Tutor Staff Room Https://staffsacl.wordpress.com/ Tutor Guide can be located here under Tutor/Trainer Course File and Learner Documents

Observations – good or better 2015/16 2016/17 2017/18 96% 90% 96%** 2018/19 target 95% ** based on latest data, subject to change

Observations 2017/18 – ACL observers Strengths: Providing support for learners with additional needs Providing opportunities for learners to improve their wider skills: English, maths, IT, employability and social skills Range of good active, learner-led learning activities Learner engagement and enjoyment, pride in their work Tutor’s knowledge and communication

Observations 2017/18 – ACL observers Areas for improvement/development: RARPA – using initial assessment to set clear SMART outcomes, and timely summative assessment of those Feedback to learners including feedforward Use of ILT Information and advice to learners about progression options

Attendance 2015/16 2016/17 2017/18 91.4% 90% 92.6%** 2018/19 target 2015-16, 2016-17 includes K absences 2017-18 doesn’t include K ** based on latest data, subject to change

Retention, pass and achievement Retention – how many learners completed the course Pass – how many learners who completed also passed/achieved 80% of their learning outcomes Achievement - how may learners who started the course completed and achieved 80% of the outcomes Example: 10 learners start, 1 drops out 9/10 = 90% retention 9 learners left, 1 doesn’t pass 80% of outcomes, 8 do. 8/9 = 88.8% pass 8 of the original 10 have completed and passed 8/10 = 80% achievement

Retention and pass Retention – how many learners completed the course Pass – how many learners who completed also passed/achieved 80% of their learning outcomes Achievement - how may learners who started the course completed and achieved 80% of the outcomes Year retention pass achievement 2017/18 94%** 100%** 2016/17 94.2% 99% 93.4% 2015/16 95% 97.8% 93% retention pass achievement 2018/19 target 96% 98% 94% ** based on latest data, subject to change

A few ideas to try… Images are highly significant in maintaining and developing learner engagement. Instead of writing up your learning outcomes as conventional ’to do’ statements, choose an image for each outcome and put this on the wipeboard or wall. Use the images as a stimulus for asking learners what they think the topic is about, the relationship between the images and why you chose the image to represent the structure of the lesson. Much more imaginative!

Linking lessons Get learners to guess what will happen in the next session Get learners to decide what they would like to learn about the topic in the next session

Differentiated Outcomes Replace the old ‘All-Most-Some with: Must Should Could Removes the issue of limitations

A learning outcome is NOT A topic E-Safety Past tense A task Complete mock exam paper Go through homework A process Practise spelling Explore messy play It should describe the end result, not how the learners got there Thanks to BAES

A learning outcome is NOT Invisible Understand radicalisation Consider how the Equality Act impacts on policies in your school Verbs like ‘understand’ and ‘consider’ happen in learners’ heads. If you can’t ‘see’ it, how can you assess whether learners have achieved? Re-frame your outcomes using active verbs: describe, explain, list, categorise, draw a mind-map…. Thanks to BAES

Learning outcomes Skills, knowledge and understanding S A V E R Active verb for end product Visible Easy to understand Relevant S A V E R Thanks to BAES

Bloom’s Taxonomy Question Stems

Learner Self Assessment INK I know / I Need to Know Explain what you have learnt from the lesson or topic Explain what you still need to learn more about What Went Well What did you do really well in your work – pick only the positives What single thing stands out for you? WWW Even Better If… What could you improve about your work? Be honest and describe what specific aspects need to be worked on. EBI Adapted from www.teachingessentials.co.uk

Adapted from www.newbubbles.com Assessment Corner In three words… One of the simplest assessment tools a tutor can use at the end of a lesson to check ‘distance-travelled’ is the ‘Three Words’ exercise. Ask learners to: Think of 3 words that summarise the content of the session — ask learners to explain their choice. Think of three words that reflect the emotions the learners feel about the session. Ask learners in pairs to use evidence from the session to justify their choices, and for peers to address any concerns. Adapted from www.newbubbles.com 3 words 3 minutes

Review of Learning – Traffic Lights Learning outcome 1…. Learning outcome 2…. Judgement Self Assessment Actions Tutor Feedback I am confident I’ve understood… I will extend my learning by… I have a few questions about… I will seek answers by… I’d welcome more help with… I will gain further help by…

Assessment Corner The post it note provides a simple method for placing learner questions on a wall. The post-its are moveable and flexible, allowing learners to group by theme, issue or category. Good at starts and ends of lessons. Excellent for kicking off recaps, illuminating learner difficulties or getting learners to answer their own questions. www.newbubbles.com

Information and Advice Try a pinboard to show learners ideas for progression opportunities: Other similar courses, at higher levels or related subjects Related websites and other resources, magazines etc Local support groups/agencies Other local providers for functional skills courses Could be a real pinboard, or a virtual one using pinterest, padlet, facebook closed group…