Session title: Tricked out tutorialsCreating a blueprint for outstanding tutorial practice
Typical inspection issue
- Teachers do not use progress reviews well enough so that students on study programmes know what they need to do to improve.
Tricked out tutorials is a 3.5 hour session.
Information for event organisers
Do your tutors know what an outstanding individual tutorial looks like? Questions such as: who owns the data used in the session? Who talks the most? How is the learner different by the end of the experience? can help to unlock the answer.
For too many personal tutors, tutorials are about the delivery of a consistent experience. But does this formulaic approach (a slavish adherence to ‘process’) produce outstanding learning experiences and change? The key to understanding how to be outstanding is to move focus from process to impact.
In this session, delegates will be given the tools to create a Quality Standard for tutorial practice, setting out precisely the difference they intend make to learners. Only once this is fully articulated can tutors free themselves from the uniformity of process to achieve consistency of impact.
This session aims to win the hearts and minds of staff to look at progress monitoring through a new lens. It ends with the evaluation of a filmed progress review, testing out delegates’ new understanding through the observation and evaluation of a tutor at work.
Publicity information for potential delegates
Many personal tutors and workplace assessors aim to give their learners a consistent tutorial and progress review experience. They have a format they work through and conduct the one-to-one sessions in a friendly, supportive and business-like manner. But are they missing the point? Too many progress monitoring tutorials are about history, looking back at performance data to hold learners to account, or to congratulate learners on their achievements. If they look forward, it is often to do no more than produce a list of ‘things to do’. But to what extent does this model get to the heart of underperformance?
A key problem in our sector is understanding the difference between an issue and a symptom, a difference that can fundamentally change the way to look at progress tutorials. And too many tutors fail to help their learners look ahead to the obstacles they may encounter and the strategies they’ll need to develop in order to successfully overcome them.
‘Tricked out tutorials’ helps tutors set out what they want to achieve, the difference they want to make, and then looks at some of the strategies needed to make it.
This session will enable staff to:
- produce an aspirational quality standard for progress monitoring
- set out the data with which to identify the very first signs of underperformance
- use an understanding of the difference between differentiated learning outcomes and the differentiated support required to achieve outstanding learning outcomes to challenge current teaching and tutorial practice and set out the implications for change
- evaluate the tutorial practice of others and set out any implications for change.
What the delegates say
- I really love the idea of differentiation I learnt today. I will apply it. City College Coventry
- Clarified the notion of considering the IMPACT that process can make and that all discussions and interviews should be conducted with positive change in mind. Hills Road College
- Motivational with fresh ideas. Newcastle College
- Insightful. I want to put these new skills into practice. Solihull College
- Our review paperwork is clearly not fit for purpose. Solihull College
- Another excellent session. I experienced another session which was led by Tony many years ago. One of the very few I have remembered!! South Downs College
- Target setting on its head. West Thames College
- I love the way Tony always turns things upside down and inside out and makes me think outside the box. West Thames College
Half-day session. This session would combine well with the following courses in a staff development day:
- GCSE English: Avoiding Ofsted nightmares
- Learner-centred assessment, feedback and questioning
- Supercharged evaluation skills
- Assessment and the Art of Lazy Teaching
- The initial assessment and differentiation controversy
To discuss your requirements in detail, please phone or drop us a line.