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Dumfries and Galloway
Created on February 2, 2024
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Learning and Teaching
Pillars of Learning
Used to devise ongoing and specific CPD.
Connected with HOW2
Tightly knitted into OOL
Co-designed and agreed with staff
Be Care-full
Learning Loads!
(Self) Regulations
Practice makes permanent
Keep connected
I'm-possible
see it, be it, believe it
Feeding learning
over all Authentic assessment is key to develop relevant skills and prepare for future study and work. Formative Summative
AuthenticityOVER ALL
10
Project your skills
Read more
Reveal
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
have a clear understanding of the referral process including the use of positive referrals and use the system effectively
be empathetic in all our interactions with staff and students, considering why events and behaviours occur
Be Care-full
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
gather continuous feedback from students to inform future practice
We will
an awareness and understanding of all student support services available
make effective use of tutorial time – use the recording system, either group or personal records
Reveal
We recognise the importance of development of effective classroom techniques to create self-regulated environments, developing appropriate behaviours for learning
(self) regulations
foster effective work based behaviours in classroom management techniques
uphold our GTCS registration and Professional Standards
take part In professional discussions with other team members to standardise expectations from teaching teams / personal tutor role
(self) regulations
take part in the Observation of Learning process
be mindful of critical reflection and collaborative practice in learning and teaching
gather continuous feedback from students to inform future practice
We will
be aware of continuous feedback from students and implement changes
use and implement HOW2’s
Reveal
Cognitive Load Theory Consolidation
Retrieval Practice Questioning
We will consciously develop practice which builds new learning into achievable chunks
Learning Loads!
Learning Loads!
relate learning activities to career aspirations and home / life scenarios
be adaptable in our delivery of learning materials to consolidate information
consider attention span, memory and learning techniques when designing lessons (learning theories)
We will
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
Project based learning is a critical component to allow students to develop real world meta skills in real-world scenarios
Project your skills
Reveal
link outcomes and units to reduce assessment, if possible. eg use project based learning and assessment techniques
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)
Project your skills
design activities that encourage collaborative learning and teaching
We will
spread the assessment workload throughout the year
Independent Practice Pressure Testing
Guided Practice Varied Practice Spaced Practice
Practice makes permanent
Reveal
use opportunities eg World-Skills, competitions, work placements, where possible, to enable students to gain real world experiences
Practice makes permanent
encourage independent learning through research, problem solving, homework, self-directed skills, 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
We will
utilise effective formative assessment methods (direct observation, mirroring realworld methodologies and processes)
use Theories of Learning and HOW2's to support learning/teaching and aid knowledge retention
Summative
Formative
Authentic assessment is key to develop relevant skills and prepare for future study and work.
Authenticity over all
Reveal
we will provide opportunities for students to apply their learning in real life to support assessment
integrate assessments to reduce assessment load (CPD Understanding Standards Events ie project based learning)
link assessment outcomes to meta skills and learning for sustainability goals
understand the purpose of learning outcomes and related assessment standards
Authenticity over all
place the learner at the centre of their ‘Learning Journey’ and give them ownership over their learning
link our practice to GTCS Professional Standards
provide a choice of assessment submission types to ensure equal opportunity for achievement: (presentation / written report / blog / video / digital / spoken / observed skills)
We will
have a sound knowledge of quality assurance systems used in the college and take part in all training
Formal
Informal
We recognise the importance of innovative and effective feedback techniques to enhance learning.
Feeding learning
Reveal
participate in the Observation of Learning process to gain feedback to inform our practice
Feeding learning
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
link feedback to meta-skills to encourage students to think about their learning journey
We will
use tutorials for recognition of positive feedback and feed-forward for learning and behaviour
encourage groups discussions
We believe that embedded experiences of work are critical in enhanced skill development and motivation to achievement
See it, be it, believe it!
Reveal
See it, be it, believe it!
understand student goals to provide support plan(s) for progression (both academic and personal) (progression and planning: to workplace/further education)
understand progression and pathways through education and into employment to support learners
recognise and celebrate achievement
relate to meta-skills and personal development
We will
where appropriate link teaching and learning to legislation and law
include real life examples from industry experiences /work placement
Reveal
We will motivate our students by providing additional experiences and ensure progress and achievement is regularly recognised
I’m-possible
I’m-possible
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
place the learner at the centre of their ‘Learning Journey’ and ensure they have ownership over their journey
We will
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
10
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
Reveal
10
Keep connected
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
be aware of the availabilty of emerging technologies
help our students to remain connected to their learning by being flexible and providing a variety of activities
Keep connected
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 standards that can be applied to the real world (adaptive technologies)
We will
embed and adapt new technology in teaching and learning, where appropriate
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.
Phil Storrier Executive Director of Student Experience Email: storrierp@dumgal.ac.uk
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