsThe Work of ART Explained Pip Penney Winchester 22nd March 2014 Sponsored by

2. Background In 2009 40% of all ringers were over 60 In 1988 it was only 13% Captains in the 20 – 40 age group were the most successful recruiters 79% of captains/trainers in 2009 were over 50 12% of ringers were between20 & 40 in 2009 It was 29% in 1988 We have been losing half of all ringers every 10 years

3. Seeking solutions…. Following work carried out by the Ringing Foundation to understand these issues, the Association of Ringing Teachers (ART) has been formed to provide a structured scheme to train teachers and maintain standards with a structured learning scheme to support new ringers

4. The Association of Ringing Teachers is the management and accreditation body for the • Integrated Teacher Training Scheme • Learning the Ropes

5. A training scheme for teachers – new and existing. Made of up two Modules… ITTS Module 1: Teaching Bell Handling ITTS Module 2: Teaching Elementary Change Ringing Based on research at universities across the world into coaching & learning practical skills Each Module begins with a day course followed by a period of practical skills development with mentor followed by accreditation. Online support from ‘Moodle’ – an online learning website with useful resources and assessments Integrated Teacher Training Scheme (ITTS)

6. Learning the Ropes (LTR) A structured learning scheme for new ringers Same approach as many other skills e.g. Music, Karate, Dance etc. Five ‘Levels’ from first handling to basic change ringing Learner has information via Moodle and a ‘Personal Progress Logbook’ of achievement. Recognition of achievement through certificates that awarded for each of the five Levels.

7. The Courses

8. Integrated Teacher Training Scheme (ITTS) • For existing ringers, regardless of teaching experience • Entry as a ringing Teacheror as a ringing Mentor • Teachers – ‘new’ / some past experience / well-experienced. Aim is to improve skills and confidence in teaching ringing. Each teacher works with a mentor and a new ringer to teach • Mentors – Actively engaged in teaching ringing and large amount of past teaching experience. Keen to support others on their teaching ‘journeys’ and able to provide guidance and encouragement • Modular approach – Teaching Bell Handling and Teaching Elementary Change Ringing. Each is independent and is linked to membership of ART when successfully completed (associate for one module and full for both modules).

9. ITTS Day Courses – both modules • Facilitated by ITTS Tutors, usually one per course • Mixture of theoretical and practice sessions that aim to give Teachers effective practices for teaching. All delegates attending are provided with a pack of teaching resources to use and are introduced to the online learning website (virtual learning environment), Moodle • Current cost per delegate: £15 per course • Each course normally brings together a group of Teachers and Mentors from a local area, and encourages working as a group to share best practice. ART welcomes requests for ITTS Day Courses from individuals, groups or guild/association branches/districts

10. Module 1 Course – Teaching Bell Handling • Practical sessions: • The basic components • Joining both strokes together • Teaching ringing up and down • Solving common handling faults • Theory sessions • Teaching a skilled activity • Becoming a good teacher • Solving common handling problems • Introduction to Moodle and follow-up • Teachers and mentors working together throughout the day • Emphasis on use of teaching techniques, skills development, effective feedback, sharing of good practices/resources, and an active discussion forum etc

11. Module 2 Course – Teaching Elementary Change Ringing • Practical sessions: • Developing foundation skills • Skills building for Plain Hunt • Easy steps to Bob Doubles • Using unusual ringing methods in teaching • Theory sessions • Importance of foundation skills • Coaching considerations • Running a good practice • Use of Moodle and follow-up • Teachers and mentors working together throughout the day • Emphasis on use of teaching techniques, skills development, effective feedback, coaching styles, sharing of good practices/resources, and an active discussion forum etc

12. Completing the modules • The two day courses are only the start! • On-going skills development for the Teacher, supported by the Mentor who offers guidance and advice. Teacher works with new/developing learner(s), ideally by using ‘Learning the Ropes’ • Potential use of ‘follow-on’ courses or sessions, group work, teaching clusters and the VLE. • ITTS promotes consistency of approach and should allow for multiple teachers to train any single ringer

13. Teacher assessment and accreditation: • The teacher • Works through Teacher Training Logbook (provided on the day courses), checked, discussed with and signed off by Mentor • Completes on-line assessment (via Moodle), declaration of acceptance of ART policies for membership and carries out an assessed teaching lesson (or two for Module 2) observed by an ITTS Course Tutor or independent and already accredited Mentor • Two years allowed for Module 1 completion; one year for Module 2 • Mentors can also achieve accreditation and ART membership

14. ART membership benefits • On-going teacher support • On-going teacher development • Professional standards • Independent Educational Advisor • Course development (ITTS) • Access to ‘Learning The Ropes’ and ‘Beyond Learning the Ropes’ (newly designed for more advanced ringing) structured learning schemes • Recruitment support • Liability insurance for teaching (if 18 or over) • Safeguarding policy/best practice • Health & Safety Best practice for teaching • Online resources via the VLE (Moodle)

15. Moodle • The ITTS is backed up by a Moodle site • Modulated Object Orientated Dynamic Learning Environment • On line educational resource as used by schools and colleges • Helps with planning course calendars • Keeps records

16. Moodle Front Page

17. What does Moodle provide? • For new ringers – • Videos -history- worksheets- quizzes- ringing jargon and more • For Teachers – Module 1 and Module 2 • Teaching Resources – power points theory from courses- about teaching and coaching skills – Learning the Ropes - Teaching Toolboxes- recruitment advice • For Mentors • Guidance notes • For Tutors • Course materials for teaching the Modules • For ART members Health and safety-code of practice- safeguarding-working with your groups- Beyond Learning the Ropes • For the Management Committee -Management documents • Administrative documents and resources

18. Certificates Teacher and Mentor Teacher gets certificate of ART Membership New Ringers Learning the Ropes certificates

19. Feedback • After each course the delegates complete a feedback form • The form is completed anonymously • Space is provided to write comments and suggestions • Data and comments are stored on the Moodle site

20. Overall course feedback

21. Feedback Comments

22. Financial Support from the Ringing Foundation • Large administrative load • The Ringing Foundation awarded us a grant to help support the project • The project runs for two years • We have targets to meet

23. Our Targets by December 2014 • 60 courses • 200 teachers accredited Module 1 • 140 teachers accredited Module 2 • 500 new ringers enrolled on to Moodle and/or Learning the Ropes

24. How are we doing?

25. Courses run from 2010 - 2013 35 53 8 11

26. Accreditations to February 2014

27. Total ART Membership to February 2014

28. New Ringers to Moodle

29. New Ringers registered to Moodle

30. Learning the Ropes to February 2014 Total 344 certificates 300 ringers

31. So where next? Training for mentors Mentor Development Workshop Training for tutors New systems in place for new tutors - 2013 New systems in place for existing tutors - 2015 For teachers Resources – Teaching Toolboxes for running courses Youth toolbox Recruitment Video CPD For ringers Development of resources for teachers to use

32. ‘Mountains to climb’ • Communication - promotion, marketing and engagement with ART/ITTS • Keeping up with the interest from the ringing community so that it is seen as effective • Not being overburdened by bureaucracy and admin., but at the same time being thorough and maintaining standards • Ensuring consistency across all delivery of ITTS

33. For more information go to ART website • www.ringingteachers.co.uk