Slides and notes from the sighted guide practitioner training

1. Sighted Guide Practitioner
Training
National Sighted Guide Training
Programme

2. National Sighted Guide Training
• Insert all logos

3. Aim
To give participants the advanced skills to
support others in providing sighted guide
service and work with more demanding
clients themselves

4. Course Objectives
• For people to confidently train everyday and
volunteer sighted guides
• To assess the learning of everyday and volunteer
sighted guides
• To competently assess risks and hazards in the
context of risk enablement
• To understand advanced safeguarding issues
• To develop an in-depth understanding of the
emotional and physical effects of sight loss
• To understand potential issues when guiding clients
with complex needs

5. Agenda
20 mins Introductions and welcome
30 mins Introduction to assessment
30 mins Introducing the assessment part of the website
20 mins Tea Break
45 mins What makes a good trainer?
75 mins Providing feedback
20 mins Tea break
30 mins What you need for modules 1 & 2
30 mins Q&A session on your practice so far
15 mins Arranging your practice

6. What is a Sighted Guide
Practitioner?
• Requires learning,
assessment and
practice at modules 1, 2
& 3
• Trains other sighted
guides
• Provides sighted guide
support for people with
challenging and
complex needs

7. Other modules and roles
Everyday Sighted Guide
• Requires learning at module
1
• An Everyday Guide
confidently and effectively
provides sighted guide
assistance in everyday life
situations
Sighted Guide Volunteer
• Requires learning,
assessment and practice at
modules 1 and 2
• Provides a sighted guide
service for an agreed period
to enhance the client’s
independence through
getting out and about

8. Assessment
• To successfully complete this module, you
have to complete some learning online and a
learning log
• This learning is assessed by your assessor
(usually the same person as your trainer
today)

9. Online learning
• Insert screen grab of learning website

10. Guidelines to help the course run
smoothly
• Mobile phones off or on silent please
• We all agree for only one person to speak at a
time
• Relax!
• Say what you think
• Be respectful at all times

11. Introductions
Hopes and Fears

12. Principles of Assessment
• Assessment must be valid
• Assessment should be reliable and
consistent
• Assessment should be transparent and
explicit
• Assessment should be fair and equitable

13. Valid
• Measuring a learner’s achievement at the
right level
• Measuring against the right criteria
• The learner does not have access to assessor’s
guides

14. Reliable and consistent
• Assessors need a clear and consistent
framework to measure against
• Learners will be confident that their work is
being assessed correctly

15. Transparent and explicit
• Always assess against the right criteria and
outcomes which are in the assessor’s guide
• The learner can see clearly how their work
measures up to the criteria.

16. Fair and equitable
• Assessors will treat all learners the same and
use the same criteria for all learners
• Learners will be able to compare their
assessments and clearly see that the criteria is
equitable

17. The assessor’s guide
Online link

18. The “I’ll never...” exercise

19. Learning styles
• People learn in different
ways
• How people learn
should affect how we
train
Honey and Mumford’s learning styles

20. The activist learner
• Activists involve themselves fully and without
bias in new experiences. They enjoy the here
and now, and are happy to be dominated by
immediate experiences. They are open-
minded, not sceptical, and this tends to make
them enthusiastic about anything new.

21. The pragmatist
• Pragmatists are keen on trying out ideas,
theories and techniques to see if they work in
practice. They positively search out new ideas
and take the first opportunity to experiment
with applications. They are the sort of people
who return from courses brimming with new
ideas that they want to try out in practice. "
and "If it works it's good".

22. The reflector
• Reflectors like to stand back to ponder
experiences and observe them from many
different perspectives. They collect data, both
first hand and from others, and prefer to think
about it thoroughly before coming to a
conclusion.

23. The theorist
• Theorists adapt and integrate observations
into complex but logically sound theories.
They think problems through in a vertical,
step-by-step logical way. They tend to be
perfectionists who won’t rest easy until things
are tidy and fit into a rational scheme.

24. Good feedback

25. Principles of good feedback
• Allow good time
• Avoid feedback overload
• Always give constructive feedback
• Create a positive attitude about learning
• Use the sandwich technique:
Positive + constructive negative + positive

26. Scenario 1:
• Your Aunt Maud has knitted you a new
sweater which is circa 1970 in design and feel.
It’s not your style at all. You have already
politely thanked her and put the sweater to
the back of your wardrobe. Today, Maud tells
you that she is saving her pension to buy more
wool to knit you a matching hat and glove set.
You know Maud is short of cash. How do you
give her feedback?!

27. Scenario 2:
• Your neighbour has been feeding your cats each time
you go away for the last 10 years. Recently your cat
developed an illness which means that it must have a
tablet twice a day. Your neighbour seemed happy to
do this but on return from your holiday, you notice
that there are 5 more tablets than there should be
left in the packet. You are away again next month
and your neighbour is your only option. How do you
give feedback?

28. Scenario 3:
• Your teenage son has hit adolescence with a
vengeance! All of a sudden, he has developed
body odour and is blissfully unaware of the
fact. You notice that his friends are
commenting to each other. He was dumped
by his girlfriend recently and so is feeling even
more sensitive than usual. How do you give
him feedback?

29. Scenario 4:
• Your partner or best friend has been given an award
for their performance at work. It’s quite a big deal
and they have asked you to come to the dinner
dance where they have to accept the award and
make an acceptance speech. On the morning of the
ceremony, they run their speech by you. You think it
is dreadful - awful jokes and far too long. You know
how important it is for them to impress as their boss
is talking about promotion. How do you give
feedback?

30. Scenario 5:
• Your partner or best friend has a new dress.
She asks you how she looks. You think the
dress is very unflattering indeed. How do you
give feedback?

31. Understanding the agendas and
resources

32. Close