print - DGC-pillars

(Self) Regulations

Project your skills

Learning Loads!

Be Care-full

Pillars of Learning

Learning and Teaching

Practice makes permanent

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Co-designed and agreed with staff

Tightly knitted into OOL

I'm-possible

Keep connected

Feeding learning

AuthenticityOVER ALL

see it, be it, believe it

Connected with HOW2

Used to devise ongoing and specific CPD.

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

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Be Care-full

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

Be Care-full

Be Care-full

We will

make effective use of tutorial time – use the recording system, either group or personal records

an awareness and understanding of all student support services available

have a clear understanding of the referral process including the use of positive referrals and use the system effectively

gather continuous feedback from students to inform future practice

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

have a clear input to the you said, we did process by actively engaging in the DGSee

understand the symbols on registers to ensure that the individual needs of students are met

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(self) regulations

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

(self) regulations

We will

gather continuous feedback from students to inform future practice

uphold our GTCS registration and Professional Standards

be aware of continuous feedback from students and implement changes

use and implement HOW2’s

take part In professional discussions with other team members to standardise expectations from teaching teams / personal tutor role

foster effective work based behaviours in classroom management techniques

be mindful of critical reflection and collaborative practice in learning and teaching

take part in the Observation of Learning process

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Learning Loads!

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

Retrieval Practice Questioning

Cognitive Load Theory Consolidation

Learning Loads!

We will

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

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

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

relate learning activities to career aspirations and home / life scenarios

be adaptable in our delivery of learning materials to consolidate information

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Project your skills

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

Project your skills

We will

spread the assessment workload throughout the year

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)

link outcomes and units to reduce assessment, if possible. eg use project based learning and assessment techniques

design activities that encourage collaborative learning and teaching

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Practice makes permanent

Guided Practice Varied Practice Spaced Practice

Independent Practice Pressure Testing

Practice makes permanent

We will

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

ensure students appreciate the additional learning provided by meta-skills:

• social intelligence, time management

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

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

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

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Authenticity over all

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

Formative

Summative

Authenticity over all

We will

understand the purpose of learning outcomes and related assessment standards

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

have a sound knowledge of quality assurance systems used in the college and take part in all training

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

link assessment outcomes to meta skills and learning for sustainability goals

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

link our practice to GTCS Professional Standards

integrate assessments to reduce assessment load (CPD Understanding Standards Events ie project based learning)

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Feeding learning

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

Informal

Formal

Feeding learning

We will

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

encourage groups discussions

use tutorials for recognition of positive feedback and feed-forward for learning and behaviour

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

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

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

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

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See it, be it, believe it!

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

See it, be it, believe it!

We will

include real life examples from industry experiences /work placement

relate to meta-skills and personal development

where appropriate link teaching and learning to legislation and law

recognise and celebrate achievement

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)

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I’m-possible

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

I’m-possible

We will

recognise student success and learning through positive referrals

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

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

recognise and share good practice of teaching and learning with colleagues

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

celebrate student success through Graduation Ceremonies and Student Awards

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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.

Keep connected

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Keep connected

We will

be aware of the availabilty of emerging technologies

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

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

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

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

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

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

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

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.