City College Peterborough
Inspiring Induction Practices
- By creating a Gold Quality Standard which provides learners with an outstanding experience which sets the scene for the rest of their journey with the College. Consider how to ensure evaluations are based on the ‘differences’ and not ‘the stuff’. Providing our ‘formula for happiness’.
Learning Motivation – designing unmissable experiences
- Create an unmissable experience. Plan super-exciting lessons in low times of learning calendar. Be creative! Brilliant!
- Mindset of lesson plans being considered as ‘designing learning experiences’.
- To evaluate my teaching in a more motivational way to benefit my students.
- A completely different view about how to create a scheme of work.
- Thought provoking.
- I really enjoyed the experience.
- Provoking.
- Keeping sessions accessible for all – and creating the opportunities for positive experiences and outcomes.
- Thank you for a good afternoon, motivating and thoughtful – room for self-reflection and going forward.
- Thinking outside the box.
- Excited!
- Think creatively – how can I make exciting changes to keep everyone excited too?
- A really good day – thoroughly enjoyed it.
- Interesting.
- Dislocation, Meerkat moment. I enjoyed the session.
- Embed learning motivation into training sessions and managing tutors.
- I liked recognising the least motivational times of academic year/course.
- Make it more fun and exciting.
- Wikis on google docs. Leave them wanting more. The (Eastender’s theme tune) moment.
Perfecting Progress Reviews
- Metamorphosis of a chrysalis to a butterfly. Transformative!
- Scrapping what Ofsted are looking for and it being a tick-box exercise for them, and creating a standard that is learner specific. Looking at the Organisation’s aspiration for achieving ‘outstanding’ by collating emotional and academic evidence. Changing terminology to actually mean something to the learner and demonstrating ‘rich pedagogy’.
The Art of Using Target Setting
- Previously missing the target but now hitting bulls eye.
- Writing targets which the learner understands and being appropriate to the individual; being able to coach learners with their aspirations; completing initial diagnostics over a period of weeks rather than at the very beginning which might result in poor data.
- The main thing I will take away is when you mentioned about not stealing provenance by leading learners to do what the tutor wants them to do just because they’re passionate about their own subject.
The CCQI Self-Assessment Strategy
- It was like dancing in the rain rather than wading through mud.
- Identifying the ‘symptoms’ before getting down to the ‘issue’ Go down the rabbit hole and keep digging.
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