R2 Learning and Teaching Pillars College MW Changes made 1 1 (2)

Learning and Teaching Pillars of Learning

• Co-designed and agreed with staff.

• Tightly knitted into OOL

• Connected with HOW2

• Used to devise ongoing and specific CPD.

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

1. Be Care-full

ENSURE A THOROUGH COMPREHENSION OF THE REFERRAL PROCESS, INCLUDING THE EFFECTIVE UTILISATION OF POSITIVE REFERRALS AND EFFICIENT USE OF THE SYSTEM.

HAVE A CLEAR INPUT TO THE  'YOU SAID, WE DID' PROCESS BY ACTIVELY ENGAGING IN THE DGSEE

UNDERSTAND THE SYMBOLS ON REGISTERS TO ENSURE INDIVIDUAL STUDENTS NEEDS ARE MET

GATHER CONTINUOUS FEEDBACK FROM STUDENTS TO INFORM FUTURE PRACTICE

MAKE SURE TO BE AWARE OF AND UNDERSTAND ALL OF THE STUDENT SUPPORT SERVICES THAT ARE ACCESSIBLE.

MAKE EFFECTIVE USE OF TUTORIAL TIME – USE THE RECORDING SYSTEM, EITHER GROUP OR PERSONAL RECORDS

We will

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

2 (Self) Regulations

TAKE PART IN PROFESSIONAL DISCUSSIONS WITH OTHER TEAM MEMBERS  TO STANDARDISE EXPECTATIONS FROM TEACHING TEAMS/PERSONAL TUTOR ROLE

TAKE PART IN THE OBSERVATION OF LEARNING PROCESS

BE MINDFUL OF CRITICAL REFLECTION AND COLLABORATIVE PRACTICE IN LEARNING AND TEACHING

UPHOLD OUR GTCS REGISTRATION AND PROFESSIONAL STANDARDS

GATHER CONTINUOUS FEEDBACK FROM STUDENTS TO INFORM FUTURE PRACTICE

BE AWARE OF CONTINUOUS FEEDBACK FROM STUDENTS AND IMPLEMENT CHANGES

USE AND IMPLEMENT HOW2’S

We will

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

• Retrieval Practice
• Cognitive Load Theory
• Questioning
• Consolidation

3. Learning Loads!

RELATE LEARNING ACTIVITIES TO CAREER ASPIRATIONS AND HOMELIFE SCENARIOS

USE DIFFERENT MODALITIES OF DELIVERY TO CONSOLIDATE INFORMATION

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

We will

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

4. Project your skills

LINK OUTCOMES AND UNITS TO REDUCE ASSESSMENT, WHERE POSSIBLE

INCORPORATE OPPORTUNITIES FOR STUDENTS TO USE THEIR RESEARCH AND ANALYTICAL SKILLSCREATE 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)

DESIGN ACTIVITIES THAT ENCOURAGE COLLABORATIVE LEARNING AND TEACHING

SPREAD THE ASSESSMENT WORKLOAD THROUGHOUT THE YEAR

INCORPORATE OPPORTUNITIES FOR STUDENTS TO USE THEIR RESEARCH AND ANALYTICAL SKILLS

We will

• Guided practice
• Varied Practice
• Spaced Practice
• Independent practice
• Pressure testing

5. Practice makes permanent

ENCOURAGE INDEPENDENT LEARNING THROUGH RESEARCH, PROBLEM SOLVING, HOMEWORK, SELF- DIRECTED STUDY, TO FOSTER CONFIDENT LEARNERS

ENCOURAGE THE USE OF TECHNOLOGY TO ADAPT LEARNING AND TEACHING AS WELL AS ASSESSMENT PROCESSES

ENSURE STUDENTS APPRECIATE THE ADDITIONAL LEARNING PROVIDED BY META SKILLS – SOCIAL INTELLIGENCE, TIME MANAGEMENT

UTILISE EFFECTIVE FORMATIVE ASSESSMENT METHODS AS (DIRECT OBSERVATION, MIRRORING REAL-WORLD METHODOLOGIES AND PROCESSES)

USE THEORIES OF LEARNING AND HOW2'S TO SUPPORT LEARNING/ TEACHING AND AID KNOWLEDGE RETENTION

We will

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

• Formative
• Summative

6. Authenticity over all

LINK ASSESSMENT OUTCOMES TO META SKILLS AND LEARNING FOR SUSTAINABILITY GOALS

THREE STEP PROCESS – UNDERSTANDING WHEN STUDENTS ARE READY FOR ASSESSMENT/OPPORTUNITIES FOR STUDENTS TO APPLY THEIR LEARNING IN REAL LIFE/ OPPORTUNITIES FOR REMEDIATION AND CHOICE OF SUBMISSION TYPE.

PLACE THE LEARNER AT THE CENTRE OF THEIR ‘LEARNING JOURNEY’ AND GIVE THEM OWNERSHIP OVER THEIR LEARNING

LINK OUR PRACTICE TO GTCS PROFESSIONAL STANDARDS

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)

INTEGRATE ASSESSMENTS TO REDUCE ASSESSMENT (CPD UNDERSTANDING STANDARDS EVENTS)

HAVE A SOUND KNOWLEDGE OF QUALITY ASSURANCE SYSTEMS USED IN THE COLLEGE AND TAKE PART IN ALL TRAINING

We will

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

• Informal
• Formal

7. Feeding learning

PROVIDE FEED FORWARD IN CONSTRUCTIVE WAYS WRITTEN/RECORDED/ONE TO ONE/PEER FEEDBACK/CONSTRUCTIVE (WRITTEN FEEDBACK, ONE TO ONE FEEDBACK, RECORDED)

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

LINK FEEDBACK TO META SKILLS TO ENCOURAGE STUDENTS TO THINK ABOUT THEIR LEARNING JOURNEY

USE TUTORIALS FOR RECOGNITION OF POSITIVE FEEDBACK AND FEED FORWARD FOR LEARNING AND BEHAVIOUR

ENCOURAGE GROUPS DISCUSSIONS

We will

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

8. See it, be it, believe it!

UNDERSTAND STUDENT GOALS TO PROVIDE SUPPORT PLAN FOR PROGRESSION (BOTH ACADEMIC AND PERSONAL)  (PROGRESSION AND PLANNING – TO WORKPLACE/FURTHER EDUCATION)

UNDERSTAND PROGRESSION AND PATHWAYS THROUGH EDUCATION AND INTO EMPLOYMENT

RECOGNISE ACHIEVEMENT

RELATE TO META SKILLS AND PERSONAL DEVELOPMENT

WHERE APPROPRIATE LINK TEACHING AND LEARNING TO LEGISLATION AND LAW

INCLUDE REAL LIFE EXAMPLES FROM INDUSTRY EXPERIENCES/WORK PLACEMENT

We will

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

9. I’m-possible

RECOGNISE AND SHARE GOOD PRACTICE OF TEACHING AND LEARNING WITHIN COLLEGES

GATHER CASE STUDIES OF CURRENT AND PREVIOUS STUDENTS AND THEIR JOURNEY(S)

CELEBRATE STUDENT SUCCESS THROUGH GRADUATION CEREMONIES AND STUDENT AWARDS

PLACE THE LEARNER AT THE CENTRE OF THEIR ‘LEARNING JOURNEY’ AND ENSURE THEY HAVE OWNERSHIP OVER THEIR JOURNEY

RECOGNISE STUDENT SUCCESS AND LEARNING THROUGH POSITIVE REFERRALS

ENGAGE WITH EMPLOYERS, HIGHER EDUCATION, BUSINESS DEVELOPMENT, SELF EMPLOYMENT,  FUTURE PLANNING – LINKS WITH INDUSTRY AND FUTURE OPTIONS

We will

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. Keep connected

UTILISE THEORIES OF LEARNING WHICH EMBED DIGITAL TECHNOLOGY AS PART OF LEARNING (BEHAVIOURISM)

LINK TO GTCS PROFESSIONAL STANDARDS (ENSURING SKILLS AND TECHNOLOGY) (SOFTWARE AND HARDWARE ARE UP TO DATE)

ENSURE YOUR DELIVERY MATERIALS (TECHNOLOGY AND SOFTWARE) IS ACCESSIBLE TO ALL

MAKE USE OF DIGITAL TOOLS  OF INDUSTRY STANDARD AND CAN BE APPLIED TO REAL WORLD. (ADAPTIVE TECHNOLOGIES)

BE AWARE OF THE AVAILABILITY OF EMERGING TECHNOLOGIES

MAKE USE OF CPD OPPORTUNITIES – (REFLECTION IN PRD, PROFESSIONAL UPDATE GTCS AND FUTURE PROOFING TEACHING AND LEARNING)

EMBED AND ADAPT NEW TECHNOLOGY IN TEACHING AND LEARNING

We will

Thank you