Tutor CPD session – resources and feedback
The session on Friday 9th November went very well; 12 tutors attended from 10 different providers and shared some great ideas.
The aims of the session were:
- to compare the effectiveness of initial assessment activities and how this impacts on delivery
- to develop strategies for agreeing differentiated learning outcomes and embedding these in delivery (this aim to be continued in the next session in March)
- to review approaches of delivering information and advice
The groups of tutors got straight down to work devising activities, it was great to see some tutors going straight to the Citizens’ Curriculum to look at the levels of embedded English, Maths and IT. Common themes in the activities devised by the groups were the chance for learners to do something practical and fun, and something that would give them a chance to show what they are already confident doing. Another key consideration for a cookery course is obviously health and safety, so identifying the risks in the kitchen was an important part.
From this activity we moved to an example group profile, filled with imaginary learners.
Apart from the standard info about previous education and existing skills, we added some further key bits of information that we might have gathered from informal discussion with the learners about food allergies, phobias and preferences in diet, how many people the learners might be cooking for at home, financial situation….the imaginary learners were starting to come to life by this stage. In real life it sometimes takes quite a while to get to know your group of learners, but it was obvious that there’s a wide range of information that needs to be considered when planning the teaching activities to make sure that they have the best possible impact.
Armed with this information, the groups then decided on some differentiated learning outcomes that they would negotiate with individual learners. Most of these in fact focused on the soft or wider skills that would be involved:
- using maths skills to double or halve quantities,
- using IT resources to support learning for example Youtube videos for demonstrations,
- budgeting skills to help plan affordable and nourishing menus,
- developing teamwork skills
There is a useful resource called Hidden Disabilities which contains recommendations for how to adapt teaching strategies for learners with a range of specific learning difficulties eg Asperger’s syndrome etc. When considering the information in your group profile you might find it useful to look at some of the strategies. The full resource is available here: https://padlet.com/clare_roberts/Tutor_Space
Overall, it was really useful to take some time to focus on the nitty-gritty of devising the initial assessment and resulting individual outcomes, with different ideas coming from different tutors. Happily, though, there was a strong common thread of learner-led activities with a strong emphasis on building learners’ wider skills to enable them to continue to progress beyond the course.
This lead onto the final section of the session, looking at approaches to Information and Advice. What is IAG
We touched on:
- providing information and advice about the subject,
- further opportunities for independent learning
- other courses etc available for progression
- encouraging “reading around the subject” / getting involved in similar activities
- providing information and advice about other services according to learners’ needs
- signposting or
- referring learners to other agencies for support
- your responsibility as a tutor and the boundaries of your responsibility
We looked at a number of case studies and discussed in small group what would be the most suitable information and advice in each situation.
We also created a padlet with recommendations of local agencies that providers have found useful to make referrals when learners need extra support. The padlet is here: https://padlet.com/clare_roberts/tutorcpd_info_advice
Please add a link to the padlet if you work with a partner you would like to recommend.
Overall, the tutors who attended the session found it useful to network with others, and that the mix of tutors led to some creative thinking and fresh ideas.
Further sessions are planned for the afternoons of Tuesday 5th March and Wednesday 8th April, so book it in your diaries now!
In other news….!
Festival of Learning 2019
Nominations now open until Feb 2019 – please consider nominating one of your learners for these awards!
We have been sharing good practice via the update that goes to provider managers but thought that it would be good to share some ideas via the blog too. Here are some of the great ideas we’ve seen recently:
ILT: www.Tripticoplus.com – website for creating fab interactive resources such as blockbusters. A limited free trial is available, but it might be worth paying for the subscription if you like it, used to great effect on a Landau course.
My Time Lapse app used to track progress on art and craft course at Leek College.
Progression: The West Chadsmoor Children’s Centre Sign Language learners are busy learning lots of signs on their course this term. What’s more, supported by the tutor, they have already decided to set up a continuation club to continue learning by themselves once the course has finished, they have recruited some more experienced signers to help them, and have decided on a name for the group: Happy Hands”. One of their goals is to learn some songs so they can have a signing choir!
Social Media: One of the tutors for South Staffs College Wider Family learning cookery courses has set up a closed facebook group for the learners. This has really added an extra layer to their learning as they are posting lots of questions and supporting each other at a level which is more developed than the cookery they can do with the children: eg any ideas for what I can do with this left-over Thai fish broth?
Whatsapp has also been used by some groups successfully to encourage peer support and regular attendance.
Embedding Prevent and Safeguarding: we’ve seen several tutors recently ask the question of their learners: what is safeguarding? What is Prevent? This has worked really well, leading to a discussion which moves forwards from the learners’ starting points and is learner-focused.
Recording progress: at UMRA the tutors use a tutor record of progress grid which helps to recall which learners have done what on practical projects, and what their progress has been; it also functions as a record of some of the key feedback/forward given verbally.
Other things we’ve liked recently: lots of feedforward in ILPs; activities that engage learners of all levels; learners being encouraged to take ownership of their own learning.
Thanks to all the tutors concerned for their great work and ideas – you know who you are!