Warrington & Vale Royal College

by Tony Davis · January 19th, 2021 · · Comments are off for this post

Learning Outcomes for Independent Learning

• Re look at effective lesson objectives – think aspirational and at wider Expert Learning Skills.
• Start to use Expert Learning Skills rather than ‘Soft skills’.
• What are the expert learning outcomes – encouragement of aspirations – stop making it a limit.
• Support staff in developing, re-designing learning outcomes. Revisit lesson planning.
• Reflect on how I set and expose learning outcomes.
• Consider the emotional learner journey revisiting the learner outcomes as a college. Learning objectives for attitudes.

The Art of Using Target Setting

• One size doesn’t fit all Stop reinventing the wheel.
• There is light at the end of the tunnel – clearer focus on the learner journey.
• An explorer navigating unknown lands, but familiar territory.
• Thought provoking.
• Really rewarding to see what we do is on the right tracks.
• A very useful session to think about target setting as a reflective learner.
• Approach target setting and how they can be built to be more motivating.
• Use some of the target setting ideas and more student lead.
• Re-design a set of student rubrics for elements for the curriculum to drive excellence.

The CCQI Self-Assessment Strategy

• The depth of the rabbit hole will be as deep as the discussion it took to get there!
• I will definitely be asking Curriculum Managers: “So why is that then?”

Transformational Lesson Observation

• Eye-opening from start to finish.
• [I need to improve] The way in which I currently give feedback to staff after an observation to attempt to encourage them to self reflect and improve.
• Come back!
• Observations are ‘listening with your eyes’.
• Very thought provoking.
• The session was as clear as the sky is blue! Lightbulb moments!
• As an experienced observer, I can observe and evaluate the impact of teaching on learning. HOWEVER, I need to further develop my coaching strategies to enable post-evaluative conversations so that tutors/teachers can self-reflect.
• Brilliant session.
• A common goal is the key to success.
• The explanation of self evaluation was an untapped fountain.
• Sometimes one takes a step back to make it easier to move forward. The evaluation of observations has become much clearer, what to look for and how to deliver evaluation to staff.
• The session was fantastic and an insight into how a transition in observation and conversation can impact the teaching and learning within FE and can ultimately create success.

1. Confirmed the areas of the system currently used that reinforce the desired outcome.
2. Empowered me to ‘add’ to the current system to enhance further – further drive a culture of development.
3. Focus upon – terminology (obs/teacher) and layers of RED process – integrated into WVR system.
4. [I need to] Develop a TLA rubric.

• If you do what you always do – you get what you always get!
• The session was extremely thought provoking and has provided/enabled an insight into how in some ways we can get ‘stuck in a rut’. It’s definitely provided a new direction for positive change.
• Really enjoyable and inspirational.
• Evaluate and change to benefit the learner’s journey.
• Consider how to observe and evaluate in order to encourage excellence in teaching.
• It has helped me to reflect on how to engage in post-observation discussion – helping staff to reach a stage of self realisation.
• Work hard in silence: let ‘impact’ make the noise.
• Thank you very much. Enjoyed muchly.
• As a new observer, it gave me insight into the process as being dialogue not just feedback. 2-way process.
• Insightful.
• This was a useful session as it has raised my awareness of observation process and expectations.
• Using the words that are relevant in precise ways.
• Transition for success.
• [I need to] Continue with question-led feedback; bite my tongue more during feedback; write more during observation, using 2 sides of paper; be less prescriptive in approach and feedback.
• A one-eyed monkey finally finding the next branch to swing from.
• Example questions will help me go guide conversations. Adjust language to use in evaluative conversations.
• Pass the ownership of teaching over to the teachers with guidance from their peers.
• Really thought provoking – getting teachers to evaluate their teaching.
• I’ve been using coaching questions for 6 months (The Coaching Habit) and the approach to be used will be an extension of this.

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