DGC-pillars - CURRENT

Read more

Project your skills

1

2

4

5

6

7

8

9

10

3

AuthenticityOVER ALL

over all Authentic assessment is key to develop relevant skills and prepare for future study and work. Formative Summative

Feeding learning

see it, be it, believe it

6

I'm-possible

Keep connected

(Self) Regulations

Learning Loads!

Be Care-full

Practice makes permanent

Pillars of Learning

Learning and Teaching

Co-designed and agreed with staff

Tightly knitted into OOL

Connected with HOW2

Used to devise ongoing and specific CPD.

Be Care-full

We will build our teaching practice on a bedrock of empathy ensuring that all involved feel safe, secure and valued

1

make effective use of tutorial time – get to know our students

maintain an awareness and understanding of all student support services

We will

actively listen to our students

adapt our practice to meet the needs of individual students

tailor our approach to address the unique and everchanging needs of each student

Be Care-full

be empathetic in all our interactions with staff and students, considering why events and behaviours occur

acknowledge that for some students, their achievement that day will be coming through the front door

1

Be Care-full

(self) regulations

We recognise the importance of development of effective classroom techniques to create self-regulated environments, developing appropriate behaviours for learning

2

use and implement HOW2’s

encourage students to provide feedback, enabling lecturers to implement required changes

We will

promote and empower students to engage and achieve, to maximise their potential

promote collaborative and collective leadership of learning

encourage the contibution of students as learning partners

(self) regulations

work with industry to contextualise learning

encourage students to be independent confident learners

foster effective work based behaviours in classroom management techniques

2

Learning Loads!

We will consciously develop practice which builds new learning into achievable chunks

3

Retrieval PracticeQuestioning

Cognitive Load TheoryConsolidation

make learning activities meaningful (relevant to real life experiences)Enabling students to store and retrieve information effectively

use flexible learning and effective timetabling opportunities to fit learners needs(creative scheduling of lessons to suit class)

We will

consider attention span, memory and learning techniques when designing lessons(learning theories)

be adaptable in our delivery of learning materials to consolidate information

relate learning activities to career aspirations and home / life scenarios

Learning Loads!

3

Project your skills

Project based learning is a critical component to allow students to develop real world meta skills in real-world scenarios

4

spread the assessment workload throughout the year

We will

design activities that encourage collaborative learning

Project your skills

incorporate opportunities for students to use their research and analytical skills. create lessons that involve and apply to real world issues/scenarios(Enables students to consider implications, applications, link to theory/concepts, make comparisons, and evaluate their solutions)

encourage the planning, design and implementation of project based learning to reduce assessment

4

Practice makes permanent

Guided Practice Varied Practice Spaced Practice

5

Independent PracticePressure Testing

use Theories of Learning and HOW2's to support learning /teaching and aid knowledge retention

utilise effective formative assessment methods (direct observation, mirroring realworld methodologies and processes)

We will

ensure students appreciate the additional learning provided by meta-skills(social intelligence, time management)

encourage the use of technology to adapt learning and teaching as well as assessment processes

encourage independent learning through research, problem solving, homework, self-directed skills, to foster confident learners

Practice makes permanent

use opportunities eg World-Skills, competitions, work placements, where possible, to enable students to gain real world experiences

5

Authenticity over all

Authentic assessment is key to develop relevant skills and prepare for future study and work.

6

Formative

Summative

We will

provide a choice of assessment submission types to ensure equal opportunity for achievement:(presentation / written report / blog / video / digital / spoken / observed skills)

place the learner at the centre of their ‘Learning Journey’ and give them ownership over their learning

Authenticity over all

understand the purpose of learning outcomes and related assessment standards

link assessment outcomes to meta skills and learning for sustainability goals

we will provide opportunities for students to apply their learning in real life to support assessment

6

support students to develop the essential skills required for learning, life and work

collaborate with partners and industry to best promote learners next steps

Feeding learning

We recognise the importance of innovative and effective feedback techniques to enhance learning.

7

Informal

Formal

encourage group discussions

use tutorials for recognition of positive feedback and feedforward for learning and behaviour

We will

link feedback to meta-skills to encourage students to think about their learning journey

link feedback to learning outcomes of units / assessments relating to SCQF Levels

use HOW2’s to develop new techniques to provide peer feedback and formal feedback

use feedback in a positive way to support learners in their future journey

Feeding learning

participate in the Observation of Learning process to gain feedback to inform our practice

7

See it, be it, believe it!

We believe that embedded experiences of work are critical in enhanced skill development and motivation to achievement

8

include real life examples from industry experiences / work placement

where appropriate link teaching and learning to legislation and law

We will

promote success through alumni to inspire our learners

endevour to include speakers from industry and visits to industry in addition to real life examples as part of our courses

understand progression and pathways through education and into employment to support learners

understand student goals to provide support plan(s) for progression (both academic and personal) (progression and planning: to workplace/further education)

See it, be it, believe it!

8

I’m-possible

We will motivate our students by providing additional experiences and ensure progress and achievement is regularly recognised

9

engage with employers, higher education, business development, self employment, future planning(links with industry and future options)

recognise student success and learning through positive referrals

We will

place the learner at the centre of their ‘Learning Journey’ and ensure they have ownership over their journey

celebrate student success through Graduation Ceremonies and Student Awards

gather case studies of current and previous students and their journey(s)

recognise and share good practice of teaching and learning with colleagues

I’m-possible

9

Reveal

Keep connected

We will ensure our delivery is digitally enriched to enhance access to learning and ensuring students can keep connected to learning and each other.

10

embed and adapt new technology in teaching and learning, where appropriate

We will

make use of digital tools of industry standards that can be applied to the real world (adaptive technologies)

ensure your delivery materials (technology and software) is accessible to all

link to GTCS professional standards(ensuring skills and technology (software and hardware) are up to date)

Keep connected

help our students to remain connected to their learning by being flexible and providing a variety of activities

be aware of the availabilty of emerging technologies

utilise theories of learning which embed digital technology as part of learning

make use of CPD opportunities(reflection in PRD, professional update GTCS and future proofing teaching and learning)

Keep connected

10

Thank you for participating

Phil Storrier Executive Director of Student Experience Email: storrierp@dumgal.ac.uk

You can talk to me anytime about ideas, and actions or just have a chat. I'm Here for you, to help you act with courage. I'll do my best to deliver on my promises and unite us to succeed.

Read more

Guided practiceVaried PracticeSpaced PracticeIndependent practicePressure testing

5

PRACTICE makes permanent