Feedback from providers

NPTC Group of Colleges

Inspiring Induction Practices

• A journey on which the fog was lifting with every mile travelled, unveiling exciting new ideas that were there all along.
• I need to be far more creative during induction!
• Encouraged me to think outside of the box.
• There is light at the end of the tunnel.
• I need to remember to add excitement and explore new activities and ideas to initially engage learners.
• I think it made me realise just how important the induction process really is to students and how it can make a very real difference to the college experience.
• Think bigger!
• I would like to introduce a pre college party/teambuilding session outside of the classroom so students have the chance to get to know others from their tutor groups/subject areas, not 100% sure how yet, but building on our ideas from today.
• The session has given a greater insight of how the induction experience can be more motivating.
• Be more evaluative of the induction process and its main aim, work with colleagues to create a more inspiring experience.

Learning Motivation

• Standing back and seeing the whole cathedral.
• AWESOME!
• Out of the box.
• Feels like a metamorphosis!
• It got the creative thoughts racing!
• “Life’s a climb. But the view is great.” —Hannah Montana: the Movie ….. This session has helped with the climb 🙂 thank you.
• Illuminating
• It was like being on a journey!
• Learning to ice-skate – tentative and nervous at first with a fear of falling, but gradually building confidence to increase speed, let go and glide smoothly and freely. Learning to ride a bike – start with stabilisers, but gradually the person behind you lets go and you didn’t even realise you were doing it on your own.
• Great ideas and inspiring.
• Learning is a rollercoaster: it’s full of highs and lows!
• A journey of revelation into what makes up our college year.
• This has been a fantastic morning and it has definitely motivated me as a teacher to address the motivation issues. I have plenty to think about and am inspired to do a lot more.
• Ensure learners feel more in control of their learning.
• I am certainly thinking about the course less rigidly than before, more emphasis on learner motivation over just the content.
• Most definitely! Need to make the start of the course more creative and introduce team challenges.
• I am definitely going to use some of the ideas we have looked at today.
• I will take a bit more time to stop and think about where and how I address a lack of motivation in students and try creating a few key exercises that students can look forward to.
• It has helped me to understand the times when I need to add more excitement into my course so that the learners don’t lose interest.
• Recognise periods of low motivation in the timetable and fill them with unmissable events.
• Thinking about the difference between issues and symptoms was also helpful.
• Gave me some great ideas of thinking ‘big’ and how to make it ‘fit’ into the reality of college life.
• It made me focus on the root cause rather than the symptoms of lack of motivation; we should re-evaluate the motivational issues and work back to the root causes.
• By planning an unmissable experience, such as a trip, in January when motivation is low.
• I hope you will come back to NPTC Group of Colleges so that I have an opportunity to attend more sessions.
• A great example of good online teaching practice. I liked the way you put us at ease by describing how to use Zoom – this removed some barriers to learning (even though you may have felt you were stating the obvious). I think technology can put students off, if they are not used to it, but as tutors, we forget because we use it every day. It was a valuable experience for me to be a student in an online lesson and helped me to empathise with them.

Perfecting Progress Reviews

• Stage one: slow sheep, Stage two: curious cat, Stage three: enthusiastic border collie.
• I will be using the GROW model to carry out future reviews and make sure that they are more learner lead.
• Attitude: invested in the process. Action: plan to elicit difference and not focus on process.
• I have really enjoyed all of the sessions I have attended, and will be recommending them to my colleagues.

The Art of using Target Setting

• Looking in a mirror and realising how ridiculous you look.
• I have always felt that Target setting has baffled me and therefore been unable to support my learners in a way they’ve needed. I now feel I can grasp the target setting and pass it on to the learners for them to develop the skills.
• As a result of this session, I appreciate so much more the art of target setting. I always knew it took time and expertise, but I’ll change my approach to make sure those aspirations are made clear up front.
• I look forward to experimenting using project Management instead of SMART target setting with both myself and my learners in September.
• “Throw SMART target setting out with the bath water!”
• The journey had a few bumps in the path, but led me to an open glade with light filtering through the trees.
• Aspirational oil paintings!
• Reminded me to check I’m on course to safely arrive at my destination.
• Eye opening.
• I will be leading my learners to complete their targets with guidance as oppose to doing it for them and then them not being invested in their set targets. I am also not going to be so hung up on SMART targets.
• Need to work on the aspirational side and encourage learners to set their own targets. I need to work on aspirations, mastery and ambitious elements.
  Attitude: I trust them to do it. Action: Allow students to think about, develop and monitor their own targets.
• I am going to do more work with the students to train them to set targets for themselves and put processes in place to review these.
• I want to explore more motivational targets so that my students are excited by target setting, rather than dreading it as they do now.
• Help learners to know how to set their own targets. Focus on aspirational goals rather than skills and knowledge. I realised that I am like the computer teacher who taught you web design. Differentiation is difficult, but necessary to engage learners at opposite ends of the spectrum. These are skills I need to develop.

Tools for Online Engagement

• A melting pot of useful tools.
• My brain is a bed of blossoming seeds.
• ‘The past doesn’t equal the future’
• Picking daisies.
• Discovering new technology is like getting a parcel that you can’t remember ordering.
• Enlightening. I would like to have follow-up sessions on 1 topic per session.
• I think it has given me so many new ways to prep and engage with my learners. I think Blendspace will create a great pre learning for my learners.
• Inspired me to consider new tools.
• Even though I am an avid user of online learning technology, this session gave me insight into techniques I could use to develop my teaching further.
• Although I use some of the tools we looked at, some are slightly varied due to us using Teams, however there were several new ones that I will definitely explore and look forward to using with my students and sharing with colleagues.

Yew Chung Education Foundation

The Art of using Target Setting

• Like cracking a code.
• It has made me more aware of why students find target setting so difficult and how I can further help teachers to support the target setting/achievement process. It has also given me some ideas on how to approach target setting for our teachers, particularly those unqualified.

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’.

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.

Halesowen College

Perfecting Self-Assessment Writing

• I am a rocket on the way to the moon.
• I found the feedback section particularly useful as this aided my own development.

City College Plymouth

Perfecting Progress Reviews

• Achieving creativity.
• Thinking about who should be present during a review. Rather than go by a checklist, develop a high quality example for staff.

Barnet and Southgate College

Perfecting Progress Reviews

• Today was like walking along a sandy beach and finding interesting shells to take home and finish covering my gift box for my personal tutors and students.
• It’s provided me with a springboard to set standards for our progress reviews, instead of looking at just the process. I tend to focus too much on the process. Also I felt the way you designed and delivered your session was very developmental and I will take you techniques on board.

Geason

Perfecting Progress Reviews

• My journey opened up new horizons.
• Creating a quality standard that would encourage independent learning management.
• Tony gave space for and encouraged contributions throughout the session. He valued opinions and views made by the group.

Yeovil College

The CCQI Self-Assessment Strategy

• Thought-provoking. Creative.
• Structure of the learner journey. Using low level data. Getting to the root-cause of issues as well as causes of outstanding areas. Design of development plans.

Lincoln College

Inspiring Induction Practices

• Fantastic session. Superbly facilitated Tony. Thank you.

Hull College

Inspiring Induction Practices

• Thank you Tony for a fantastic session, given me a lot of food for thought going forward 🙂
• Ideas are raining like cats and dogs.
• As an organisation we must be led by how we want our learners to be different as a result of induction, rather than compliance of checklist activities that have limited or negative impact.

Perfecting Self-Assessment Writing

• Exciting and informative
• Like a breath of fresh air – seeing clearly behind all the jargon, rhetoric and fancy words to impress SLT or Ofsted. It needs to be real!
• It’s easy when you know how!
• Practice makes perfect!
• I particularly liked the colour coding and the statement to ask myself ‘What have you just learnt from what have you just written?’
• [SAR] Needs to be more focused, less wordy and less bureaucratic. I feel ours was previously written with the 3rd party in mind.
• Will be fully aware of masking in self-assessment writing from now on and be able to recognise weak statements without judgements for improvement.
• Really enjoyed this session thank you. It was useful, informative, fun and hands on.

Perfecting Development Plan Writing

• Like arriving at the top of a mountain to finally get the most fantastic view – a clear view, no background noise.
• Looking for clarity to identify the root cause rather than focussing on symptoms.
• The skilled use of zoom as a presentation tool with Prezi overlay, shortcut buttons, using wikis etc is a whole training course in itself. Fantastic delivery.
• Today was a reflective experience.

Greenhead College

Inspiring Induction Practices

• Many thanks Tony. Lots to reflect upon.
• Thought the emphasis on the ‘extended’ induction was great as all too often, we get through the initial enrolment and move on without sufficient reflection from a learner viewpoint.

Lifelong Learning & Skills

Inspiring Induction Practices

• Somersaults. The thrill and excitement of doing something a bit different that brings rewards.
  I very much like to turn things on their head and get out of old thinking!
• We don’t really have an induction other than the first session with individual teachers. I work in adult community education so it is very different from a college environment. However, it is something we are wanting to put in place and look at how it might work in our setting.

Windsor Forest Colleges Group

Inspiring Induction Practices

• Clearing of the fog.
• I don’t have the power/seniority to change things directly myself, but I will be doing whatever I can to encourage the creativity and different type of thinking explored here. This has crystallised a lot of my own existing thinking and given me a better vocabulary and framework to persuade others to think about change.
• There was so much to talk about and think about. It’s not really an improvement….. but I would definitely attend a part 2, exploring these ideas in more depth, particularly in relation to how quality standards might be applied differently to different cohorts, modes of study, ages, levels and abilities.

Kingston Maurward College

Perfecting Self-Assessment Writing

• Sharpening the saw!
• Really useful to reflect on the current plan and how to avoid common issues that don’t facilitate rapid improvement e.g. symptoms not issues, end point data etc.
• Our new QIP process will use similar format to one shared with each ‘issue’ becoming a project for a project manager (champion) to take on … before putting it in a celebration (impact) file.
• Loved to see some of the advanced Zoom techniques being used. I am googling how to have a transparent presentation next to me on screen! I am keen to work with the team on self-assessment process more and may well engage some or all in future sessions. Thanks Tony.

St Helens Chamber

Learning motivation: designing outstanding learning experiences

• Excellent session that has given me food for thought to refresh my session plans.
• When Covid restrictions allow, would love to do this session in a traditional classroom environment.

Tools for Online Engagement

• Learning is the spark that starts the flame.
• I will be using Blendspace (QR Codes) and inputting pre-learning sessions. I will also be using breakout rooms during my online sessions.
• Tony provides resources and how-to guides which are the most likely areas of support I would need which is great.
• Excellent session, allowed me to interact and gain inspiration from other providers. Thank you very much, will definitely be recommending.

WEA

Learning outcomes for independent learning

• The session challenged me beyond my comfort zone but in a way that was good for me, enabling me to consider a much wider range of teaching and learning options than what I had become used to. Tony skilfully ensured that everyone was involved without making them feel put on the spot. I now want to try out more engaging methods to support learning such as the use of wikis and also learn how to be more creative when presenting information in the style demonstrated today. I am not scared of technology but do feel as if it has overtaken me recently and I need to catch up!

Tools for Online Engagement

• I was originally daunted by the thought of a 3.5 hour session but the time passed more enjoyably and easily than other much shorter training sessions that I have attended, as the sessions were interesting and engaging. They were well put together, skilfully delivered and very useful. Thank you.
• It opened my mind to the options available and just how much more creative online learning can be. I feel as I have been provided with some tools to venture out and explore further. I also need to look at my current practice as a curriculum manager and determine what steps I need to take to start incorporating some of these new ideas and promoting them with staff.
• I need to build on the knowledge I have gained in this session by spending time with the different technology options we covered. In particular Prezi and wikis are completely new for me and I would love to be proficient with these.

Innovative Alliance

Learning outcomes for independent learning

• The journey maybe long and winding with bumps in the road, but once you realise the bumps were there to slow you down to take in the view then the journey becomes worthwhile.
• On reflection my thought process on learning outcomes is very similar to that taught today. The challenge for me is taking my belief and getting the team to buy in to the same approach. I am not sure I could teach this to others, yet, but can really see the benefits and the pedagogical experience grow so much for our learners once change is achieved.
• You have made me want to know more about the tech resources available to use to teach. The more information and guides you have on this the better.

Tools for Online Engagement

• Chomping at the bit now to put new learning into practice. Very inspirational session!
• Like a swan above the water and a motorboat underneath…
• It has given me a pleather of ideas to take away and improve our online offer in our organisation.
• I feel you have given me a wealth of knowledge and resources now to go away and engage with and train my team to improve the learner experience.

Sysco

Assessment & the Art of Lazy Teaching

• A fantastic insight into all aspects of assessment at this level of teaching. A whole new perspective on assessment strategies and how to implement during teaching.
• I found the session was engaging, with good level of challenge and deeper thinking.
• Eye opening.
• Revealing.
• I would change the methods of assessment – particularly using the various assessment strategies learnt and discussed today.
• It helped me to look at assessment methods and strategies differently from a learner’s point of view.
• I now understand the various techniques of formative assessment and look to use them in my future teaching.
• Absolutely, some of the strategies I already use but as a stand alone, I will definitely be combining them for a greater impact in future lessons.
• Zoom is always difficult but I thought Tony did a fantastic job organising the break out rooms, allowing us to integrate with other members of the group.
• The building of a dual staircase within a house (how assessment can fulfil learning and teaching and is not just a part in the TLA cycle).
• A new idea is the spark that lights an eternal flame.
• It helped massively! I will include a wider variety of assessment into my lesson plans.
• Fantastic session as always from Tony, Highly informative and very useful in my teaching journey.

Learning Outcomes for Independent Learning

• The session was excellent, Tony is very knowledgeable and really made us think about improving our use of technology and planning for teaching sessions further.
• Powerful.
• I got more from this session than expected, Expert learning traits activity awoke my mind so will do this with students.
• A fantastic path winding through all aspects of learning outcomes, including many creative ways to provoke and demand best practice within myself.
• The world is your oyster. e.g. be creative and diverse with your LO’s. Including attitudinal changes within them.
• It was a familiar train journey in a different season.
• I have been out of teacher training for 5 years and this has definitely opened my eyes to become better at learning outcomes and my lessons will 100% be helped from this.
• It helped to improve my application around the topic, and I will look to add more clarity and direction to my learning outcomes.
• Most definitely, I shall never use ‘understand’ again in lesson planning!
• It made me realise that often I am creating learning objectives that are best for me interns of producing the evidence I need for assessment or making it easier for me to show progress rather than what it is actually creating for the learner in terms of their knowledge, enjoyment or attitude.
• It has made me rethink how to measure learning outcomes and how you can ensure student engagement and understanding.
• It helped me understand what an LO’s should look like, what should be included and how to construct them.
• Will be looking to implement more of the ‘verbs’ into my learning outcomes.
• I really enjoyed the attitudinal learning outcomes section and will consider this when writing future learning outcomes. As a psychology man I am interested in cognition and the progression that is more difficult to see and measure. The use of technology was good throughout and variety of methods and resources used ensured we were kept on our toes as learners.
• I am looking forward to further training.
• Facilitator was very knowledgeable, great resources shared.
• I really enjoyed the session. I thought the activities were great and thought the timing of the training was right.
• The Brain, Body, Attitude/Traits I found resonated strongly and I am going to be more creative about how to include the body element in my practice and even from a personal perspective I know that activities that immerse me are the most valuable and remembered..
• I really liked the ideological discussion about how we ‘teach’ under current policy and how we need to re-frame this to create a whole learner with multiple skills and ability to apply, adapt and grow both now and in the future as things change.

Learning Theorists and the Emotional Learning Journey

• Rewarding.
• Brilliant insight into a variety of learning theories and the emotional learning journey. Always incredibly informative.
• I felt the session helped me to link learning theories to outcomes for learners with the categories used.
• Yes absolutely! I will now put more emphasis on the learners emotional states when lesson planning.

Perfecting Self-Assessment Writing

• Like a breath of fresh air!
• Tony provided clear guidance and pushed the limits of understanding too. The session really made me think differently! I’ve been thinking about masking since the session and including the “however” where something is not quite outstanding and how we can use both these methods better.

Tools for Online Engagement

• Very engaging session with lots of resources/information and valuable IAG provided by Tony regarding tools for online engagement. Definitely will make me reflect and review this going forward.
• Fountain of knowledge and new information. Looking forward to trying Prezi video on zoom.

MK College

Assessment and the Art of Lazy Teaching

• The sun coming out from behind a cloud. Confirming the place of assessment in teaching.
• It provided me with lots of alternatives to question and answer. It also demonstrated how I can use assessment for learning.
• I think the afternoon was very comprehensive and having the PDF to take away will enable me to continue to develop my assessment.
• Thank you so much, it was great to see this in action and I am looking forward to trying out the assessments in my session on Thursday this week!

Learning Theorists and the Emotional Learning Journey

• A eureka moment.
• If I am honest, I have always had a downer on Behaviourism, but today I have noticed that it has many benefits and all theories have a place. It is the thing we hope to change, the level of learners and what they need to learn that can influence our choice and we shouldn’t just stick with one theory. Having knowledge of the underpinning theory alongside the emotional learning states can help us to select the best approach. Locating the position our learners are at and where they need to be is a great tool and provides an excellent starting point to develop effective teaching and learning.
• Having the material beforehand was really useful because we could do some pre-learning / reading. Clear instructions were given for the game.
• I think the supporting material is fabulous and effectively supports the delivery. And fantastic takeaway ideas.
• I think it is great and your technology is amazing!

Learning Curve Group

Learning motivation: designing outstanding learning experiences

• I enjoyed the course, I took more from the course than the content being delivered. I particularly enjoyed your on-line delivery set up and found it engaging.

Perfecting Self-Assessment Writing

• It made me realise how easy it is to fall into the habit of being too descriptive and the reasons that this happens.

B-Skill Limited

Assessment and the Art of Lazy Teaching

• This is the first training session in a very long time that I have come away feeling excited and motivated. It has reminded me why I do this job and given me the inspiration to make a real difference within the classroom. Thank you.
• Light at the end of the tunnel. Practical tools and techniques which can be quickly and easily implemented into current sessions to solve some of the ongoing common issues which are experienced on short, lower-level employability programmes.
• I had a good understanding of formative and summative assessment practices. However, I now have lots of new techniques which can be passed onto Tutors to ensure formative assessment is taking place throughout the short programmes.
• I thoroughly enjoyed the session and have come away excited and motivated to support staff in moving forward.

Tools for Online Engagement

• It was fantastic to see them being used throughout the session as well as having the opportunity to have a go. Throughout the session I have taken ideas and jotted these down about how these could be implemented within the sessions. I really liked the fact that tools were listed in order of difficultly from easiest to most complex. Some staff have a reluctance to changes towards technology based teaching and I am going to introduce these tools from easiest to hardest to make their experience more positive and help them develop confidence that they can incorporate technology into their sessions.
• Fantastic engaging session and this has enabled me to reflect on my own service and how this can be developed, thank you.

North West Community Services

Assessment and the Art of Lazy Teaching

• Learning is scaffolding by great teachers!
• It provoked me to reflect a lot on my current practices and how I can strengthen the formative assessments that I already practice. Lots of new and engaging ideas!
• A really engaging course and Tony was extremely knowledgeable and encouraging throughout. I have recommended this course to a colleague who I know would hugely benefit. Really enjoyed the breakout rooms (although I didn’t think I would!)

Southport College

Assessment and the Art of Lazy Teaching

• Really enjoyed the session, lots of ideas that I can share with the rest of my department. Really refreshing getting to chat to other people and share ideas.. Thanks Tony!

Learning Motivation

• Fireworks!
• A swim through refreshing waters.
• Tony is the king of learning motivation.
• Inspirational.
• To plan for periods when motivation is lacking, ie: January.
• It made me think more clearly about where dips in motivation are and how to address them.
• It has inspired me to be more creative in my approach to planning exciting sessions for less exciting topics. I particularly liked the idea of removing limitations for the initial idea and then thinking of how to recreate it within the limitations.
• It was a reminder of issues that exist but some new ideas for solving. For example, the issue of some students reluctant to immerse themselves in contextual studies, writing , evaluation, reflection.
• I like the ‘big idea’ method to engage students further – already thinking of that.
• Questioning why something hasn’t gone as planned and look for a solution. I will use the short SOW to plan experiences that learners can look forward to and re-evaluate each term to identify any further changes required.
• Thank you very much. I feel as tutors we have struggled ourselves to not only keep our learners motivated through this very difficult time but remain motivated ourselves. This was the jump start that I needed in order to gain that back so that I and my team can move forward and plan for September.
• Brilliant speaker and a lovely personality.
• Need to make sure all sessions are engaging and exciting. Great ideas borne from breakout room exercises talking to different staff that I will adapt and implement.
• It has inspired me to be more creative in creating a foundation from the induction process of a new cohort to help students understand the process of their own development and the need to become independent and responsible for their own learning to reach the goals they want.
• Very inspiring and thought provoking content. Made me look at things with a different perspective.

Learning Theorists and the Emotional Learning Journey

• A new idea is the spark that lights an eternal flame.
• Very interesting and productive session that enabled me to understand the way different teaching strategies were linked to theorist. I think this would be a great resource for teacher training courses to lighten up a very heavy module about theorists as you are able to look at it all in a practical way.
• Provided a deeper understanding of the learner journey which was differentiated. Good range of strategies were looked into which linked to theorists’ ideas of learning and explored that range of emotions from a learner’s point of view rather than the teacher’s. Helped look at ideas in a different way and provoked different thoughts on how strategies could work from a number of different view points.

Tools for Online Engagement

• This was an excellent session – very interactive and has given me lots of good ideas for things I can implement in my own teaching as well as cascade to the rest of the group.

St Helens Adult & Community Learning

Assessment and the Art of Lazy Teaching

• Helped to free the mind!

Crosby Training

Assessment and the Art of Lazy Teaching

• Fabulous session.

Learning Outcomes for Independent Learning

• Being a ‘learner’ and entering into a session which I was quite apprehensive about, this has given me an insight into the values of both ‘engagement’ and ‘open mindedness’ – I like to think that I applied them both…and it paid off!
• In spite of the initial technology/access issues of a colleague, I think that the tutor coped extremely well with this. I can’t think of any negative terminology that he used – every issue was a ‘challenge’, ‘lesson’, ‘learning curve’ – and I feel that his continued positivity undoubtedly kept me engaged, despite the potential disruption and subsequent negativity that this could easily have caused.

Perfecting Self-Assessment Writing

• It surpassed all of my expectations and the session ended too quickly. We are revisiting our SAR to revise it and use the advice and strategies he suggested in the session.
• The session was excellent and the tutor made me wish I was just starting my teaching career!

Antrec Limited

Assessment and the Art of Lazy Teaching

• Another step along the long road towards self-actualisation.
• I have long been a believer in ‘letting students do the work’. This has given me more scope and belief to be able to develop the learner ability to think and learn independently.
• Transitioning from classroom to remote has been a difficult one. It feels strange to just talk to a computer screen. I am a very visual teacher and moving to a platform where learners can generally only see my head seems indifferent. I have witnessed a session today that shows that it can be done and is nothing to be feared.
• Although I believe that my knowledge in this area is good, some examples of the assessment methods in practice are great. I liked it when you gave examples of where you picked these up from. It really helps.

Mode Training

Assessment and the Art of Lazy Teaching

• I have another quiver to my bow.
• Helped me realise that formative assessment is not just a practice for a summative assessment, by identifying learners’ strengths and weaknesses and working to rectify the weaknesses. It is what has changed in the learner, as well as both learner and teacher identifying what needs to be done next.

Learning Motivation

• When developing SoWs, lesson plans and activities, give higher priority and consideration to what motivates my learners and not what I would necessarily find interesting.
• Think big and then plan how to modify and adapt the idea into a workable entity

St Helens College

Assessment and the Art of Lazy Teaching

• Unlocking the door on my learning palace to pedagogy garden beyond.
• I felt that my assessment strategies were effective coming into this session but an open mind has allowed me to see the rich variety of potentially much better strategies to improve learners’ outcomes.

Learning outcomes for independent learning

• Dismantling the car and re-building it better.
• My initial confidence in objective writing was exposed as being only partially formed, As a result of this session I will strive to move both learners and myself out of our comfort zones of cognitive skills development towards attitude and behaviour development too. If I really want to build learners’ independent skills then I need to consider the whole person and not just the exam focused skills.
• A solid blend of reinforcing my good practice whilst challenging me to continuously improve. This session has altered my conception of the purpose of learning outcomes and lesson objectives.

Barnsley Adult Skills and Community Learning

Learning Outcomes for Independent Learning

• A journey to enlightenment.
• I found this training really helpful. I found the colour coding of the elements of the objectives has really helped me to develop my sessions better. It has already helped me to improve how I structure my planning, through using the objectives as my staring point.
• This has supported me to go back to ‘thinking outside of the box’ with my planning and how I am going to support the learners to achieve what I set out for them to achieve.
• It is like being new to teaching again, I feel more positive and focused on exciting lessons and challenges as I did feel I was in a rut and wanted to challenge this for my learners and my practice. The lessons were becoming a little more tutor led than I am comfortable with and I wanted to return the focus back on learners, especially during the online learning.
• Learning new software has also helped and combining this with my new focus, thanks to the course, I feel much better and want to do better for my learners. I also want to share this with my department.

Confetti Institute of Creative Technologies

Learning Outcomes for Independent Learning

• You know when you know you’re going to a wedding / other gathering where there is going to be a lot of extended family and you just think ‘Christ, this is going to be a painful few hours’ and then you get there and the ones you’re worried about being there aren’t there and you end up having a good time, make some new friends etc. It felt like that.
• I have a great trepidation at the start of any of these events that it’s going to be buzzword overkill, the shilling of the latest teaching techniques scrawled on a piece of paper as the ‘trainer’ sits on the corner in a dingy bathroom trying to work out how to get out of the mess they’re in and they suddenly design a new lukewarm teaching idea that they can sell. Plus those that attend to show off how smart they are, or how much they hate teaching and want everyone to know about it. This wasn’t that. It was great and I look forward to more.
• Good use of interesting tech and it flowed seamlessly.

Northamptonshire County Council

Learning Outcomes for Independent Learning

• Breathless and mind expanding! I loved Tony’s enthusiasm thoroughly grounded in the topic.
• Will aim to include an ‘excellent learner skill’ outcome in as many sessions as possible.
• The Brain, Mind and Body approach profoundly challenges the approach to standard induction sessions where tick boxes and Service standards for Safety, Group interaction etc have to be covered as well.
• Great pace… loved the use of Google docs and slick presentation with Prezi.
• The real ‘hop’ is to take some of these great approaches and ideas and to start making them WORK!

East Kent College

Learning Outcomes for Independent Learning

• I’ve realised that learning outcomes are a recipe with 3 main ingredients and you need to take your time to shop for the right ones.
• Having read through a lot of my own learning outcomes since the session, I’ve found that I tend to follow the same trend: Use a Bloom word and then tell the students what they will be learning. I don’t tell them why or how it will benefit them and this is something I will work on changing. I want to inspire my students to work well and to continue working outside of the classroom, not just see maths as something they have to attend and then forget about until the next week.
• So much relevant and exciting information.

Perfecting Progress Reviews

• Student led reviews are the way forward. The person that talks the most gets the most from the experience!
• We will be looking at developing our paperwork to try and focus not so much on the stuff but rather on the difference.
• Very engaging. Tony is an expert at what he does and clearly explains things so everyone understands. Nice to have training relevant to exactly what is happening in the sector.

Quest Training

Assessment and the Art of Lazy Teaching

• Yes this was another great session. A very fun way to look at assessment methods.
• Thank you so much for your great resources, think you should sell your cards.
• Creating learning traits to support teaching and develop independent learners who can assess and criticise their own work, allowing better investment of tutor time.
• It allowed me to see the different formative assessment methods that apply to different strategies and how these can be interlinked.
• It was a brilliant session and I learnt a lot and feel that both sessions I have now attended have broadened my thought process and are developing my teaching skills and approach.
• I enjoy the curiosity and the methods used to create interest.

Learning Motivation

• Really good and fab extra resources.
• I am attending all the courses I can Tony runs as I feel they all link into each other really well. I am using this to try to update the thinking and practical ways of teaching we use in our organisation.
• It has made me think about things from a different perspective and how we can make the learning journey more of an experience than a task.
• I have definitely embraced a new approach of designing experiences and not lessons. I will definitely start at the beginning and change the experiences and the curiosity for learning and development.
• I was engaged and felt included and involved at my own pace.

Learning Outcomes for Independent Learning

• This was a fantastic session, really useful.
• Love the new card game session.
• I am booking on further courses to help open my eyes with stopping “stuff” and looking at “difference” as would really like to embed this in our company structure.

Learning Theorists and the Emotional Learning Journey

• Fab session again – really enjoyed this.

Perfecting Progress Reviews

• Information and examples can clear the murky waters.
• This session has totally made me re think the systems and process we have in place in my setting and how we can change our focus moving forward.
• It certainly helped me to re think our review process, we will now develop our own standards with our team and change the paperwork we have in place.
• It was a great session and it’s always lovely when you hear other peoples’ ideas and how they use the reviews etc.
• I will certainly be attending more of your sessions. It’s lovely to have someone who is enthusiastic about what you teach.

Perfecting Self-Assessment Writing

• A new lens.
• This has really helped me look at the correct ways to use the correct wording in SAR.
• Fab resources – very useful to help in practice and share with management.

The CCQI Self-Assessment Strategy

• This has been really useful to help give me ideas to take back to my company to try to look at self assessment in new light.
• Fantastic session Tony, Great resources to support the session and further reading.

Tools for Online Engagement

• Fantastic session, lots to take away and have a try at making resources and sessions with. I just need extra days in my week to try them all.

College of North West London

Learning Outcomes for Independent Learning

• Like restarting to build a house after being inspired.
• After 20 years of writing LOs this insightful session has really focused my attention on the importance of Brain, Body, Attitude LO writing, which I will share with teacher training students to stretch their thinking and to give them strategies to make a difference.

Milton Keynes Council

21^st Century Pedagogy

• Older and wiser! He came, he saw, he conquered (hearts and minds).
• A bop on the head with a hammer!
• I felt inspired to start a new term with new learners.
• It certainly made me feel excited and inspired to look at my learners differently.
• I will need to review all my learning outcomes and consider the attitude changes and how that will be covered in the ‘stuff’.
• Helped me with writing outcomes (which I still find tricky), but now I can go back to examples/essentials. In planning, I’ll work backwards and forwards from outcomes and focus on what the differences are in learners’ attitudes and skills. The mind map of independent learning traits was revealing – it made me articulate the traits I observe as well as focussing on attitudes and skills.
• Using curiosity as a doorway into learning.
• Relaxed, non-stressful session.
• [I need to] See if I can have the confidence to do things relaxedly as I think correct, rather than by old-style Ofsted and book instilled ideas of topic + content + task based LOs.
• Interesting and clear enlightenment on what Ofsted mean by I I I [Intent, Implementation, Impact] I sense Montessori attitudes are being valued. My family and I guide our lives by these, so I am pleased to see this being promoted.
• Really good session.
• Particularly the ‘red carpet’. It was very informative.
• Thinking outside the box! Going back to my roots!
• It focused my strategies and helped me to reshape how I present my delivery. Thought provoking!
• Climbing a ladder.
• Not over-empathising with learners.
• I want to create more Meerkat moments.
• Going through a maze and realising that several paths lead to the same place.
• Through hangover (!) and reluctance, to lightbulb and sparkle!
• [I need to] Consolidate what I (sometimes) do already. Gave a solid framework to refer to.
• Departure gate.
• Cold drink on a hot day.
• Great opportunity for reflection and time to focus on what is most important regarding the planning of lessons.
• Thank you for your inspiration and motivation. I loved it.
• It was like an exhilarating roller coaster, maybe a log flume – I ended up a bit overwhelmed.
• I’ll try not to be overly empathetic; start on time – don’t worry about FOMO; change how I describe outcomes – ensure they are visible. Bloom’s taxonomy – fun.
• A fab, very inspiring course. Thank you.
• Really positive and accessible session – ideal for kicking off the new term.
• Brilliant! Very thought provoking.
• Thanks, brilliant, inspiring. I came with low expectations but I’ve learnt loads. Thought provoking.

Michael John Training (Manchester)

The CCQI Self-Assessment Strategy

• Total change, from PR to evaluation.
• The light bulb that was switched on has just burned brighter!
• Light at end of the SAR tunnel.
• A change of format and open debate to prompt actions.
• Great, relaxed session. Informative and thought provoking!
• How to eat an elephant… break it down into little bits.
• The main points: ‘however’ and ‘leave the third party behind’.
• [I need to] Focus on the issues at hand. Don’t use self assessment as a PR document.
• Click – lightbulb!
• Changing the approach to self-evaluation to less descriptive, more honesty, identifying ‘why’.
• Outstanding training.

Novus LTE Group

Independent Learning

• Space travelling.
• This session has been an eye-opener, because the ideology is quite simple, which begs the questions why haven’t we been doing this for some time??
• My learners are very dependent on me through my own fault. I will definitely make the changes to start my lesson off wanting to know more and end the lesson wanting to learn without me by their side.
• A well-educated and articulate lecturer.
• ‘Cross the carpet’ – you’ve changed my journey!
• This has been a strataphonic journey to rewriting LOs and seeking curious learning.
• Made me a little more confident in stretching my learning and teaching methods because I feel constrained by the observation process. My superior judges my ability as a teacher against what is on their paperwork.
• I will refine my learning outcomes and change how AI start/finish my lessons so that I encourage curiosity.
• I feel I have learned so much in this session, which I will incorporate in my future lessons.
• Being hit with the ‘reminder’ stick…
• Developing our ‘teacher toolkit’ regionally to incorporate this.
• Liked the interactive approach to the session, I am normally a fidgety student, but you kept my interest and attention. Thank you.
• Thank you so much for reminding me why I became a teacher and NOT to teach a curriculum, but to encourage independent learners to become curious!
• Great session, interesting, thank you Tony.
• Ping moments.
• Will be putting more thought into outcomes to create interest and curiosity.
• Insights into how to improve written learning objectives and to promote independent learning skills.
• Thinking outside the box.
• Worthwhile – thanks Tony!]
• Great session, very engaging, which is the point of the outcomes. Lots of realisation about what we already do.
• Inspired. Teach them to become independent.
• Lots to reflect on now.
• Don’t use a full stop at the end of learning. Try to make sure they think about how they could next develop their skills.
• Inspiring, enlightening, challenged my established beliefs.
• Fantastic NEW ideas to allow for teaching and learning whilst possibly taking a risk.
• I will be able to support colleagues to think differently about developing independence. Really thought provoking.
• Inspirational. I could listen to this subject all day.
• Very interesting morning, taking lots away to help improve my teaching and learning.
• More independent learning.
• I will embed the Meerkat Moment. I would love my learners to be curious at the beginning and the end of the session.
• I really enjoyed this session, it was very informative and I have a list of things I will research tonight. Thank you.
• Delivery of the session was passionate and energetic.
• It pointed at things that I thought I was doing to develop independence but actually don’t and how I can change it to show independence.
• I am always learning! I will focus on adapting LOs to reflect the change I hope to see in learners’ attitude to learning.
• I am going to look at how I start and finish lessons.
• A new idea is a spark that lights an eternal flame.
• Incorporation of attitudinal objectives (covertly). Reviewing strategies to get ‘the difference’.
• Implementing the Expert learning traits – Blueprint.
• Dependence is a constrictive boa around the neck of the learner.
• I will explore taking more risks and encouraging my learners to do so. Also look at changing setting learner goals.
• More open loops at the start of my lesson. Rethink my learning outcomes.
• My new learning shone from behind the grey cloud with promise.
• Session openers – moving away from beginning a lesson with aims and objectives. Exploring ways to hook learners from the start and develop their curiosity.
• A fantastic, engaging and thought-provoking session. Thank you.
• Considering the expert learning traits and starting to consider how strategies can be developed.
• I thought it was brilliant! It was great to hear other people thinking this way about learning. I feel isolated in this method in my department.
• I work in an environment that has crippled tutors desire to take risks with their lessons. I want to help them to develop their skills in improving independence. They are probably scared of change – it will take time.
• I was tired, but this caused me to wake up.
• Mind and eye opening.
• I intend to take a lot if not all of the points covered today and implement them into my own teaching – The mind map: fabulous!
• Like finding a new level of abstraction – for instance, when you can generalise an action in a computer program to make a function. Understanding the structure of learning better.
• More use of attitudinal learning objectives. Reduce my own ‘mouse-grabbing’! Interesting to hear you mention NLP – there are some good ideas there.
• I have some much to think about today that I have no metaphors. Unusual, since I use them all the time in my teaching.
• Writing and discussing attitudes and skills was a valuable exercise and will be something that I will be evaluating. I shall be reviewing plenary attitudes to finishing lessons. Thank you very much for the time taken and the enthusiastic delivery.
• Torn! I will ask them more questions at plenary.
• How to encourage learners’ curiosity in my lessons. I really enjoyed it!
• A journey through experiences.
• Developed my understanding of planning. Very interesting. Delivered at a suitable pace.
• My Lego house has just had an extension to improve the value.
• Think about being more creative in planning learning. Getting to the outcome without ‘normal’ teaching techniques and attitudes.
• It was not the catch, but the chase.
• Instructive, informative.
• I will use new strategies I learned today, in the future education.
• I think I’ve had a light-bulb moment!
• It has made me aware of the negative impact of the teaching strategies we already use in offender learning and made me curious as to how we can change what we do to help learners work towards independent learning.
• I am curious and curiouser… and hope my students become the same – thanks!!
• Trust in myself more, I do a lot of this already. Now I will be more self-aware when doing it.
• I will push them to be more self-aware and critical thinkers.
• Very positive learning experience. Give more time for exploration.
• Positive evaluation for the effects to learning and review of teaching strategies.
• Change my learning outcomes and pass this on to my team.
• Thank you! I found the session very useful in clarifying what I can apply to my own practice to see the behavioural changes in my learners – or try to!
• Made me think about my learners. Are they curious in my lesson and whether they leave my session as a different person?

Boston College

Inspiring Induction Practices

• I feel that the session has provided me with a new perspective on induction. Because of the ‘tick off the checklist’ type induction that is usually run, induction has always felt like something to be endured before the ‘real’ stuff begins. This session has made me realise that an (extended) induction period can be crucial in helping learners.

Fashion Enter

Assessment & the Art of Lazy Teaching

• I was a blank canvas and the enthusiasm shown by the facilitator shone through.
• I will share with the colleagues and think of how we could improve lesson planning and rewording criteria.

JTL Training

Assessment & the Art of Lazy Teaching

• Really good presentation, delivered within context, in a language that was non-academic so as to communicate with differing types of teachers from different backgrounds. Honest, clear and to the point. Any personal opinions were backed up with clear reasoning.
• You’re never too old to learn new tricks. I will be using the 47 cards to plan lessons.
• Rediscovering a favourite record you haven’t listened to in a long time.
• Pulling on my climbing boots. First time heard FA described in terms of next steps.
• Being on the bus on an exciting trip, stopping at interesting sights and being joined by interesting people.
• You can actually teach an old dog new tricks. I have lots of ideas to take to the teaching team.
• A meerkat moment!
• Clarity of thought has progressed from darkness to instances of transparency.
• Rainbow of assessments through sunshine and showers.
• Opened my eyes to different assessment methods and how to develop my writing objectives to enable independence in my learners.
• Ensuring that I build in the concept of assessment to inform and produce the next step.
• I found recognising how learning outcomes that are a ‘to do list’ do not lead to be able to assess, this was particularly helpful and I will change how I reflect on the ‘actual’ learning taking place, rather than the learning activity. I liked the ‘in’ form too, very helpful. I will be cascading the learning through our wider teams. I also found the outcome builder really useful and will be using this, plus the assessment cards.
• Enlightening and informative.
• Introducing a rainbow to the black and white world of assessment.
• Reawakening.
• Brilliant.
• My mind has expanded!
• A cauldron of ideas.
• A new idea is the spark that lights an external flame.
• Brilliant !!!! I am new to JTL, and this session has really opened by eyes to what else is out there to use in assessment.
• Seeing how the Learning Outcomes shape the lesson in terms of experience v concept and how these individual strategies can change how the learners take on the intended learning for each session.
• Be braver and not afraid to try new methods.
• Tony provided so many different assessment strategies that I will be using in the future, and the fact that they are what he has seen being used in his previous roles are what I liked about them and this shows they work.
• It has opened up the subject for me and shown how much variety you can bring in it, this will liven up my lessons going forward.
• This was an online session due to covid 19. Would be improved if it was delivered face to face, but I didn’t think much was lost due to the excellent resources used and Tony’s knowledge of subject.
• Tony was a wonderful tutor who made everything interesting and very understandable.

Inspiring Induction Practices

• A melting pot of creativity.
• It was like having the hard shell of a walnut finally smashed.
• Learning something new is like building a house – lay the foundations, build the walls and structure, then fill it with stuff and ideas!
• Learning is like building a sandcastle.
• I feel this has helped me challenge my perceptions of what induction should look like and will enable me to breathe life into future inductions.
• Ensure more inspirational learner involvement.
  I might change EVERYTHING! Actually…I was already going to, but now it has MUCH better focus!
• It has revealed that we must redevelop our learners’ induction to better suit the changes we would like to see in them.
• Fantastic session.

Learning Outcomes for Independent Learning

• This session brought the sunshine from behind the clouds on objectives.
• Thought provoking.
• Key to unlock potential in learners through creating challenging teaching.
• Eye opener
• Learning outcomes are a useful tool to help focus on learner development, rather than describing the content of a session.
• Learning is like cracking a code.
• Learning is like housework – it’s never done.
• Writing learning outcomes is a powerful tool that plots the course of one’s lesson.
• Refreshing reboot.
• Fantastic session Tony thank you.
• So valuable, really appreciated.
• Thank you, really enjoyed it.
• Thanks Tony, great event.
• Thanks Tony it was excellent session as usual.
• This will help me improve my objectives.
• To enable myself to write outcomes confidently for my learners not just for base knowledge or repetition. It’s a refreshing change to hear someone talk about the learners rather than the learning.
• It was positive to have discussions with colleagues about how to approach learning and in some of their specific contexts.
• On reflection, mine look a bit sterile and generic, being developed from the awarding body’s original statement.
• It has given me some very useful ways of writing learning outcomes.
• It reminded me to focus more on the attitude rather than just focussing on the learner within the hour or so that takes place, this is the way I prefer to deliver, but sometimes can get caught up in ‘number and results’ focus…
• I will pay attention to changing attitudes as well as skills by considering and including these in my future learning outcomes.
• The session gave me ideas and I need to experiment to see what and how will work.
• It was a positive reminder of my Cert Ed days
• A reminder on how to focus on attitude as an area to develop and grow as that can then widen and improve skills.
• From toddler to teen in terms of developing outcomes.
• It may sound a bit drastic, but it’s positive: I can imagine myself lying in a hospital bed after a car accident, where I was told that I may not be able to walk and have to re-evaluate all that I knew so far about Life – and in this case – teaching.
  I know that I am able to do new things/ do things differently and this experience gave me spark to do a follow-up on.
• A journey of challenge and reflection.
• Walking on a rainbow bridge.
• Steep learning curve.
• Slight fish out of water, But understood at the end.
• This is a little bit silly, but will use the weather: I started off on a sunny day, went through a patch of rain, through to thunderstorms, with clouds now clearing!
• I am more confident to use appropriate vocabulary when writing learning outcomes. This will make it clearer for the learner to understand what is expected of them for each session.
• Will think about starting from ‘attitude’ with regards LO’s.
• I will include the body outcome/attitude outcome for a fraction session asking the learners to take photos of fractions in real life/internet that they make them curious.
• 1. I might want to develop independent learning skills but I don’t often actively write them in my learning outcomes, even if they are intended in my head when I’m planning. I will include them now.
  2. I’m reasonably good at writing learning outcomes, but it really helped to show me how to stream-line them and I liked the colour-coding to ensure the 3 essential things are covered.
• I am still fairly new to the teaching profession, but I can understand the importance of developing a more clearly defined learning outcome, which I will endeavour to do.
• By having different colours to identify the skill, outcome and what it brings to the table helped develop writing objectives.
• In general I find it really difficult to write learning outcomes and today has helped with the colour coding and 3 steps. I also want to add in more ‘body & attitude’ learner outcomes rather than ‘brain’ as teaching English and maths has historically been this – with some ‘body’ thrown in. Using the session today will help me improve learners’ learning skills by improvement of my own outcome writing.

The Art of using Target Setting

• Like opening an old book and realising you never really understood what it meant.
• A bullseye shot into target setting.
• Music to my ears.
• Reminder of the importance of involving the learner with targets.
• I will build more behaviours and emptions into targets e.g. demonstrate confidence in carrying out X independently.
• Today’s session was inspirational, using ‘real’ examples, good practice and a detailed knowledge of the education landscape.
• For the first time in a long time, I am about plan and deliver a number of sessions to the same learners. I found this session really useful and I am going to try and apply the principles to these classes. As you were talking, I was already taking notes on what I plan to do.
• This is a side benefit. I am planning some blended delivery and it’s always excellent watching you present and how you present and how you involve people. I have to use Teams/GoogleMeet so don’t have access to all the techniques you use, but I’m trying to think in a creative way to keep people (qualified electricians doing CPD courses) engaged without assuming they have good IT skills.
• Great session with plenty of great collaboration

Lincoln College International

Assessment & the Art of Lazy Teaching

• I now think that it is better to think of it as informative and to inform what happens next…and to ask…how do I want my learners to be different.
• Plenty to think about, as a manager never mind a teacher. What have we as observers been doing all these years???? How many of us have T, L and A strategies? Terminal – dead… We need to be alive and kicking!!

Perfecting Self-Assessment Writing

• As always a session to make me reflect and consider how I can develop myself and my skill set and therefore any team I work alongside.

The Art of using Target Setting

• Good to be reminded that we should differentiate the support and teaching strategies and not the expectations.
• What you get by achieving your goals is not as important as who you become when you achieve them – love this. Qualitative over quantitative.

Tools for Online Engagement

• Lots of food for thought as usual!!
• The session supports my thoughts around the importance of ‘social presence’ (and backs up the research out there) and ‘investment and payoff’. There are so many tools to use but they should only be used if they enhance the learning (pedagogy pedigree – fabulous term and now in my repertoire!!) not technology for technology sake.

North Kent College

Assessment & the Art of Lazy Teaching

• It’s like putting on a pair of magic spectacles; the overlap between teaching, assessment and learning is brought into sharp focus in this session.
• I feel more confident that informative assessment is built into teaching and isn’t an add on.
• I really liked the way things became clear gradually and the how the strategies became increasingly familiar as the session unfolded.

Blackburne House

The CCQI Self-Assessment Strategy

• I feel that the session today will help me to develop improved quality systems as well as the self assessment process.
• I will look to change the format of the SAR and the process that we go through to arrive at the judgements.

Warrington & Vale Royal College

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.

Skills and Education Group delegates

Inspiring Induction Practices

• Confirmation that there should be ambition in the planning of induction during unique circumstances.
• Making induction campus based, rather than curriculum based. Making sure it’s not just a checklist and sets of rules. Laying the foundation of the student experience from day 1.
• The idea of wanting to bring about change in an individual rather than merely ticking off a checklist of activities. Interesting to consider how we see ‘outstanding’ and how this can adjust how well we evaluate what we do…
• I feel that the session has provided me with a new perspective on induction. Because of the ‘tick off the checklist’ type induction that is usually run, induction always has always felt like something to be endured before the ‘real’ stuff begins. This session has made me realise that an (extended) induction period can be crucial in helping learners.
• That we need to work as a team to agree on quality standards and steer clear of an ‘induction checklist’ I really like the idea of an extended induction in terms of planning for an event in week 8. I have wanted to put on a play exhibition for some time, I teach vocational Level 1 Early Years and FS English, but there are always barriers. I intend to remove these and just go for it. If I want students to have high aspirations I need mine to be higher too. No matter how enthused I am – September rolls around and I feel helpless in terms of timetabling, timetabling changes, group sizes, late enrollers, that I’m shattered by half term.
• Having a Quality standard which isn’t about things learners have completed as part of their induction, but linking the impact of the induction to the behaviours students will be able to demonstrate. I learnt what it is like to be a learner in a virtual lesson. Really enjoyed the interactivity and breakout rooms. Gave me hope for delivering lessons online in the future! 2
• The spider diagram really helped me understand what is lacking in our induction. I am going to get staff together to identify what the outcomes of the induction should be for each criteria.

Perfecting Development Plan Writing

• ‘Worth its weight in gold’!
• Lots to change…. the wording of ‘responsibility’ to ‘champion’; linking symptoms to root-cause issues; putting everyone in the college central, either directly or indirectly, to the learner’s success.
• Looking at the insight to development plans. This will help us to train staff in the understanding of how best to writer their development plan in the future.

The CCQI Self-Assessment Strategy

• Going on a walk and reaching a fabulous view point.
• I was blind, but now I see.
• Will try again to ensure there is an ongoing process. Like the idea of Champions, rather than responsible. Will use the idea of the learner journey as the basis of the self assessment process rather than the EIF.
• As someone who is new to this process, it will help form my approach to SAR. On a side note not, I also learnt other elements of the education process.
• Was really happy with the quality of the training today, especially at such a low cost. As a small ACL cost often prevents us accessing these events and the value for money we have had today has been excellent!

Buxton & Leek College

Perfecting Development-Plan Writing

• Changed the way that I think!
• You get that penny drop moment when you think of how effective SAR writing can have a positive impact on the quality and improvement of delivery.
• I wish I’d have known this sooner.
• Really informative session, the session leaves you with a lot to think about which requires time to digest.
• It will make me stop more and consider the symptom/issue situation.
• I will introduce more time for professional discussion and focus the team’s efforts on root cause analysis. Make sure the development plan is a priority. More focus on the digital impact of the last 18 months and IAG and induction.

Perfecting Self-Assessment Writing

• A journey of 1000 miles starts with a single step!
• Renewed thinking.
• I am new to SAR so have found this session extremely helpful.
• It has enabled me to look at how I can improve and perfect writing a good quality SAR. Tony was a great presenter.

The CCQI Self-Assessment Strategy (Online)

• Going on a walk and reaching a fabulous view point.
• Will try again to ensure there is an ongoing process. Like the idea of ‘Champions’, rather than ‘responsible’. Will use the idea of the learner journey as the basis of the self-assessment process rather than the EIF.

Coleg Cambria

Assessment & the Art of Lazy Teaching

• A whirlwind of excitement of new ideas.
• Many thanks for another fabulous training session. Always so much to think about and an enjoyable experience. Well done on the technology for your card games and the Breakouts!
• Another inspirational session with lots of ideas to develop my formative assessment. A good range of techniques provided and it was useful to see how some would be more relevant in a given situation. Also useful to meet up with colleagues from different subject areas, to see how this impacts on the types of assessment that could be used.
• I really enjoyed today, and I enjoyed doing it online meeting others from around the college. Tony was very welcoming and made you feel at ease discussing your thoughts.
• The session did help to improve these aspects of my assessment strategies. I would like to ensure that students take ownership of their understanding.
• I feel I know what directions I should be moving in to improve.
• Those three hours did seem to fly by and group work remotely is possible!

Learning Outcomes for Independent Learning

• The clouds dispersing and the sun appearing.
• When I read the preparation material I thought – oh heck, not another session on learning outcomes, but the session was much more than this.
• The training has shone a light on the the elements of my practise I need to revisit.
• A cauldron bubbling with ideas and possibilities.
• It’s not about the stuff you teach, it’s the difference it makes!
• Yes, incorporating attitudinal change into learning outcomes moving away from something that just covers the content.
• Rather than getting bogged down with content the session was a great reminder of what pedagogy should be – focus on the learners.
• Oh yes , definitely. I now have work to do on looking again at my learning outcomes and hopefully I can share this approach with colleagues.
• I have a group titled ‘resilience’ next year, so I will definitely be focusing LO’s more often on attitudes and body, rather than mainly brain for maths and English. It also made me think about group dynamics, as some of my groups this year did not have cliques/loners and some were affected at times.
• Will defiantly re-look how I write learning outcomes, will use the colour coded approach. I will try and introduce attitude challenges. A good point that I will take on board is making the sessions more fun and relevant to the job that they do (hairdressing).

Supercharged evaluation skills

• Literacy can be fun. I have loads to think of.
• Epiphanous.
• Can’t wait to try and implement what I have learned.
• I have been reborn!
• I will be rearranging class seating as this definitely constrains student development. Literacy games to develop with relation to subject matter.
• A very enjoyable session which thoroughly engaged a diverse group of professionals to produce a positive experience. Thank you!
• Thank you for delivering a session with empathy and understanding towards the learner.
• Like watering a flower to make the bloom brighter.
• A shower of enjoyable learning.
• I’ll be using the colour system to encourage my learners to express their opinions. It was great.
• Waterfall of knowledge.
• I will use the colour system of ‘object’, ‘judgement’, ‘reason’ and ‘impact’ when doing reflection tasks with learners.
• It was like waking up in the morning, new day, new focus, fresh.
• It reminded me about my own learning and how you easily forget to put yourself in their shoes.
• Useful for helping my L3 learners with exam technique – answering questions (particularly explain/evaluate, etc) in the correct way and in enough detail. Scaffolding also useful for all levels.
•  [I need] More scaffolding of technical vocab. Greater empathy with their lack of confidence.. Using colour coding to help learning of vocabulary and report structures.
• Fantastic.
• Interesting and thought provoking!
• [I need to] Show students how to evaluated own and others’ work. Thank you, an enjoyable session.
• Using a structure to develop academic writing skills in students. They struggle to critically evaluate, so this will really help. Really enjoyed the session – lots of thoughts to take away.
• [I need to] Give feedback in full colour.
• It let me see what students feel like in lessons when using scaffolding to develop their understanding of classroom tasks.
• Very powerful session in which I was able to evaluate my own practice and consider how I could embed the new learning from the session.
• Being able to direct them [learners] when completing evaluative assignments.
• Good at building on ideas for scaffolding and how to implement.
• A very motivational session. Great ideas and innovative resources. Thank you! J
• Like a breath of fresh air.
• Challenging and enjoyable training session. Will use to develop initial evaluation and induction of students.
• Thought provoking!
• It has made me think about how I will look less at the ‘stuff’ and more at the development of the learner.
• Enlightening. [I need to] Rethink ways of engaging learners and how they think.
• Some great activities to use/adapt to develop skills – love 8-week induction. Great session, thanks.
• Being more creative in my approach.
• Upward and interesting.
• Thought provoking and able to link very clearly to my own area of practice.
• Excellent session with some food for thought.
• Motivational. Excellent session giving great ideas on how to engage learners.
• Students often find it hard to fully evaluate in writing – this will be used in a study skills session to then be used in teaching sessions too.
• Has given me ideas to ‘add’ a colour to the list – to add ‘criticality’ for my HE students.
• The fog has partially cleared, now I just need a sunny spell to drive away the rest.
• This will clearly set a method for them to evaluate their practice.
• Muddy waters have cleared.
• It gave me ideas of how to stretch learners, develop their vocabulary, making them more confident in their use of language. Made me want to create more innovative learning opportunities – with the use of the full-colour language.
• Will use all resources on line.
• I teach ACL literacy/numeracy and the scaffolding techniques will be useful for me.
• Like dusting off the cogs before oiling them for September.
• [I need to] Give structure/scaffolding in the form of word banks.
• Like a positive experience down memory lane.

The Art of using Target Setting

• Thought provoking ideas on how the learner is taking charge of their learning.
• Blinkers – removed.
• Tunnel – Light!
• Thought provoking. More inspiration into the lesson. Enjoyed the session.
• Re-ignition.
• [I need] More emphasis on aspirations.
• Innovation, and looking from the students’ view/experience.
• Outstanding.
• Curiosity to learn new ideas.
• The concept of learner-centred evaluation is interesting and worth further investigation…
• Lots of food for thought.
• Lightbulb/blue-sky thinking.
• Identify ways to assess feedback from the learner not assessor.
• You cannot judge a fish on its ability to climb a tree. Ask learners to reflect more.
• Enjoyable.
• Every journey starts with the first step!
• Assessing learner ability and adjusting learning plan to suit individual needs. Valuable event.
• It has helped with reflecting with the learners.
• [I need to] Look at how to aspire more and how to use student feedback more. Very informative
• enjoyable session.
• We enjoyed the session. It’s been wonderful tonight…

Sefton Community Learning Service

Assessment and the Art of Lazy Teaching

• Thank you Tony, another inspiring session.
• Excellent session. It exceeded my expectations. Fantastic collaborative activities, very well presented and managed, inspiring. It was so engaging that time flew by and I have learnt so much in one training session, I can now cascade to colleagues.
• I went in for a pint of milk and left with a trolley full of things I didn’t know I needed but that will be essential – Not a metaphor, but this is how I felt after this session!
• Although I feel I have a good understanding of formative assessment, there were so many other ideas I took away from this training which I can share with our team of tutors. I will encourage tutors to study each of the assessment strategy cards and use whichever is most appropriate depending on what learning traits we are looking to develop.

Learning outcomes for independent learning

• Climbing a tree – started off struggling to reach the branches of technology, but soon found myself able to move around from branch to branch.
• Encouraging learners to take charge of their own learning, using evaluative language and at the end of sessions as well as recapping give learners the opportunity to critically reflect on the session outcomes, to name but a few

The Art of using Target Setting

• I no longer teach as I have moved into management many years ago. I want to teach again after today’s session.
• Encouragement to be more innovative when target setting.
• Using Aspirational, Techniques and Progression as a template for target setting.
• ‘Ping’ moment!
• Very interesting. Great ideas. Easy to understand what changes I can bring to target setting.
• Helped me understand and review my own planning and target setting.
• [I need to] Review lesson plans to identify improvements. Loved the Art of Target Setting activity.
• Really enjoyed training and will help my own planning.
• I will look at different strategies in teaching and learning in which way to set targets.
• Don’t judge a book by its cover!! Ofsted & SMART doesn’t make you inspired. The actual session did.
• I will ask the learners to discuss (maybe in their own language, even in their own time) what they want from the course (ESOL) and that will inform my target-setting with individuals.
• Refreshing look at target setting.
• Enlightening.
• Worth every minute. Inspirational.
• [I need to] Create some ‘getting to know you’ activities in order to understand learners better and where they’re coming from – with the intention of inspiring them with more personal targets.
• Inspirational.
• After many session given by SCLs on target setting, it was useful to have a fresh approach on this subject area.
• The matching game makes you really think, which is good.
• Absolutely great lesson, provided clarity and very concise ides.
• He is a brainbox.
• A laboratory.
• Consider more ambitious targets – link them to personal goals. Really enjoyed the session. Very interesting – a lot to think about.
• Inspirational.
• Excellent session. Inspirational speaker.
• Wiping the mist and fog away from inspection and the muddy waters of target setting.
• [I need to] Take more time – consider – keep aspiration at the forefront. It was inspirational. Great examples and tasks used.
• Refreshing and inspiring.
• Factor in more ‘curiosity’ – create more of this. Aspiration – how to bring this out in each learner.

Perfecting Self-Assessment Writing

• Every session I have attended with Tony has been excellent, inspiring and really makes me reflect on our current practice, providing plenty of ways on how we can improve. Excellent, thank you.
• It was like cracking a code, now everything makes sense.
• It was very inspiring. I will revisit our SAR and check that all our judgements have a “however” statement that focusses on what is stopping it from being outstanding. Also will have a closer look at our surveys to ensure they are not just aiming at getting a “pat in the back”, but that really informs us on what is working and what we need to get better at.
• I think all the notes I made during the session and the resources provided by Tony is all what I need to help me review and improve our SAR.

Tools for Online Engagement

• It’s like someone has opened the curtains in a dark room and I can see the light.
• Feel 100% more confident in using technology that is new to me.
• Tony you’re inspiring – this session has impacted on me greatly and I can’t wait to start implementing what I have learnt today when I cascade this to tutors (after further practise). Well and truly taken out of my comfort zone – thank you.

The Learning Foundry

A Unified Theory of Learning

• As deep as the ocean. I can see so much to look into and learn over time.
• Learning theories are a melting pot.
• Exciting.
• Insightful
• I learnt a lot from the session today, I found it very interesting and I understood it as I could link to my learners and real life experiences.
• The breakdown of learning theories was very useful giving a detailed overview of each and providing strategies and identifying the emotional learning elements.
• It has opened my eyes to the amount of different theories there are to look into and explore in more detail which I am excited about. From the session today, I have written down around 12 [teaching strategies to explore] and I am prepared to look at each one and see how these can be adapted for each individual learner.
• Enjoyed the focus of how emotions impact on learning and planning to provide differentiated learning experiences, as opposed to a step-by-step / one size fits all process.
• I will change my approach when planning a lesson to see what emotional response I might get from the learner prior to delivering. Depending on whether it is positive or negative would say whether I want to build on the emotion or reduce it to improve the learners’ understanding.
• It helped me revisit what I had learned many years ago. It also opened my eyes on how I could apply them in my delivery so the learners take ownership rather than relying on me to direct them.
• I will think more about the emotional elements of my learners prior to our sessions so I can ensure I am finding ways to keep them engaged.
• I would like to thank you for your time and the quality of the resources used and the amount of knowledge gained from today.
• I found the interactive graphics on screen and being able to see you as well a very good teaching aid. I will be looking in to how I can use this in the future with my own delivery. A course on how to use this technology would be great!
• Tony is an excellent teacher, I find him very engaging and motivating.

Assessment and the Art of Lazy Teaching

• I will be concentrating on learners enjoying the journey rather than just completing the journey (end results).
• Feel open to new assessment strategies.
• I did not know there were 50 assessment strategies – I now have a lot more to think about! Very interactive.
• Great session, thank you. Excellent resources.
• Very informative, made me think.
• [I need to] Apply different methods to sessions, allow learners to take ownership and be independent, and make sessions more engaging.
• [I need to] Introduce new techniques to support developing learners independence and assessing their next steps.
• This session has widened my knowledge of different assessment strategies. This has now given me a toolbox to use in future sessions with learners.
• I really enjoyed the session and particularly the interactive games.
• Extensive range of assessment methods.
• Full review of all sessions and look at how to adapt and change assessment methods.
• I hope that from today I will have the tools I need.
• Informative. Helped me understand formative assessment. I will now put this into practice with learners. Really good session.
• Intriguing.
• Use more formative assessments that are more fun and encourage learners to assess themselves and each other rather than all by assessor.
• Really enjoyed this afternoon and the various strategies. Will be developing a dental traineeship for September and this will definitely be used!
• There are many, many ways to skin a cat.
• Lots of great ideas and tasks to set learners.
• Tony, you’re an inspiration. Don’t change, unless you feel it would make you better, in which case do as you want, I’m not the boss of you.
• Energising.
• I will plan and use different assessment strategies in classes to improve learner experiences and development.
• A reawakening.
• I have a tool kit of formative assessment methods now that I can dip in and out of depending on what I will be teaching.
• An excellent session. I will refer to the “”47″” strategies of assessment, continue to add particular favourites to the Assessment Strategy Log and make notes as to the most appropriate practice depending on the group and level of the learners.
• I really like the imaginative style of learning through gamification – a very contemporary approach.

Initial Assessment & Differentiation Controversy

• Inspired.
• It will help me deliver initial assessment differently. Furthermore, it has enabled me to be more aware of the barriers that hinder independent learning. I feel more confident in building appropriate learning outcomes. Thanks so much for all your help Tony!
• Tony has opened my eyes to changing attitudes, starting with my own.
•  [I need to] Focus on attitudes not just skills.
• An interesting day, delivered in a fun and exciting way.
• [I need to]  Develop skills and attitude of learners from the start.
• The session was fantastic. Tony gets everyone engaged and involved so this is more interesting. This session has made me realise we need to focus more on ILP. Loved training. Very useful!!
• The way in which we question learners and make them curious to learn independently.
• Enlightening.
• Insightful.
• By attending this session has shown me that we need to concentrate on the learner needs as individuals when doing initial assessments, induction programmes and writing class sessions. Day was excellent.
• Tony was an excellent tutor to put over how to prepare for writing learning plans.
• Felt session was very beneficial. Helped develop understanding for initial assessment process and ILP and how to implement change. How to implements Bloom’s taxonomy process.
• Inspirational. Colour-coded objectives. Attitude – learning outcomes. Amazing.

Learning Motivation

• Mind opening.
• I struggle to think outside the box and be creative [but] this morning session has encouraged me to have more creative freedom. I really enjoyed this session.
• It was inspiring.
• Introduce more hands-on experiences to engage and motivate learners.
• [I need to] Think about planning the sessions to make them more engaging for learners. Think about where to add in parts that will make learners want to learn/fun.
• Think outside the box when trying to engage learners – plan ahead for key points of lack of knowledge and put exciting plans in place.
• [I need to] Be more strategic in my planning of the high points in the learning programme.
• Idea-growing.
• Fantastic session 🙂
• This really helped me as I feel like I know about symptoms and issues and how to unpick them.
• To motivate others, first learn to motivate ourselves… by giving small exciting goals for the future. Great day again.

Tricked out tutorials

• Like the barn door being opened and being let out into the sunny meadow.
• [I need to] Focus more on removing obstacles.
• Prevention is better than cure. It was an eye opener!!
• [I need o] Ask more open-ended questions of learners to get to the nitty gritty of any issues.
• [I need to] Review my leaning outcomes, preparation for progress reviews, and questioning techniques.
• I felt this session really helped my knowledge, and I feel a lot more confident in delivering a review with a learner. I also  learnt a different strategy in how to approach learners to speak more than myself.
• Could listen all day, very interesting and learnt a lot.
• Inspirational, very thought provoking.
• [I need to] Listen, ask more questions of learners. Don’t judge what they say on face value, always take time to find out the full impact of problems.
• Very enjoyable – feel positive for how to conduct review – using questions/wording.
• How to set a scene, ask questions without being too intrusive. Getting info without putting words in [learners’] mouths.
• I feel really inspired after today’s session.
• I will take the info learnt today and implement this into future sessions/progress reviews. Thank you for a great session.
• Lightbulb moment.
• Lovely delivery and session work.
• Inspiring to inspire my learners.
• [I need to] Use more technique around gaining information from a learner by asking them to tell me rather than me answering for them.
• Good visuals. Enjoyed the video and working with colleagues, and sharing ideas.

Wirral Council Lifelong Learning Service

Assessment & the Art of Lazy Teaching

• My lesson plans are dinosaurs.
• Amazing and eye opening.
• [I need to] Revisit, review, refine and re-energise.
• Will use the assessment strategies to make the more difficult aspects/subjects more enjoyable and fun.
• I loved the session. It has made me think more about the learners.
• [I need to] Be aware of how people should always be travelling ‘across the carpet’.
• I am much more aware of the huge variety of formative assessment strategies.
• Like a dream!!
• Rocket trajectory!
• Introduce more group assessment and get learners to take more control over their learning.
• Well prepared, very informative and useful. Thank you very much for your friendly delivery.
• Really appropriately pitched with excellent resources.
• Aiming higher.
• Start planning with outcome which if well written will lead to a good range of assessment and learning activities.
• I have crossed the carpet.
• Alter my ‘stuff’ to support the learning outcomes more efficiently.
• Great delivery and content. Extremely useful, thank you.
• A mindful walk across the carpet J
• I will be rewriting learning outcomes and using a variety of assessment strategies for formative assessment.
• Car needs to become a newer model.
• Interested to see strategies/teaching overlap.
• Like taking a chauffeured car, rather than a bus. (i.e. a lot more pleasant than expected for a long day!)
• Aim to use expert learning traits in lesson planning and highlight at start of session.
• Inspiring.
• I’ll take nothing I’ve done in the past as useful, but how I could improve everything.
• An excellent day that really highlighted what I should be doing.
• 5*

Clarifying Governance

• Today was like an epiphany.
• Very thought provoking. Excellent – insightful.
• I have a greater understanding of the impact of my role as a governor and the influence on the culture of WLL.
• I need to see the bigger picture.
• Really interesting to see the origins of the approach the Council Life Long Learning Service has taken this year.
• Good balance of practical activity and discussion. Very interested in concept and approach to changing culture.
• Brilliant. Made a big difference and about raising my own view on Governance.

Initial Assessment and Differentiation Controversy

• Excellent facilitator. Found the session really inspiring and interesting!
• Tony – you have re-instated my faith in training! Thank you J
• Creative sessions leaving me more curious to explore a variety of methods.
• Excellent training, very thought provoking.
• A journey across the carpet!
• The teaching was chilled and non-demanding. Initial assessment – I will change the way I get information about learners from learners.
• A shooting star.
• Have to say overall I found today very helpful.
• Very good. I would like to thank you for your insight.
• Like a trip through the hills with changing scenery.
• I would like to perfect writing creatively when planning and designing SOW and lesson plans to ensure learner engagement and curiosity.
• Using ‘active’ verbs in writing learning outcomes. Really enjoyed the day, Tony, delivery and content.
• Learning outcome wording. Great to hear that change to attitudes in how to observe is being driven.
• Intriguing.
• [I need to] Update LOs, rewrite assessments with scaffolding – breaking down questions into series of simpler steps.
• To look at ways to make learners enjoy and be curious to learn new skills.
• Foundation stones are the most important.
• Set the seeds for flowers.
• Encouragement to be more creative; identification of how to achieve impact; review current outcomes to see if they are fit for purpose.
• How to write better learning outcomes – be more creative. Use of initial assessment in a different way. Differentiation – importance of how it is used.
• Sharing information with other participants – stealing ideas. Make curiosity an essential part of my sessions.
• I will write my outcomes following the colour code! I think it would be really interesting to set up a competition (friendly) with other tutors to come up with the most whacky start to sessions. ‘The Meerkat challenge.’

Preparing for Live Self Assessment

• Session made us (the group) think about some very fundamental issues… Like why are we doing it and who for? Critical for any purposeful outcome.
• Self assessment that evaluates and changes practice for learners on programme now.
• There has been significant impact on our practice re self assessment.
• Very thought provoking and genuinely useful.

Self-Assessment Strategy

• I went to see a man about a dog, but I saw the dog!!
• Thanks, very useful and will change how we do our SAR & QIP & the service.
• Team needs to change our system significantly to make self assessment dynamic, useful & questioning.
• Small group session was particularly effective, I thought.
• An excellent session – Light at the end of the tunnel?

Shift Media

Preparing for Live Self Assessment

• [I need to change] The way in which I approach [self] assessment and the regularity of doing so; and the format!
• Not having a third-party audience and always mentioning impact on learners.
• Before the training, I didn’t even know what ‘SAR’ was an acronym for. Now I feel more confident that if I am ever required to write an SAR in future I know what one is.
• Very clear and engagingly delivered.
• Nourishment. I enjoyed the event!
• Good flow, energy and pace.
• It was a very informative and engaging session.
• Good range of resources, well explained and comfortably engaging.

Self-Assessment Strategy

• De-layering an onion without crying 🙂
• It helped me understand how to address an underlying issue and what rigour is needed to stay with that approach.
• I liked understanding how to stay with a perceived problem to a solution – so no ducking out of it.
• Waves of enlightenment!
• Intriguing. Really engaging.
• It helped develop my understanding of SA. I will change the way I approach it – delving deeper to the root causes and always putting the learner at the centre.
• Very informative and well explained.
• Like painting getting light and dark and reference points that come together in a bigger picture.
• The session gave me an understanding of the structure and purpose of self assessment.
• Rollercoaster.

Runshaw College

Achieving Grade 1 for Employability Skills

• The session helped me to see past the current issues and identify our current strengths. We need to work backwards and improve understanding and ‘buy in’ from students to improve placement and skill development success. Excellent session. Very motivational.
• Excellent delivery, which was exceptionally engaging. This has given me insight which I will now share with the rest of the team.
• Thought provoking and inspiring! Reflect, reflect, reflect!
• It’s made me want to reflect what I do on my own course/department, identify areas of improvement and use the top employability skills to devise motivating and engaging employability activities.
• I enjoyed the ‘write your own Ofsted report’ exercise using the grade 1 words – highlighted what I need to achieve.
• Blue sky thinking.
• Need to develop cross-college ‘buy in’. Very interesting ideas.
• Like the interactive sessions.
• Forward with confidence.
• Transferable skills and specific ‘projects’ to be involved with other their placements. The need to also quantify their development whilst on placement.
• Developed my realisation for the need to have measurable outcomes to assess development of skills.
• Guidance is an issue for tutors and leaders of courses. This is the first direction I have had. Thank you.
• Michael Craig-Martin’s ‘An oak tree’. It helped to expand my understanding of the challenges faced whilst also enlightening me towards a new perspective.
• Possibly the best training session since I started here.
• Paradigm shift.
• Creating a new path across the gap between college and employability. It has helped to understand what is ahead regarding Ofsted.
• I’ve walked across the carpet.
• [I need to] Try to make wider connections on how English/literacy can impact upon their employability. Make more use of real life scenarios and links to their subjects.
• [Now] Thinking about being creative. Thinking about what we do after work placement.
• [We need] More development of placements within college and use of student-led projects.
• [I need to] Develop students’ responsibility, encourage them to take more ownership, explain that all experiences are valuable – good or bad.
• Made a ‘difference’. Thought provoking.
• [I need to] Develop/rethink employability skills for 16-18 programme. Use as a motivation/resilience tool.
• Like going on a train with various stops, but all one end destination.
• Particularly looking at how we would want Ofsted to describe our contribution to employability skills.

Stoke College

Assessment and the Art of Lazy Teaching

• My brain feels soaked in knowledge.
• A rocket to the moon.
• Meerkat teaching – I want all my lessons to be meerkat!
• I will endeavour to use 5 new assessment techniques in lessons by half term. I will try them and reflect on how they can be improved for my learners and my subject to build excellent learning skills.
• Plenty of firework moments for future lesson ideas.
• I’m going to ensure my learning outcomes evaluate the impact on learners.
• It was like the Snap Crackle & Pop when making my cereal!
• [I need to] Be prepared to take risks; try new things.
• A journey of revisiting, refresh and discovery.
• I will use more peer learning and assessment strategies.
• This is the only useful and inspiring CPD I have had in my long years at this college. Thank you!
• The power of curiosity and how developing this would encourage learners to attend punctually.
• Some good strategies that could be adapted for ESOL – more peer evaluation.
• [I need to] Raise learners’ expectations.
• [I need to] Explore motivation and fun. An enjoyable first day back.
• Consider one of the 50 shades each week; see if I can use it.
• Ideation.
• In a recent review we saw opportunities to engage students more with targeted questions – I now have lots of ideas with which to proceed.
• Uncovered buried treasures.
• A chance to change.
• I was blind but now I can see.
• Allowed me to see how assessment can be applied to any type of lessons. Also identified how high-level assessments can be used at lower levels.
• Brilliant.
• Really informative and easy to follow. Really enjoyed as active rather than silent and listening. Good amount of handouts.
• [I need to] Be confident experimenting, even if being observed. Good to have planning opportunity within training session.
• Exhilarating.
• [I need to] Try a greater variety of formative assessment techniques.
• Thought provoking. Certainly made me reflect on my assessment strategies. Keen to try out wiki notes/assignments and mobile phone documentaries.
• Excellent, well-planned and run at a good pace.
• A child in a candy shop.
• An in-depth insight to assessment methods. Thank you.

Learning Motivation: designing outstanding learning experiences

• I came in with an expectation. I left having had an experience like a child getting on a ride for the first time.
• [I need to] Make my boring lessons more exciting to motivate my students.
• Inspirational to change and improve my learners’ experience.
• Time passes slowly just this side of paradise.
• [I need to] Use more unmissable moments.
• So, back to being more creative. Very relevant, informative.
• “This is how learners will be different” – change attitude. Rethink schemes of work and make them thin.
• [I need to] Focus on impact, not stuff. What do I expect a learner to do/be different in class by the end?
• Most intriguing set training we have had that actually made me reflect on practice rather than just go over things done in teacher training.
• Gradually ascended into ‘blue sky’ thinking on helium balloons of curiosity!
• Blown my mind.
• Make the issue the best bit.
• Try to make the tasks they like the least, the best.
• Eating a fresh apple. Dream big and then work out the practicalities.
• Plan to build curiosity through the lesson, starting from the objectives/outcomes.
• Try out new activities, be creative and remember what learners enjoy, and use that to make them more engaged and curious about the session.
• An awakening.

New College Stamford

Bespoke Quality System Training

• Excellent. Highly professional approach. Helpful constructive and perceptive feedback. Stimulating and engaging commentary on the way we were approaching the SAR and improvement strategies.

Plymouth College of Art

21st Century Pedagogy

• A broad landscape. It was really stimulating, and I am hopeful that it shifts culture change.
• Useful to think about how to write learning outcomes as this has always been a bit confusing.
• Interesting to consider writing learning outcomes for the expert learning traits.
• Connected well to the morning session [Transformational Lesson Observation] and challenged my approach to learning outcomes.
• The session on writing learning outcomes was excellent. Will use this.

Transformational Lesson Observation

• Leading a horse to water and making it think.
• I really liked finding out that the ‘stuff’ is less important when observing compared to the difference this makes to a learner.
• I began a PGCE as I wanted to teach. I became disillusioned with the process of teaching plans and what to include very quickly. I felt this stopped my natural abilities, was too prescriptive and observations ripped away my confidence. This [session] has helped me realise I wasn’t ‘wrong’ feeling this way that that there are other ways to train as an educator.
• I will constantly try new things to engage and create a social cohesion. Absolutely brilliant session.
• It has given me a good insight into observing others and the importance of myself being observed.
• Stepping into the shoes of the observer.
• Taking on the role of observer has highlighted the emphasis on ‘difference’ and this will be more at the forefront of my mind in future planning and teaching.
• It has helped me to attempt to unpick impact and focus on impact in a much, much more in-depth way than I had the opportunity to do so before.
• Fantastic, idealistic! Love idea of impact > stuff and hope we can implement it here.
• A train breaking down preconceptions
• Eye opening and sensible.
• Empowering: a mute person finding their voice.
• Excellent session in that: the pedagogy of our curriculum can now be analysed/evaluated with a new sense of purpose. Seeing/empathising with the observer in terms of the process of augmentation – how to allow the observee to effectively reflect on the impact of indicators of difference.
• Horizon.
• [I need to] Question in a different way. “You know when you did such and such; what do you think the impact was?”
• Sharpening a pencil.
• I felt that it helped a lot to refine my ideas around what is important and how the important aspects of what we do can be over-ridden and undermined my stuff and ego.
• Be more open-minded. Hopefully the process at PCA will be more supportive and less about accountability.
• A messy bedroom which I want to tidy up! I found the discussion points stimulating and thought-provoking.
• I have a curiosity for ideas, so I’m looking forward to trialling the new structure.
• Using a torch in a cave.
• ‘Granular’ – I learnt the meaning of this word, and this session sums up this word as it has many interesting points holding it together.
• Helped me consider what ‘actual’ impact it [teaching] has on my learners.
• In-depth exploration of terminology was very helpful.
• [I need to] Structure lessons completely differently. Impact on learning as the focal/central consideration.
• I’ve never really thought about how my sessions might change learners.

Liverpool Adult Learning Service

21st Century Pedagogy

• A roller-coaster ride on a magic carpet of independence, with the culture of dependency teaching swept firmly under its frayed edges!
• The rug has been shaken – the carpet beaten! I’m now excited to show it off to my learners – who can and will stomp all over and across it!
• I will revamp my lesson planning and get to grips with my objectives! I will most certainly enjoy making my weaknesses my most valuable assets!
• It was great. I’d actually say, for the first training session ever, I’d like it to be longer!
• A transportation back up to my blue-sky thinking.
• Got me to think about how to actively empower the learners more.
• [I need to consider] Timing of displaying outcomes in class; working of outcomes – consider ‘mind’ outcomes; think of the characteristics of the ‘expert’ learner.
• ‘…gives you wings!’
• A good curry. Thinking up creative ideas. Raising curiosity in learners.
• Magic carpet
• [I need to] Encourage curiosity/expert learning traits. Really enjoyed the day, thank you.
• Inspirational.
• [I need to reconsider] The way I write lesson plans/learning outcomes.
• Flying high.
• I will change my session outcomes to enable students to become more independent.
• Eye-opening. Thought provoking.
• I am going to use the summer break to re-find the enthusiasm I started teaching with!

Live Self Assessment

• A light at the end of the (SAR) tunnel. It should be learner-focused. Enjoyed the session.
• A ray of light in the clouded sky of SAR.
• Finding out root causes/issues. Looking at live rather than ‘terminal’ data.
• Great idea to use the learner journey as a scaffold for identifying quality.
• The SAR should become a more useful document. Purposeful – facilitating change.
• Really useful, practical, enjoyable session.
• Some clarity has emerged from the chaos!
• I’ve changed my glasses and can now see clearly.
• Helped me identify where we need to make changes to our own system so that we are fully evaluating the impact on learners. Also made me aware of how we need to make changes to other aspects of quality assurance to ensure ‘connectivity’.
• [Helped me see] The importance of having professional standards for all aspects of our work.
• I am glad that we’ve had the opportunity to get help to move this forwards.
• I feel I have a good understanding, but the session helped me to refocus my approach and the framework. It also helped me think more broadly about aspects of the provision that we don’t focus on enough within the SAR.

The CCQI Self-Assessment Strategy

• A ray of sunshine through a dark cloud 🙂
• This was really good individual feedback and support given throughout. Very enjoyable.
• Basing it [self-assessment] on issues/root causes and learner journey.
• Enlightenment is mine… ‘however’. Today I heard the click!
• Not nearly the finished article, but it did all start to make sense today.
• Hopefully we will have a better system – identifying root causes and actions to improve – more systematic approach. Hopefully more effective!
• Very enjoyable and useful session.

Tools for Online Engagement

• Both sessions really inspiring.
• Provided me with an opportunity to recap on technologies and previous CPD I have already engaged in and used and evaluate how to use them more effectively. Gave me the motivational push I needed to re-invigorate teaching, assessment learning and inspire educators to do the same. As a service we are using Teams/Office 365 so I am interested in how we can use the tools already available in Teams to develop highly effective online learning.

Transformational Lesson Observation

• Exciting times ahead.
• Lightbulb moment. Change to make a difference, not for change sake.
• The learning was a sunflower, nice and bright and cheerful! (With edible seeds!)
• The session was excellent. Well facilitated and gave some very good ideas on developing the process of the observation into a developmental model.
• I will take more of a coaching approach to eliciting development ideas from tutors.
• [I will] Focus on tutor as a professional. Develop professional ethos and pride in our work and ourselves.
• Really enlightening and enjoyable. Will put it all into practice.
• [I will] Ask more open questions which encourage tutor to evaluate session and identify how to develop.
• (I need to) Change/adapt lesson plan and SoW to match Lesson Reflection From content.
• A sunshine moment. The session encouraged a sense of self reflection on how I have traditionally observed and given feedback, then moving forward to using OTLAs as a development tool.
• TEAM – Together Everyone Achieves More

Coventry Adult Education Service

Preparation for Live Self Assessment

• Ronseal.
• It’s helped me see self assessment as a ‘live’ activity.
• I think as a team, we need to go back to our QIP issues! (e.g. falsely labelling things as issues when they are symptoms.)
• A veil of terms phrases and language has been lifted to reveal a simpler formula for SAR writing!
• [I need to] Remember the focus should be writing it for me/my team rather than a 3^rd party.
• How not to do what you have always done!
• How to work with the ‘freedom’ this session has created.
• Really enjoyed the session… looking forward to looking at the website.
• I’ve seen the light!!
• Having the impact on the learner is a revelation.
• The clarification that it [the SAR] should be written for ourselves only will make for a less waffly, more honest report.
• The idea of working back to the ‘root cause’ of an issue was interesting and valuable.
• A light bulb moment.
• Meerkat moment.
• [We need to] Revamp the layout of the QIP
• Smooth sailing.
• [I would like to] Completely overhaul the SAR if allowed so it’s written for us and investigates the root causes.
• Shifted the vision from retrospective to live reflection, informing current and future decisions.
• Really helped me understand the whys!! and how it is important to consider these in all areas. Loads to think about!
• The application of the principles will take some practise.
• Learning with scissors! Exquisite paper dolly result.
• Inspiring presentation.
• Opened my eyes to the process of being positive.
• The feeling that SAR can be a lot more interesting – capture more of the vision for the curriculum: empowerment.
• The bees are now awake all year and not just in November.
• It made me believe more strongly that we should have live/volatile data and evidence to work with throughout the year.
• It is challenging to believe we can flick from our shoulders a third audience.

Bolton Adult & Community Learning

Lesson observation 

The feedback I received after both days from the tutors I saw was really positive and they truly appreciated your warmth and your coaching style.

Warwickshire Adult & Community Learning

Preparing for Live Self Assessment

• It gave me licence to be honest about what is and isn’t working.
• It was a super day – thought provoking and interesting. Feel that we could make our provision outstanding.
• Caterpillar ð butterfly.
• ‘Scales fell from my eyes’.
• White water rapid ride.
• Thank you for sharing your expertise and enthusiasm in this area.
• I now know that past self assessment has been inadequate and must change to be able to effect positive changes and improvements.
• The SAR is not a tick-box/self-justifying thing and dusty document reluctantly compiled once a year by a manager!
• [I need to be] less descriptive, more confident to make a judgement about the provision, and more focused on impact on learning.
• It is important to write useful, meaningful statements.
• Excellent trainer – very knowledgeable and entertaining.
• Helped me understand what is really important.
• Understanding self assessment is a group/team effort.
• I now know more about self assessment and can now contribute more effectively to my team’s SAR.
• Excellent course, well presented and thought provoking.
• It has given me a new perspective and many ideas and tips to be more effective when drafting reports.
• Outstanding presentation, superbly delivered. Very thought provoking and best of all inspiring.
• [I need to] Focus on issues not symptoms. Doing it as a team.
• [I need to] Ask ‘So what?’ ‘Why is that?’
• I feel that the process will enable our team to work more collaboratively.
• [The SAR] Should be for us, individually and as a team (as well as whole organisation) and that it should be a more straightforward look at what our ‘howevers’ are.
• I’m feeling hot, hot, hot!
• The teacher planted the seeds of wisdom.
• A knowledgeable and pleasant presentation that kept my attention during a long and ‘over-hot’ day.
• [I am] More aware of the purpose of the SAR. More aware of how my input can make a positive difference.

Access Creative College

Transformational Lesson Observation

• Was fantastic. So nice to have some positive, creative and inspiring input from someone as inspiring as you!
• The most significant thing I can take from today is learning how to break down a session as well as learning new strategies on how to feedback to staff.
• ACC needs a total culture shift to embed this. Great stuff.
• Yes, yes, yes! I will try to create an open ‘non-judgemental’ space for the tutor to evaluate their own work.
• Enlightening.
• Really enjoyed the process and looking forward to implementing it.
• Massively [helped]. Very enlightening and a refreshing change of direction.
• Interesting and thought provoking.
• I feel I will approach feedback and observing with a more broad and holistic approach.
• Transformational!
• An awakening.
• It has helped to provide a framework for evaluating impact and being able to open up a discussion.

East Coast College

21st Century Pedagogy

• An excellent session – engaging approaches.
• Old dog, new tricks.
• It will change the way I write my learning outcomes. It will push me out of my comfort zone, which is great.
• Absolutely fantastic. Allowed time to reflect on current practice and how it can be developed.
• We have some important and fundamental changes to make cross college in this area as it underpins motivational TLA (and creates curiosity!)
• Inspiring.
• I learnt a whole new way of planning outcomes and enabling learners to be more independent.
• I found this session really helpful and will be implementing these new strategies in my sessions – and definitely look at Tony’s website.
• A window in the wall of learning outcomes lets in the light.
• [I need to] Focus on curiosity and motivation of the students.
• Walking my learning rainbow.
• Silk purse from sow’s ear.
• Producing lesson plan – think more of setting targets and using the elements: mind, body, brain.
• Impact – not task list.
• Pioneering.
• This training should be a session in the teacher training qual and also repeated for tutors biannually/annually. More teachers need to attend this training if we are to overcome TLA.
• Revelatory.
• By designing LOs that encourage learning independence, my lessons will be more effective, active and hopefully outstanding.
• Really, it’s been the starting point of outcomes is key; you can’t do the ‘stuff’ until you know what you want to achieve. Especially relevant around attitudinal change, which gets missed when you just focus on the ‘stuff’. A very engaging, highly informative session – could listen to you for hours.
• Loved the examples and pace/style of delivery.
• I’m an open book.

Achieving Grade 1 for Employability Skills

• Like opening a door to new possibilities
• Walking through a familiar corridor only to find how unfamiliar it actually is.
• Unexpectedly useful.
• You gave me new ideas to try that I hadn’t considered in the past.
• Having no idea what to expect, this session was most interesting. Understanding individual needs requires attention.
• Opened up expansive thinking. Should make the further debate necessary easier.
• Making sure the learners can explain how and why they are doing something and how it relates to work.
• [I need to] Vocalist the things we are already doing so the learners are more aware because if you ask them what we are doing for employability, they will say ‘nothing’ so break it down into language they understand and will use.
• Learners’ ability to articulate how they have developed skills.
• Meerkat – popped up from the daily routine to take in the landscape.
• Useful practical task.
• Consider thinking differently to accommodate work placements in a more meaningful way.
• Learning is like wrestling a lion. [I need to] Engage students immediately in the importance of employability skills.
• Lots of ideas to help make employability more learner-led.
• The menu was useful for ideas for students to assess themselves and be independent.
• Learning is like climbing a mountain. I really like the idea to ask learners to develop own projects regarding employability progression.
• Got lots of ideas for projects to make work experience more valuable.
• Going to try to include more work-based and employer linked things with students.
• Ideas on how to raise the bar in this area. Enlightening. More student-led activities.
• I appreciated discussions with other teachers. I appreciated clarifying employability skills in my own subject.
• Reconsidering industry placement as an employability skills development which can encompass soft skills to a higher degree than previously.
• A lot of thought around moving towards a student-led employability-skills-building curriculum.
• Very good and very thought provoking.
• I have good understanding of employability skills through teaching Prince’s Trust. This has developed my thinking of ideas for other students I teach who have additional learning needs. I will plan further project-based work.
• Further understanding to what Ofsted are looking for and how work might be documented to highlight the implementation and development of employability skills. Encouraged further creative thinking of how one might develop these skills and facilitated by tutor.
• Like a rose ready to bloom. Challenged ideas and thoughts regarding SEN learners.
• I have a much clearer idea of what is required.
• Looking more/engaging with variety of employers within sector to ensure/aim high quality work experience.
• Learning is like climbing a mountain. Encourage and engage learners with work experience that is meaningful where they can look at how they are able to benefit the employer.
• Review learning outcomes for lessons to include employability and tutorial redefinition.

Assessment and the Art of Lazy Teaching

• The use of games to demonstrate the assessment types. Loving it all. Thank you Tony, I have enjoyed all your sessions and learnt a great deal.
• The 50 Shades of Assessment, a collection of great practices from many colleges – many of which I plan to use.
• Huge range of assessment techniques to be considered and discussed with colleagues from other college areas.
• All of it. Great ideas, easily adaptable to lessons.
• It has given me a completely new perspective on assessment in that I feel properly informed on the benefit of formative assessment.
• It is like taking a lift to better practice.
• Motivating. Keep coming with more ways to induce learners to reflect about their own learning.
• Walking into the light. I will incorporate one of the strategies into my teaching each week.
• Inspired – on cloud 9.
• [I need to] Use different assessment strategies to make learning an active process, so learners make decisions.
• It has sparked a new bulb in my head.
• [I need to] Implement some of the assessment strategies that I have come across today.
• Reflect on my own strategies and implement some steals to inform my teaching and learning in the classroom.
• ‘Six blind me and an elephant.’ This session has enabled me to consider different approaches to delivering ‘assessment strategies’ for trainee teachers.
• Tony’s enthusiasm is amazing, hope he is going to return.
• Enlightening. The session was really helpful to encourage a change in the way I formatively assess and plan next steps for teaching and learning. Found the 50 assessments very helpful.
• Educational. I am amazed at how well you know your own resources.
• [I need to] Tweak group discussion tasks. Greater emphasis on learner engagement, i.e. all learners answering questions.
• Developmental! [I need to] Incorporate more formative assessment techniques in every session.
• Excellent use of games (and Top Trumps!)
• Practical resources to walk away with to embed in sessions. I would personally like to attend more sessions like this – inspiring to my teaching.
• Encouraging!! [I need to] Use some of the different ideas gained from the session.

Creative Learning Teams and The RED System

• Blossomed from a dying rose. (Was unsure about it all, but now confident.)
• Really enjoyed the day. Lots to take in.
• Creative, collaborative and inspiring.
• Discussions afterwards were supportive and cohesive.
• I have a greater understanding of my own methodology through the eyes of experienced peers – this means a lot to me.
• Great to receive such a wide range of ‘steals’ from other teachers.
• Realising that I am doing a good job and that help is available from others and that impact on learning is in all areas which I teach.
• Feel ready to start.
• The longest journeys begin with a single step.
• I was enabled to see what was good and not so good about my own impact on learning.
• I had a lightbulb moment.
• It gave me a completely different perspective. I loved the idea of making students curious.
• Thank you. I feel enriched.

Improving Learner Motivation

• I got very excited about planning a zone experience in low points in the academic year to excite my learners.
• It was a simmering pot of ideas.
• From tiny seeds big trees grow!
• Make something exciting to look forward to each term.
• Creative thinking.
• Made me think – new ideas, look at work differently. Get students more involved in planning/thinking to how to improve learning: skills, knowledge, behaviour, employability.
• It would be good for everyone in ECC to practice what has been said today.
• In my happy place.
• Put into practice. Have each department plan a crazy lesson together. All of them teach it and evaluate, then do another PL day to discuss difficulties and what worked well.
•  [I need to] Revisit initial planning and aim to address low points effectively.
• Thin scheme of work makes sense – useful. Have come up with some ideas about symptoms that need to be addressed.
• Useful practical tools that have been through through. Thank you.
• Small steps to success.
• Look at this session from a support point of view – to help identify and support learners’ retention/work with tutors more around identifying possible ideas/feedback.
• I will look at the students’ motivation and link it to my teaching.
• My island was closer to the mainland. On a day-to-day basis I would start with a curiosity question. I am going to think of a project for my maths course. I liked the opportunity to discuss ideas with others.
• Interesting. [I need to] Look more into engaging students by curiosity.
• Consider the high and low points in the year and plan accordingly.
• Have covered some of the content before, some lovely skills sharing.
• Learning is like building a house!
• Highlight: low and high points and identify/plan exciting sessions/events in particular low points.
• Plan something exciting at low points of academic year.
• A beautiful echoed forest.

Inspiring Induction Practices

• ‘From prison to freedom.’
• Move away from silo thinking. Refreshing, pragmatic and honest.
• Like an inquisitive child realising there are many possibilities out in the world.
• I’m buying a new carpet. I shall totally revise what I’ve done previously.
• [I need to] Think more about what I want the learner to ‘look’ like after induction. What difference do I want to make..?
• I would like to inspire my learners more and be more creative in lessons. Really good inspirational session.
• Lot of ideas to consider in the induction experience for learners. [I need to] Get together with others in my teams to develop some of the ideas.
• Found session liberating.
• Inspirational. Considering innovative ways to engage students. Excellent presenter.
• [We need] Less focus on initial assessment in first weeks. Confidence to spend time building relationships and engaging learners.
• It was like a breeze of fresh air! [We need to] Make more impact, not just ticking boxes.
• [We need to] Stop repetition of paperwork over year 1/2/3.
• Crossing a carpet.
• [Induction needs to be] More meaningful and engaging. Requires ‘buy in’ from management.
• Old dog, new tricks.
• First go for the moon, then think real.
• [I need to] Be a bit braver/wackier with ideas.
• I have gained lots of excellent ideas and strategies to make the induction process a better experience for the learner.
• Enjoying planning a pie-in-the-sky idea. More collaborative work across all areas of the arts would address many points in induction and beyond.
• Puts importance of induction in the focus.
• Helped me to understand the importance of getting it ‘right’.
• Waking up from a deep sleep. I feel inspired.
• Ray of sunshine.
• A breath of fresh air! The possibilities are endless!!
• Putting the spring back in my step.

Introduction to the RED System

• Gives a much clearer indication of how the concept works in practice. Informative, lot of creative thinking. Good delivery and explanation.
• Change my use of language when reflecting on the session with the tutor. Use the Learning Momentum curve.
• Teaching is a profession that needs to be Newton’s Cradle, keep it going as a team approach.
• Less process, more impact.
• Change in attitude, sell the idea to others – might have to be gradual.
• Overflowing cup.
• Same horizon, different vantage point.

Learning Outcomes for Independent Learning

• I particularly liked the Zoom set up Tony used – especially the whiteboard interaction and break out room facilities which I haven’t used before – I felt like we were in an actual classroom – brilliant!
• Tony Davis – always gets you thinking and questioning your practice.
• I need to go back and defiantly re-write my learning outcomes so they are smarter and incorporate the three components.
• I found the session very interesting and useful and I very much enjoyed the opportunity to go into brake out rooms to discuss and have a go at the tasks.

Supercharged Evaluation Skills

• Inspirational.
• It will enable them [learners] to write meaningful evaluations of their work. This will save me time in the workshop.
• This was a very useful session and can be applied immediately to my teaching.
• Thought provoking. Sentence structure is easy to form using colours.
• Induction week will be changed to include the colour thinking – posters on walls to use as a reminder.
• A new challenge.
• System is simple to use and benefits all learners if used early.
• This session needs to be attended by all who teach English (GCSE and FS), but also all those who assess students’ written work, E3 and above. Co Educators would greatly benefit from this!
• Refreshing. Focusing. New perspective. Focus on learners’ evaluations and tutor feedback.
• Useful session! I’ll look to change the way I describe key words to students – give them more opportunity to input and discuss. Very enjoyable and thought provoking.
• It’s taught me not to be afraid to have a go and keep trying until I get it right.
• This was the best English lesson I’ve ever had, 🙂 Very enjoyable.
• The use of words and how to build better constructed feedback for students based on the formula for evaluative phrases.
• From good to outstanding shall I go.
• A wake-up call.

Transformational Lesson Observation

• I started as a half-empty bottle and ended up overflowing with new ideas and desire to put into practice.
• I’ve always struggled with evaluation, however, I feel after today I have a better understanding! I like the idea of the new observation process.
• Closing the door on outdated practice.
• I welcome any change that will take us from the antique and irrelevant system of observation we currently use.
• Happy to have such an expert delivering our training – felt confident in his hands.
• It is impossible to discover new oceans if you do not have the courage to lose sight of the land.
• Not to focus on ‘stuff’ but think what will make a ‘difference’ to students’ learning.
• [I need to] Encourage more independent learning – curiosity. Be more creative and take ‘risks’!
• Thank you! Very engaging!
• Tony’s voice is music to my ears!
• The focus on impact rather than process was a useful critical lens to apply.
• A breath of fresh air.
• An insight into positive and productive professional conversations that will help to support and develop my teaching/impact. Look forward to seeing the new observation system.
• We should have done this a long time ago.
• EPIC.
• [I need to] Think more deeply about how I can inspire the learners and ensure maximum learning.
• Enthusiastic about being more collaborative.
• Empowering new approach would be valuable.
• I particularly enjoyed the ‘curiosity opening’ example given by the trainer.
• A hot air balloon being fired up. Very helpful in terms of positive impact on learning and how to have evaluative conversations.
• I am now thinking about impact rather than the stuff.
• Feel excited about new system.
• It lights up my fire.
• Helped to understand and differentiate what really makes an impact on the learners. Encourages creativity and risk-taking.
• A concrete bridge bulldozed in a glorious explosion. The foundations laid for the new bridge. The river’s flow grows dangerously fast.

Perfecting Progress Reviews

• Inspired to complete more meaningful progress reviews.
• Thought provoking. Not used the GROW model before so interesting to see this.
• Like a soap opera, looking forward to the next episode.
• I think the structure of our reviews needs to change to allow us to focus on the important things rather than ticking boxes for Ofsted/funding.
• It was like having a window opened up on what I do. Very revealing and a breath of fresh air!
• The lightbulb moment.
• The session was informative, interactive and useful and will help me to review my own practices in progress monitoring. End goal – to produce an aspirational quality standard for progress monitoring – this is marathon not a sprint!
• The session made me think about getting more from the learner and enabling them to engage instead of myself doing the talking in reviews.
• It has made me look at how I will carry out my reviews in future to ensure the learner leads…
• I’m a real fan of what you did today – it really worked well and felt like we were in an actual classroom – loved it!
• Thanks Tony – A really useful session – I particularly enjoyed the way you broke down the video clip into a range of different activities and will be stealing this for future session if I can get my head around the Zoom break out room and whiteboard!

Quality Standard writing

• Like making a statue from a mound of clay.
• Inspiring.
• Someone has turned the light on, let’s avoid the powercut!

MidKent College

Implementing Live Self Assessment (Quality Standard development)

• A refreshing view of how to achieve my dream 😉
• Out of the firefighting, into the helicopter view (then back to the fire).
• A melting pot of knowledge.
• The journey is the reward.
• I think it will generate an improvement plan which will focus on impact for both staff and students.
• It has helped me put pen to paper and articulate my Standards.
• It will clearly define where the college wants to be, and supports being able to see the steps that need to be taken to get there.
• “Capacity to improve!”
• Have felt I’ve been swimming against the tide in terms of evaluating impact on learners. Great to all be going in same direction.
• Good to have a standard and objective approach to self assessment, and to use the process as a planning rather than reflective tool.
• Putting the learners and not the process at the core of what we do, and helping us to aspire to great things.
• Over time, this will change our direction and will drive use to aim for our gold standards.

Lakes College

Perfect Induction Practice

• An oasis in the desert of FE 🙂
• Helped me to understand what we want from the induction process and how to use the Formula for Happiness to do this.
• (I need to) redesign the induction process using a ‘zone experience’.
• Please come back – we need more of these sessions.
• Big ideas to put into action!
• (I need to) completely rethink induction – big inter-department project between construction and engineering??
• Think big and get them enthusiastic from the first moment.
• Thought-provoking session. Hopefully it will be adapted to the whole college.
• Poking the bees nest.
• Back to the year 2000 when I felt free to experiment.
• Stimulating. Inspiring.
• Make more structured use of independent learning time, rather than just ‘assignment time’.
• Be daring, and focus on the learner.
• As a very passionate leader of my subject, I have found I can often ‘take control of the mouse’ – this must stop.
• It was like sitting up a fell, looking out to sea, having drunk two cans of dry blackthorn cider.
• Whirlwind of ideas.

Lancashire Adult Learning

21st Century Pedagogy

• Make it longer (4 hours)
• Make lessons more impact focused rather than process based.
• I feel the session has enabled me to understand the importance of lesson strategy and how objectives should focus on ‘mind outcomes’ – therefore enabling learning to continue through curiosity – fuelling conversation for further lessons.
• I’ll try to be braver writing more independent learner outcomes, trying to include more targets focusing on the mind.

Supercharged Evaluation Skills

• Personally, it contributes to using a richer, more precise and accurate language for my own feedback to learners or with colleagues.
• Refreshingly stimulating.
• A cacophony of rainbow adverbages that will initiate a colourful journey of language exploration throughout my teaching.

Tricked out Tutorials

• [I need to] ask different questions – change my language.
• Brilliant start and excellent examples.
• Paperwork needs to be fit for purpose to allow for success.
• Skipping from one shore to another across a fast river. (Limp, pause, think, be brave, jump, pause…)
• [I need to] implement tutorials for learners and develop and capture learners’ reflections about their learning.
• Walked into a wood, not knowing what to expect and came out with a bunch of ideas to implement.
• Excellent, thought provoking session.
• Challenging and outstanding.
• [I need to] think about how to take a different approach to questioning – more open questions that allow the learner to see the bigger picture.

Blackburn with Darwin Adult Learning

21st Century Pedagogy

• Mind is a whirlpool of fresh thoughts and ideas which need time to impact!
• An escalator experience. Really enjoyed it and found it developmental.

Supercharged Evaluation Skills

• Stoking the furnace.
• Mindboggling – was a challenge at first, but through scaffolding I understood concepts.
• A stepping stone path leading into a new forest of discovery.
• I found this session insightful as it gave me the tools to help enable my learners to carefully evaluate their work and that of others.
• Intuitive.
• Fantastic lecturer with a great sense of knowledge and understanding. His approach was very professional.

Transformational Lesson Observation

• It was good to be challenged on both outlook/attitude and language we use.
• Feel more confident to evaluate impact and feedback to a tutor in a way which promotes tutors to consider and improve impact.
• Liked the learning momentum graph.
• This was very exciting to be involved in – I hope we take this on because it focusses on impact – not ‘judging’ tutors’ performance.
• [I will] Encourage teachers to focus on how their sessions make a difference to the learners and not how many boxes they’ve ticked.
• Loved the obs of the lessons – allowed us to practise.
• As inquisitive as a… cat – meerkat.
• Has given me a different perspective. My approach would be more collaborative and learner-centred, not about ‘stuff’.
• Lots to think about – food for thought. Some excellent examples of terminology to use.
• Challenging the mindset of OTLA.
• Fast-pace, but informative – thought provoking!
• A shift in focus was good. More emphasis on the learner and the impact on the learner.
• It was interesting to see the impact of using different vocabulary.
• Unmissable!

Tricked out Tutorials

• I like the idea of helping learners to fly.
• I found the video clip most useful.
• More clarity with learners on what change they want to see by the end of the course/session.
• Take time to discuss progress on all courses.
• I will alter objectives to show the journey across the carpet.
• Work out strategies/practices to achieve what I want to achieve by encouraging the learner to talk.
• Make learners more curious.
• Using open questions in reviews and letting learners identify what they need to do in their learning.

Blackpool Adult Learning Service

21st Century Pedagogy

• This was absolutely fascinating!!
• It was so helpful to be given guidance and advice about how to begin to develop a more effective practice when thinking about, planning and producing learning outcomes.
• It’s encouraged me to think how I can develop my use of verbs in relation to Bloom’s taxonomy.
• I’m out of the starting blocks and raring to go!
• I feel as though I have cleared a little more of my cluttered ‘garden’ of practice.
• [I liked the] Idea of ALL achieving, but with differentiated support.
• The links to examples such as: a good book, and crime dramas was excellent.
• Nice to see that tutors realised where they could make changes in their practice.
• Made me think more about how I can introduce my independent learning in the classroom.
• I realised that I might be over empathising and therefore lowering expectations of my learners.
• I need to review the type of support I offer my learners.
• I will review my planning to really raise the profile of curiosity and how I can encourage learners to engage with independent study.

Learner-Centred Assessment, Feedback and Questioning

• My knowledge bucket is officially overflowing with goodies :).
• Loads of great practical ideas to try out in the classroom. Many thanks, terrific training.
• Differentiated support, not targets.
• More inspiration to be creative with.
• Like a new chapter of a book.
• [I need to] Introduce learner critical reflection/evaluation.
• I picked up some tips on questioning and assessment that was really helpful.
• New ideas and techniques for formative assessment.
• Thank you. Enjoyed it and found the day valuable.
• [I will] Definitely use the critical thinking ideas; critique work then pass back to original source; pairing, sharing questioning/coaching.
• Very enjoyable and informative.
• [I need to] Use more higher-level based questions.
• Very thought provoking – must try 1 or 2 techniques out asap then move on to another!
• I particularly enjoyed the part on coaching answers out of students and how to avoid putting them on the spot.

Lesson Plan Review

• I found it interesting that if you change your outcomes how this necessitates a change in my planning, and how different the lesson content would be.
• Relating this session to the CIF and the recent inspection report has hit the right level of realisation with tutors.
• I will use the review strategy to search for flat areas of sessions and create a range of activities to use or have available to reduce possible reductions in learner engagement.
• I will review my lesson plans, reflecting on the highs and lows of my sessions.
• [I need to] Think about Mind and Body outcomes and how to incorporate expert learning traits.
• I feel a little like British Rail… I am getting there J
• I will keep practising and trying to improve the way I view the ‘end prize’.
• I will put into practice the colour strategy for learning outcomes and put more thought into what makes green and orange.
• A very helpful and refreshing session.

Quality Standard

• Walking round a corner of a mountain and coming across an unexpected sunset view.
• I will begin developing a gold standard for inductions and the first sessions of my courses.
• A foundation of a beautiful fountain.
• A cake with the right ingredients.
• Great activities, particularly around writing standards.
• Look through the EIF to see how we can fit it into session plans – what constitutes outstanding.

Supercharged evaluation skills

• Scaffolding! Waterfall of information to be flowed throughout organisation.
• Today has felt like a flight to a new country. I have seen local details change to broader ideas, overseen and unfamiliar, but arriving at a new destination.
• I intend to integrate the strategy of a colour formula with future NEET groups.
• Really enjoyable, but feel a lot more exhausted than after most training sessions.
• An explosion of ideas that have decorated the walls of my brain with colour and innovation :).
• Enlightening. I’m looking forward to seeing a change in the classroom.
• Like a lightbulb, which gradually burns brighter and brighter.
• A sponge – soaking up the information and letting it seep into my teaching.
• This has proved a very valuable session.
• Thank you – very challenging!!

The Art of Using Target Setting

• Watching a favourite film which has never been remastered in colour. I can now see the screens properly.
• A clearing through the brambles.
• Using activities to generate targets. Thinking of a particular course, I propose to use part of the session at the start to generate aspirational targets.
• Really helpful. Helped us to clarify target setting.
• [I need to] Think about how to make targets more challenging – to make learners take more control of their targets.
• A snowball gathering and growing as it rolls.
• Able to begin to write targets with more confidence.
• I want to increase curiosity to reach and engage my learners from the start of a course.
• I’m climbing a mountain and I’m halfway up.
• [I need to] Be more enthusiastic about it. It is their journey; to take ownership more.
• Focus on excitement and curiosity – look through session plans, think of session 1 activities.

Transformational Lesson Observation

• I thoroughly enjoyed the session and can’t wait to try out some of the ideas that we discussed.
• [I need to] Focus on impact and difference this has made to learners. Foster a more collaborative and equal approach to observing sessions. Use strategies to facilitate discussions about feedback.
• Millipede – take a lot of small steps [and it] will get us there.
• It’s helped us focus on a framework for improving learning.
• Move to a dialogue feedback system where tutors reflect more fully on the impact of learning on learners.
• Brilliant delivery of a complex subject and looking forward to implementing change.
• I will look at coaching tutors on ‘feedback’ rather than a conversation of what were strengths and weaknesses. This will take practise on our part before we implement.

Tricked out tutorials

• I’m nearer the end of the carpet walk!
• Helped think about data preparation and encouraging curiosity/creating interventions.
• The difference between being locked on a rigid train track with a single destination and a scenic, pleasurable journey where the details on the way are just as important.
• I will aim to redress the balance between myself and the learner so they discover and define their own goals.
• A productive, realistic and well-focused session.
• The long and winding road, that leads to your door – of learning. Thanks!
• Give more opportunity for the learners to ‘dominate’ the discussion and to identify and problem solve any issues for themselves.
• Really enjoyed the learning experience.

Wirral Metropolitan College

21st Century Pedagogy

• Like being trained to run a 5K in an organisation that has equipped me for a 3-legged race.
• Value added. Has given me a (much needed) update.
• Changing outcomes and aspirations of learners particularly regarding learning traits. I need to address the challenges of building those traits.
• Crest of a wave – surfing.
• [I need to] Try to get the learners to problem-solve more.
• Another excellent session.
• Excellent strategy of how to improve learning outcomes.
• Informative, nice flow, engaging.
• The wording of my lesson objectives will improve.
• Thought provoking.
• I will think a lot more about how I will plan lessons.
• The way I write learning outcomes.
• Interesting/helpful.

Assessment and the Art of Lazy Teaching

• For an online session this is good as it gets.
• This was super engaging and it felt emotional to have someone stand up and truly understand. Thank you.
•  [I need to] Prepare more diligently.
• Change the way I think before I prepare the lesson.
• I find your presentation very relaxing and informative.
• The teacher planted the seeds of wisdom.
• [I need to] Use a wider range of formative assessment techniques.
• I’m flying high.
• I will certainly develop assessment strategies as a result of this session and take some risks regarding these.
• You are never too old to learn.
• Inspirational. Very enjoyable. Great morning.
• Enlightened.
• A bright, new horizon today…. new things to learn after numerous years in education. A fantastic session Tony. Thank you.
• Given me a sense of confidence, ideas and inspiration to try new assessment methods.
• A learning curve! There are many different opportunities to use different types of assessment!
• It was helpful and enabled great discussions with colleagues. The games were an excellent strategy to use.
• Sparkling ideas.
• The streets are paved with gold.
• I will need to go over the 50 strategies again to pick out the most useful to me.
• ‘Sponge’.
• [I need to] Pass the responsibility onto the learners rather than me doing the work. Going to try new assessment rather than stick to the norm.
• One more step along the world I go. I will put more effort into the Learning Outcome Builder.
• BRILLIANT EVENT!. Introduction to wide range of assessment methods that engage learners.
• 100% common sense.
• [Most useful aspects] The Fifty Shades and Community Challenge. Would love these cards please.
• Learning about wiki and how it will be useful in my sessions.
• Like opening a box of new chocolates. I’ve tried lots but always nice to try new and exciting ones!
• Great building blocks for ongoing construction of lessons.
• Education sheds new light on dark spaces.
• Opened up the door to a world of creative learning and assessment methods.
  Seeing the pyramids rather than just visiting Egypt.
• My learning journey today was a rollercoaster.
• It’s made me recognise more easily the difference between summative and formative assessments.
• It has definitely given me more ideas particularly for parts of lessons that are information-giving heavy.
• Well done another super inspirational session, thanks Tony.
• A thoroughly insightful and engaging session focussing on strengthening teaching practices, using simple but effective tactics.
• I will certainly be reviewing our departments’ SLP’s to reflect what I have learned today.

GCSE English: Avoiding Ofsted nightmares

• Curiosity skilled the cat.
• [I need to] Change SoW to engage, use positive reinforcement and excitement.
• Make your weakest [aspect of provision] your strongest.
• [I need to] Use one of the assessment activities to incorporate literacy into our sessions.
• Excellent, informative session. Really interesting and well presented.
• [I need] More English within sessions using comparative text, etc..
• Motivational, coming up with better ideas.
• [I need to] Change the way we interpret English language into our lessons.
• Use English tools to integrate into the classroom – also look at SoW.
• [I need to] Make more lessons (subjects) fun. Always engaged with the presenter.
• Curriculum areas and English have been running parallel for years on a train track, heading for the same destination, but will never meet. You have to derail the train so that the tracks meet, to meet the final destination. Please do a session for English staff!! Derail that train!! 🙂
• I think parts of this session could be adapted for the English team – adapting SoW to engage students, [to] engage those who we think are not going to pass.
• A rolling subject gathers some English skills.
• [I need to] Use English tools to integrate into my own area.
• Making learning fun. Changing ways of delivery and embedding English into sessions – motivation.
• Inspiring. [We need to] Use sex more! 🙂
• Bruce Lee said: ‘You should always train your weakest side first’.
• A cloud with a silver lining.
• [I need to] Make it more exciting.
• I could have listened and learned all day.
• Sharpened our pencils!
• A duck to water 🙂 Even more great ideas and inspiration. It’s always a pleasure to attend your lessons.

Inspiring Induction Practice

• Especially the bit about taking the worst bit and making it the best.
• The sandcastle analogy was really good. Changed my view.
• This session encouraged creativity. Really enjoyed this session. Clear. Simple.
• Like fog clearing. Need more and for longer.
• A rollercoaster of a day!
• Freedom to make it exciting!
• In terms of English, I feel we need to be more engaging.
• More social bonding over more weeks. Feedback from students throughout induction.
• Creativity. More interesting ideas build lasting memories for students.
• ‘We’re all nuts!’ Lots of things not previously used need to be added.
• Must improve our department’s induction.
• His lovely voice was music to my ears.
• It was mind blowing.
• Really enjoyed the task at the end.
• An onion – many layers. [I need to] Get a clearer picture of what outstanding impact should look like.
• [I need to] Revamp many aspects of induction to include overall goal.
• Create to improve.
• [I need to] Make it a more fun, informative experience.
• Dipping my toe in interesting waters.
• Ensure learners have a clear understanding of expectations and services.
• Magical mystery tour.
• The ideas are left smouldering ready to spark. I’ll be thinking more from their [learners] perspective.
• Introduce more workshops.
• Giving gumption to induction J
• More variety of task – making routine induction checklist real.
• Breaking down barriers to learning! [I need] More innovative strategies to engage new learners.
• Lots of challenging examples from other colleges.
• A painting: you can see what you want on the surface, but you have to go below the surface to interpret what the painter is saying and thinking.
• I will now approach it in a different way and bring in more creative tasks without focusing too much on what they will be doing later.
• I will look into areas of least interest to make them exciting!
• A silver bullet descending into pragmatism!
• Keep them curious.
• Thought provoking and developmental for III [Intent, Implementation, Impact] and induction.
• Lightbulb moment!
• I would like to make it more fun and engaging so it doesn’t put them off!
• Inspired. Excited.
• [I need to] Develop lessons that create independence for learners to become inspired and confident.
• Interesting.
• The penny dropped.
• [We need] More creative and innovative learning experiences for our learners.
• Like taking a dive in the ocean.
• Hoping to develop the induction experience for students starting in the study zone.
• Alternative but required – obvious when considered in an alternative way.
• Inspiring. [I need to] Focus on intent and learner.
• Provoking. With progressing learners, a different approach is needed.
• As usual, a thought provoking session.
• Inspirational. Increase curiosity around my subject.
• Going to make it more fun, especially health and safety. Thank you – a very informative session.
• Work as a team to find more exciting and inspirational ideas to deliver and excite learners at induction.
• [I need to] Review induction pack and expand delivery time.
• Think more about impact we want to achieve.
• [Our induction needs to be] More interactive and relatable.
• Creative thinking. Enjoyable session.
• Discuss with the team how we can improve the learners’ induction journey so they are inspired for the year.
• Inspirational. Brilliant trainer J
• FLOW
• Make induction more exciting and linked to the forthcoming project/s. Giving a sample of what will be happening.
• Focus on students’ needs rather than organisation demands. Inspirational.
• More practical, think outside the box. Challenge students.
• Blue cloud! [I need to] Become more creative.

Perfecting Progress Reviews

• Really informative session and has given me lots of food for thought. I will view my performance reviews now in a new light and thought it was a excellent session – got to be the best online teaching session I’ve ever witnessed! Thank you
• Enjoyed the session! Lots to take in!
• An excellent and thought provoking session. Useful active listening skills and notion of putting the learner at the heart of the review. Not just a process but actually making a difference. looking forward to discovering further with my team.
• Thanks for the clear guidelines in focusing on what is important when carrying out the progress review and what yardstick to measure.
• Applicable and thought provoking…
• A journey of 1000 miles starts with a single step.
• Atomic view of a high performance engine.
• Education is the key to success.
• I will be more flexible in my approach
• I will be more focussed on detailing the differences made to the learner
• To think about the language and style of questions that we would use in our 1-1 sessions.
• I will definitely be thinking more about problem solving when it comes to progress reviews.
• I am new to progress reviews and am due to complete my first reviews on Friday. This will enable me to plan and prepare and make these student centred. I will check out the resources on your website.
• Try and identify the barriers to learning and use them as a focus point and encourage the learner to talk more. Many of my learners rely on me to do the talking so I need to think about my questioning techniques.
• It made me think about how to get learners to talk more in progress reviews by prompting them.
  Excellent strategies but the restrictions of college (time, staffing etc) make them difficult to implement under the current way of doing things. As a college/team we need to review our approach.
• Spending time to listen, rather than the exercise being an audit trail!
• Another superb session, enlightening & thought provoking.

Perfecting Self-Assessment Writing

• The session worked perfectly for me being online as it meant I could fit it easily into my working week and I was able to access my own SAR during discussions, which I found very valuable.
• Great session – lots of food for thought and supported my own views on what a SAR should be. I will be using the session contents to review and evaluate our SAR process. The session was interactive, Tony’s approach is very engaging and he gave valuable time to discussing the various activities with other delegates, which I found very useful.

Supercharged Evaluation Skills

• I was a puppy waiting for the ball to be thrown and ran back to start again after break.
• If this event was a meal… I would be full.
• I want to make the learners believe.
• Helped to develop a plan for first term of college.
• Made me think about higher-order-thinking skills and how I can help them to evaluate.
• Wow!
• Great delivery and games ideas.
• Outstanding!
• Use scaffolding to help learners. Great to be given the ‘evaluative vocabulary’ sheet.
• Very simply delivered. Gave me plenty to reflect on and to help students be able to articulate themselves orally and in writing.
• Second time at this session, equally as interesting.
• Would love to have the Adverbage game for the students.
• It will help us find ways to help scaffold students’ learning and develop their independence to work without the frameworks.
• Enjoyable, worthwhile experience. I will be incorporating many ideas of I have taken from this session. Excellent development opportunity.
• Finding the pot of gold at the end of the rainbow!
• Introduction to critical-writing scaffolds. Second time I’ve been to this session – it was as inspiring as the first.
• I need to focus more on ‘all’ [learners] instead of ‘some’, and realise what I can do to support everyone.
• I have more understanding of colour writing and I love it. Thanks Tony.
• Amazing. I would like to use colour coding in my introduction to the course and how to help learners gain higher grades through writing techniques.
• I really feel this session helped. I loved the star wars intro task.
• This was the best training of the day. Fantastic session. Great enthusiasm. Thank you for today.
• [I need to be] More aware of scaffolding and when to remove it. Excellent delivery and dynamic approach.
• Need more than 2 hours… I would attend at least a day on this – all great ideas.
• An excellent example of how to scaffold to improve higher-order thinking skills.
• Boss!
• Flying carpets have lift off!
• Thank you. This has changed a lot for me and given me a great idea for the future!
• I used the English language well, I thought, before this session. I now feel like an astrologist who has just found a new cluster of planets.
• Expanded my knowledge of English and enlightened me to ways I can use to motivate my students.
• A window into another world.
• A walk through a familiar woodland accompanied by an expert in edible fungus.
• It is a genuine pleasure to have had a CPD session that actually involves staff in learning rather than lengthy didactic talks.
• I am a motivated machine.

Tools for Online Engagement

• Eye Opening, what a fantastic session.
• I will try to embed pre-learning and also involve follow up after training sessions a lot more.

Stockport Continuing Education Service

Supercharged Evaluation Skills

• A snowstorm of good ideas to be caught and used as desired!
• Use of the full-colour vocabulary is a great way to improve learners’ higher-level writing skills.
• Have learnt some useful strategies to control outspoken learners, which will improve the learning experience for the whole group.
• I will use the colours of language and adapt this to level and interests of my learners.
• An exquisite and engaging journey across the room.
• Colour coding – great idea.
• Top tips from a demonstrably good practitioner!
• This session has been valuable and inspiring. I have learnt a lot and will take a lot away.
• Really enjoyed the session – the ‘Yoda’ word game was interesting. Looking at the colours for different words gave a new slant on how to break down a sentence.
• Turned full circle. Using scaffolding support with LSAs, and the impact LSAs can have with the scaffold support.
• Cucumber on my eyes.
• Looking up a big hill.
• A feast of food for thought.
• I thought the session was fantastic.
• A route-map of avenues to explore.
• A thought-provoking session that could be extended to a series of sessions.
• Come back and tell us more great teaching practice 🙂

Northern College

21^st Century Pedagogy

• Trail blazing.
• Very inspiring, interesting, innovative, beneficial.
• Standing at a crossroads, thinking I instinctively know the best way to turn, and having someone point out a different route that I’ve not spotted before.

Supercharged Evaluation Skills

• Reaching the top of a mountain and looking out at the view and seeing lots of adventurous-looking paths to take.
• The ‘full colour’ writing is a brilliant way to enable students to understand what they need to do and how to do it.
• Unpicking the concept of ‘scaffolding’ was really revealing.
• This session was inspiring and challenging and had me gripped from the start. The focus on real issues and the practical ideas to address them flowed thick and fast, and I came out energised.
• Tony is a brilliant trainer. He has masses of knowledge and experience and bases his ideas on what must be hundreds of observations, meaning he can enable participants to see the ideas as transferable to their context.
• Trail blazing.
• Significantly, I found this all created valuable shifts in my thinking.

Tricked out tutorials

• I will create more space to develop the story/narrative, to develop the context of the tutorial.
• I have a better understanding of ways to support learners in their self reflection.
• Ask more questions about how you (learner) feels different after doing X, rather than having done X.
• I need to think what I want to achieve by the end of the tutorial, not just the questions I want to ask.
• Some interesting ideas to take forward – thank you!
• (I need) more focus on barrier identification and learner ownership.
• I found analysis of the tutorial video very helpful – watching the skills in practice.
• Less telling – more open questioning.

Preston’s College

Inspiring Induction Practices

• [We need to] Make the boring stuff unforgettable.
• Making us think differently.
• Realisation of truth.
• Ensure it’s about the learner and what they will benefit from – not ticking our boxes.
• A lightbulb going on.
• For visual and performing arts [I’d like to develop] a festival of remembrance with British Values and Prevent themes embedded.
• [I need to] Focus on being more creative with approaches that embed the expert learning skills.
• Made me think how I do things.
• Exciting.
• Fabulous – thought provoking.
• Ensure induction process has a positive impact on learners’ development.
• Change the boring and make it inspiring and interesting = different. Excellent.
• Let’s get all our ducks on the same page(!)

Polishing your Progress Reviews (Tricked out Tutorials)

• Mega lightbulb moment 🙂
• Make the review more learner-led. Would have loved to have dug deeper into the process.
• Loved the session. Helped me to think about how to get my review process to be outstanding.
• Very engaged, thoroughly enjoyed the session and feel empowered to be able to make changes to the review process and the learners journey itself. Thank you!
• Inspirational and informative.
• A magic carpet ride!
• It has made me think (again) about ‘crossing the carpet’ with learners.
• A lot of things I will take away.
• ‘White knuckle ride’

Preparing for Live Self Assessment

• The earth moved… thank you!
• The secret to SAR writing being unlocked.
• Extremely helpful. Will bin the descriptive language and use the key words: judgement/subject/impact.
• Speeding train heading through a large, dark tunnel into the light beyond.
• Enlightening.
• An emerging butterfly.
• [I need to] Look for root causes and making evaluations.
• Challenging, and as such, memorable and impactful.
• Eye opening.
• It highlighted the need for deeper questions of how and why. Very enjoyable.
• Bee’s knees. Excellent, engaging and knowledgeable.
• The SAR is like a Russian Doll with the whys? drilling down to root causes.
• Fantastic, really enjoyed the training.
• It gave me a fantastic background to writing SARs as this is something I have never done before.
• Brilliant.
• Like a rollercoaster.
• Stepping stones – backwards… It will encourage me to consider what to do to keep going to get to outstanding. Keep asking why – delve deeper.
• The carpet!
• [I need to] Ask why. Use ‘however’.
• I feel more confident now.

Hopwood Hall College

Formula for Happiness

• Remove limits and barriers from planning.
• Roller coaster of discovery.
• Got us to think big and creatively.
• It was like learning ideas from our own brain.
• (I need to) think more broadly to create inspirational sessions.
• Highlighted my reluctance to allow myself to step out of the box.
• Mind opening.
• I will try to be more fun and creative when planning and creating my lessons.
• Intrigued.
• Ideas floated through my mind and gently whispered to me in the breeze.
• Think big.

Inspiring Induction Practices

• Today I am meeting with the Head of Quality and the Assistant Principal to start a quality standard for induction.
• Whilst it would be great to do this face to face the online session was very interactive and enjoyable.
• This was an amazing session. We have now written our own quality induction standard. So inspiring and informative.

Perfecting Progress Reviews

• Today was the start of a journey to empower my learners to take ownership and identify their own strengths and areas for development.
• Be more specific but subtle and encourage learners to take ownership of their own reviews and progress, to take the initiative.
• Insightful. I will consider the questions I use during tutorials and plan them better before they take place.
• Reassured me that we can make a difference.
• Less focus on ticking boxes and allowing for a more natural conversation to flow.
• Engaging, interesting informative. Excellent presenter.
• I really enjoyed taking part in the Jamboards and Breakout Rooms.

Supercharged Evaluation skills

• I have been blown away by some of these lovely ideas. I am thinking in colour!!
• I love the ‘differentiate the support’ comment – it will become my mantra for my teacher training!
• This revived my sense of what is possible for my resit learners.
• The activity of using the colours way of evaluating should help learners to aim higher and be naturally stretched and challenged.
• A true lightbulb moment.
• Provided plenty of ideas as to how I may adjust my approach to TLA.
• (I need to) give learners the vocabulary with which to explain and describe.
• A rising sun.
• Incredibly informative and knowledgeable. Really enjoyable.

Supported independent study

• Realised we need to own the problem in order to solve it.
• Excited for the new academic year; new possibilities and tools to add to my repertoire!
• Thinking about the root and cause of issues, language use: conversations with learners rather than challenges.
• Session was useful and relevant to what we do. Handout with pedagogy activities on will be useful to reflect on.
• Looking forward to changes that will come about as a result of this session.
• Eye-opening.
• I would like to create a more welcoming environment for learners.
• The trainer had extensive knowledge in the subject, and provided very useful information.
• The curtains being opened with new possibilities of a fresh day.

The Art of using Target Setting

• It made me seriously consider how I set targets and has massively encouraged me to hand the mantle over to the learner so they become more enthusiastic about targets. I also loved the idea of target setting to solve an issue rather than concentrating on the symptom.
• The journey to the centre of the Earth.
• Encompassing.
• It has been a really great experience and has given me a lot of new knowledge to bring into my role in September.
• I will involve the learner a lot more and look to separate targets out into skills and knowledge, aspirations and progression.
• Broke the stereotype of SMART targets
• Targets needs to be set by learners. Needs to have 3 key focuses (skills knowledge, progress and aspirations).
• I feel I have more of an insight on how to set targets that will effectively support learners to progress.

West Lancashire College

Assessment and the Art of Lazy Teaching

• 50 Shades of Great!
• Change is in the air! I am definitely going to implement some of the strategies learnt in this session.
• Purposeful, creative, engaging.
• I need to Reflect and challenge my own pedagogy to ‘reboot’ as sometimes we get lost in all the other noise.
• It helped me understand the importance of formative assessment and how these can be implemented simply within all sessions.
• Really enjoyed the Community Challenge game and the chance to apply the strategies to given scenarios and discuss differing perspectives.
• Refreshing to get back to thinking of assessment for the learner and not assessment for numbers/tick boxes/KPIs.
• Caterpillar to a butterfly.
• We need to Create a bank of assessment strategies for use by the whole team.
• Learners will now be more involved in theory lessons, for example: presentations, group work, and peer learning.
• Enlightening!
• Eye opener.
• Students need to take more control of their learning.
• Attitude-shifting journey.
• Enlightening experience, demonstrating there are many more ways to assess learners and their progress and real opportunities for me to use a broader range than at present.
• I have certainly walked across the carpet.
• A fitness test around my practice.
• Some great ideas. Looking forward to having my own 50 Shades as a personal resource.
• I will Use peer assessment more. Use different strategies such as Silent Minute, Gapped Handouts, Hunt the issues… This will make it more interesting for the learners and allow me to learn more about each of them.
• Fantastic session with lots of information to take into my own sessions.
• Activities prompted significant thought about how and why we should use particular methods.

The Initial Assessment and Differentiation Controversy

• Open windows and doors of the mind.
• [I need to] Write a better lesson plan and [learner] profile.
• [I need to] Amend my learner profile to be of greater value and show greater attention to strategies for support needed by individual learners to achieve outstanding outcomes.
• As a manager new to apprenticeships and the need to support staff, this really gave me an insight into how to support staff to ‘individualise’ apps.
• Mind opening. Writing meaningful learning outcomes.
• [I need to look at] Scaffolding for ALS support and thin SoW.
• Challenging.
• [I need to look at] Differentiated support, and use the Professional Discussion Tool.
• [I need to look at] The writing of learning outcomes in lesson plans and SoW, and the idea that attitude changes should be targeted in learning outcomes.
• Very interesting workshop that allows you to explore lesson planning in a unique way.
• Understanding the importance of outcomes and individualisation.
• [I need to look at] Learning outcomes to develop TLA strategies.
• Reupholstering.
• Curiosity didn’t kill the cat.
• To develop strategies to write motivational learning outcomes.
• To think about ‘Brain, Body, Mind’ objectives – useful.
• Rethink how schemes of work are used.
• Inspiring induction tool given. [I need to] Plan induction differently. I will give more thought to [learning] objectives.
• I will think about initial assessment and using my group profile usefully.
• Importance of clear and useful initial assessment.

Supercharged Evaluation Skills

• Fun – Take the fear out of English J.
• Excellent strategy and clarity of higher thinking skills – how to scaffold well with learners, in order that they grow confidently.
• Loved the activities – very engaging and made me work, but in a confident and supported environment.
• Knowledge is power that can shape the world.
• This session helped me understand how to assist students to develop their learning experience and how to get them to a higher level quicker.
• I will concentrate on building these skills in the first 6 weeks to enable learners to achieve higher grades.
• Thought provoking.

Transformational lesson observation

• Excellent.
• Keep my eye on the intended impact – impact at the front of planning.
• This session has helped me understand how a learning walk is done from an observer’s point of view.
• A bird escaping the net.
• The work on impacts will be invaluable and very timely for exam prep. I will also feel more confident about taking a proactive role in my observations.
• Longer – loved it.
• Looking at learning through curious eyes.
• I will consider more how to develop curiosity in learners.

Halton Borough Council

Supercharged Evaluation Skills

• Confused – Meerkat – Light bulb!
• I was captivated for the whole two sessions. Lots of Meerkat moments going on J.
• Work from desired impact backwards.
• Excellent day. Very thought provoking.
• Excited to try, I am!
• Really enjoyable learning.

The RED System: Transforming lesson observation

• Changed the direction of my thinking in terms of observation and impact on learning.
• Holding a mirror up to habits I didn’t fully recognise I had developed.
• I am now more aware of my propensity to offer advice and solutions that are not invited.
• Invaluable advice and very refreshing to have a speaker open to discussion.
• Having the paperwork to give a framework to any future improvements has been very helpful.

Transformational lesson observation

• A caterpillar emerging from its cocoon and transforming into a beautiful butterfly.
• It has transformed my way of planning and to now look at how my lesson will impact the learners.
• Seeing the light through the trees.
• Excellent. (Will) definitely use ‘What do you think the impact was…’
• Putting impact under the microscope.
• Welcome the emphasis on impact rather than process.
• Very thought provoking and would love to debate all day on this subject!

Abingdon and Witney College

21st Century Pedagogy

• Lots of Eureka moments and pennies dropping – everything made sense.
• Opened my mind – again!
• The three colours of learning outcomes – really tricky to do, but once done (investment) can transform what then happens with learners.
• Everything thrown up in the air and gradually falling back in a new order.
• Like shedding the skin of the snake of bureaucratic approaches.
• Not to write objectives to satisfy the college paperwork, but to actually make a difference to learning.
• Refreshing!
• Inspired.
• Very good delivery – patient/calm/interesting. Tone/pitch of voice was spot on.

Assessment & the Art of Lazy Teaching

• Ray of sunshine on a cloudy day.
• Two key points: ‘Preventable contact’ and ‘INformative assessment’
• The RAG rating was particularly useful in personalising my own take-aways. Please do one on British Values!

Differentiation in English and maths

• Spread creative wings even more!
• Brilliantly delivered, many thanks.
• It has given inspiration to start the journey.
• It reminded me what differentiation is and how to hook learners in with creative ‘wow’ moments to begin a lesson.
• Some very inspiring learning stories.
• It will help me think creatively about how to meet learners’ needs.
• It has made me look at differentiation in a new light re considering wider skills rather than academic ones.
• It gave me food for thought. It was useful to talk through ideas with other people.
• I enjoyed watching how you delivered the session – lots of good ideas!
• Made me evaluate what the real issues are, rather than just look at the symptoms.
• Great and inspiring ideas.
• A spark. It helped me define what differentiation means at the moment.
• The distinction between symptoms and issues and avoiding initiative overload.
• I found it useful to think about the idea of curiosity and the preeminent place it has in learning, and how differentiation only exists as a means for all to find out how to learn.
• I like the discursive style of the session, right amount of small-group work without wasting time. Plenty of good examples to chew on.
• Planning for an exciting journey into the unknown!
• The separating of issues and symptoms highlighted how much we try to change or fix unfixable things.
• Reach for the stars!… and you may exceed your goals.
• Reminder to differentiate strategies not outcomes.
• Find the issues, and work from there.
• This session has made me feel positive about teaching in the future – thank you!

HoT2 – Techniques for engaging learners

• A magical tour.
• [I need to] Take more risks, and work on what students dislike, and change delivery.
• Excellent – refreshing.
• Like a train gathering speed.
• [I need to] Focus on culture from day 1.
• Helped me to think bigger.
• Like meeting up with an old friend for lunch.
• I will concentrate more on ‘mind’ learning outcomes.
• I want to think about a big induction event to help enthuse learners.
• A small ripple can cause waves.
• From a seed, a plant can grow and flourish.
• Great day – enjoyable learning curve.
• ‘Hit the spot’.
• [I need to be] More visionary, less controlling.
• Think creatively rather than pragmatically.
• Really helped to understand the importance of induction and recognise the things we already do well, but evaluate what we could do to improve.
• The label/verb/outcome exercise – we’ll use this.
• Inspiring.
• Using the pre-lesson review..
• Paragliding with my sunglasses on.
• Untangling and refocusing.

Learning Outcomes for Independent Learning

• Lifted the fog.
• I now am able to use learning outcomes (again) to benefit my learner’s learning!
  More importantly it will make a wider difference across our college as we look to improve how we use learning outcomes and plan for them on our ‘slim’ scheme of work.

Transformational Lesson Observation

• Opening my eyes to a new way of thinking/working.
• I’ve walked the carpet!
• This session completely aligns with my own values and made me question the existing system even more!
• Meteoric impact.
• The lightbulb has been turned on. Allowed me to think from a different POV.
• Highly motivated and inspirational. It has been quite a while since I have felt inspired to ‘create a new culture’.

The CCQI Self-Assessment Strategy

• I can see clearly now the EIF has gone!
• A flipped approach to self assessment that connects the dots and meets the needs of the learners.
• The intention is to change the whole college SAR process to ensure it relates to the learner journey, and I am here because I am pushing for it.
• Now I have a tried and tested strategy to presents to my colleagues.
• Can see the light at the end of the self assessment tunnel!!
• More focus on ‘however’ when writing statements when something is assessed as being good.
  Drilling down to find the underlying issue rather than focusing on the symptoms.

Greater Brighton Metropolitan College

Assessment and the Art of Lazy Teaching

• Thank you so much for a brilliant session. I have been telling my HoD about you so, hopefully the College will be in touch!
• Enlightening – good ideas to assess students’ learning. Good to implement these strategies.
• Lots I had never heard of. Was great!
• Road to improvement. I am open to trying new ideas to bridge students – formative feedback. This session was brilliant!
• [I need to] Try to employ methods which are more collaborative for the learners.
• It definitely got us all discussing different points.
• Light bulb moments!
• [I need to] Read the 50 ‘tips’ and try some per week (2-3) and reflect on what works and for what groups.
• Very much enjoyed this session. Very practical. Great team bonding. I can see me using these ideas in class.
• Sun coming out.
• Looking at strategies that emphasise collaborative learning.
• Engaged. Killer questions.
• Thank you for making CPD interesting!
• Very much so. As a new(ish) teacher, any new strategies for teaching and broadening the way in which I teach and the way in which my learners process the information is welcome.
• [I need to] Employ more of the formative assessment techniques to improve learner engagement and understanding.
• Empowering. Good reflection time.
• I have been introduced to a large range of different ways to incorporate formative assessment into my lessons.
• It certainly did [make me think differently] and in a very engaging and discussion-provoking way. It has helped me to see how a variety of activities can be used to embed assessment at all stages of learning.
• Very well planned session and valuable resources.
• Identifying more assessment strategies in creative ways.
• [I need to] Encourage students to be more motivated to enhance their own learning, developing independent strategies.
• Lots of ideas to develop existing strategies and introduce some new ones.
• [I need to] Take the time to plan more complex (but beneficial) assessment strategies into the SoW.
• Active. Made me more aware of other possible ways of teaching/assessing, getting students to access.
• Changing Room!
• Some excellent new strategies. Will reflect on ‘learning outcomes’ and refer to [web]site.

Equality and diversity

• Thought provoking. Just turned the binoculars around!!
• Start with what I want to achieve BEFORE I plan what I will do!
• Extremely useful, thank you.
• Mind expanding.
• Take time out to think before doing.
• Crossed the carpet, feeling different by the other side.
• Super empowering.
• Give learners the confidence and vocabulary to bring out their opinions.
• Interesting and daunting.

Supercharged Evaluation Skills

• With tentative, smart steps I’ve been taken from the side of the stage to performing music in front of an audience.
• Walking through a dark rainforest and into a sunlit clearing.
• Exciting/inspiring. I will be thinking of how I can encompass colours more into my teaching.
• It has given me a lot of ideas of how to support my students.
• Given my role as an intermediary between tutors and students, this will help me to produce better and more effective materials.
• Developing evaluative practice through peer reviews/self assessment using this approach.
• Thank you. Really helpful – lots of good practice to share.
• You learn something new every day.
• [I need to] Send time doing exercises that encourage evaluation, and expanding language used (glossary).
• Enjoyable and enlightening. Will use this myself.
• I will spend more time developing vocabulary and assignment skills in the first few weeks.
• Confirming and supportive, but also improving.
• A rising sun.
• It was very effective in providing tools and techniques to encourage learners to reflect ‘in colour’ on their learning experiences.
• A walk along a beach with the warm sand on my feet and a warm breeze through my hair.
• [I’m going to] Start term with a live Google doc. Students add glossary terms to doc. New students nominated each week to add terms into colour-coded chart. Great session, thank you.

Leicestershire Adult Learning Service

21^st Century Pedagogy

• A steam train – getting there in style!
• Got me thinking!
• Loved the idea of creating curiosity in my learners from the outset, encouraging them to learn outside the lesson.
• Take your ‘weakness’ and turn it into your ‘best’!
• Walk the carpet!
• Riding the velvet rollercoaster.
• Been inspired – really like curiosity aspect – sounds fun & exciting!!
• A very thought-provoking session.
• Swing in a playground. Excellent and very inspiring.
• Volcano – hot learning.
• Enjoyed debate about how a session should start.
• Tapestry – Thinking of all the woven threads to make the pattern of the learner journey.
• When writing LOs (learning outcomes) I will always ask myself how the learning will change the learners.
• A refreshing stroll in the country.
• I am looking forward to improving the curiosity of my learners and applying: Brain, Body and Mind in my sessions.
• Penny dropping. Loved approach. Great subject and speaker.
• Amazing! A fascinating insight.
• Love the ‘happiness theory’.
• Opening another chapter.
• Great guns!
• It felt like I’d had a ‘lightbulb’ moment.
• A glittering jewel of hope. Great style of delivery.
• Walking along a street I thought I knew very well, but suddenly seeing new things. Already working on rewriting the learning outcomes in my own work.
• Inspirational.
• I will change how I write my learning outcomes.
• A walk around an adventure playground.
• Incredibly enlightening.
• Very motivating.
• I am so glad I came and heard Tony Davis today.
• Shining a torch on the path forward.

Stockport College

Self-Assessment Strategy

• My 2 dimensional SAR glasses have been modified to 3D.
• It has given me a totally different view and understanding, as if I am on the outside looking in.
• The ‘Five Whys’ is a technique I’ll use from now on.
• Very insightful. Great ideas.
• The gate has been opened.
• The clouds have cleared and I can see the next part of the mountain we have to climb.
• Brilliant session, thank you. It will change what I do and how I do it.
• “I can see clearly now the rain (pain) has gone!”
• I was blind but now I see…
• It will change my practice.
• The fog has been lifted, I’ve taken my thick glasses off, I’ve had corrective eye laser surgery and I now have a clear picture of what I need to do and why!
• Inspiring! Great ideas for my own teaching practice, also.
• Eyes were wide shut, now wide open!
• Now got some strategies to find out the real issues.
• I really hope, as a college, that we can be brave and honest in this new process.
• Stunningly simple approach to self assessment.

Transformational Lesson Observation

• Thought provoking and challenging.
• The rubric document will hugely support how I tailor/steer the evaluative conversation.
• The sun has come out.
• A rebirth!
• I have a whole new perspective on the observation process and I will approach observations differently.
• I think we should entirely revisit our observation process!
• It was a lightbulb in a gloomy cave of over-observation.
• Jumping through hoops? Gloves are off…
• As a teacher (as well as observer) it’s given me a shift too in my own practice.

Burton and South Derbyshire College

Transformational Lesson Observation

• I think I’ve managed to reach the other side of the carpet! It feels good.
• This will significantly improve the effectiveness of my role as a coach.
• Shifted the emphasis from what the teacher does to the impact of what they do.
• Refreshing glass of water.
• Inspiring examples and discussion points.
• Do not be afraid to think outside of the box and take risks.
• Will concentrate on the implications on the learning rather than the ‘stuff’.
• Very engaging, very useful, fit for purpose.
• Inspirational.
• An inspiring day with lots of ‘meerkat’ moments.
• A journey with exciting prospects, challenges and positive outcomes.
• Excellent facilitator, well prepared. I felt listened to and included in discussions.
• I’m curious (yay!) about finding out more about RED…
• Empowering.
• Unmissable!

Bolton College

21st Century Pedagogy

• Had the rug pulled out from underneath established things I’d been taught. The point about inspiring curiosity and not capping expectations has really stuck.
• [What might you change?] Everything! From my planning to my scheme of work.
• I now know how to review my learning outcomes to engage my learners more.
• I will be able to support other teachers better in creating learning objectives while developing the skill myself in my own pedagogy. This has been an excellent session.
• Fantastic, thank you!!!
• Inspirational, to be creative and try to focus on learners feeling different.
• Rethinking teaching strategies with reference to independence and high aspirations.
• Curiosity! Make the lesson/students curious. Allow learners to have a go first and develop/demonstrate their understanding.
• Build and fuel the learner’s car in first weeks, then it will drive itself J.
• Will remember to always focus on getting the learners’ attitude right… if possible.
• Very well organised, well planned and informative session.
• Enlightening.
• Fantastic. Left me evaluating myself!
• Inspiring and informative session, thank you.
• Very inspiring session. Learnt a lot and look forward to applying the ideas.  Loved it and would have listened to more.
• It has made me think a little differently and given me some excellent ideas – I’m curious!
• Great teaching delivery. Passionate about the topic of the session. Inspiring.
• I will change the way I write learning outcomes.
• [I now have a] Different mindset.

The Art of using Target Setting

• It was like finding a beautifully grained piece of timber.
• I will need to look more into splitting things up and thinking more from the learners point of view.

Tools for Online Engagement

• I really enjoyed learning about some new resources, but the main thing for me was relating it to the pedagogy. It will make me think more about WHY I am using a resource and what I want my learners to get out of it, rather than simply a ‘have they remembered what they have learned?’ scenario.
• We have been provided with a wealth of resources and ‘how-to’ sheets which means I have all the support I need to be able to experiment with what I have learned.
• I aspire to be as fab a teacher as Tony – it’s not all about coming on to learn new things…it’s about watching a fab teacher in action and picking up on the way he does it in order to improve my own delivery.

Tricked out tutorials

• A road map to outstanding.
• Develop our quality standard to be outstanding in all we do.
• Consider the impact on learners, rather than what it is they’re doing.
• Enthusiastic, knowledgeable and interesting.
• I will be much more confident conducting 1:1s now!
• Great session, thanks!
• Insightful.
• Very interesting and informative session.
• It’s like making a cake – having all the correct ingredients to make the finished project.
• Made me re-examine my one-to-one review teaching.
• Thoroughly enjoyed the session.

Leeds Arts University

Creative Learning Teams

• Further emphasises impact over pedagogy.
• The observation of others’ techniques when working on similar goals. The recording of the session raised issues in my ‘unconscious’ questioning techniques I hadn’t previously been aware of.
• Observing everyone’s sessions under this system allowed for an unexpected and valuable new reading of what was seen. It also has made me reconsider how I encourage students’ engagement.
• Excited leap forward.
• I think I’m a reflective person in regards to my practice, but today has highlighted where I can seek to further develop.
• Like a detox – not necessarily without difficulty/pain, but feel healthier.
• [I valued] Opportunities to share ideas that are about professional development.
• The observation process is much more thorough and professionally relevant than a ‘grading’ system.
• It facilitated a journey with the team and created a conversation about teaching and learning and demanded that we all took time to review the impact of our teaching.
• Excited to explore strategies and impacts for an outstanding lesson – review/self assess what I currently do and don’t do.
• Fully appreciated the focus on impact rather than ‘pros’ and ‘cons’ of strategies.
• Offering multiple perspectives on observation process, much like a Cubist painting!
• Discussion after each observation was excellent – sharing thoughts and confirming observations.
• I found myself reflecting upon how I organise crits/tutorials and how I could improve the impact for the learners.
• Tuning an instrument.
• [I valued] Reflecting on strategies to help lower-ability students to contribute as meaningfully as higher-ability students.
• Discussing observation without tutor present was particularly useful.
• The kindling of a flame, not the filling of a vessel.
• [I recognise] The importance of how to define learning objectives, and questions to promote evaluation. Will emphasise the importance of the development plan and further consideration of timings (follow-up).
• Informative/inspiring/refreshing.
• Discussions about my practice. Unpicking why approaches were taken and what I can alter.
• As always, I find the sharing of practice very valuable experience.
• A dinner party where we’re made to think really hard about what we’re eating (pleasurable, but hard thinking).
• Like a shaken can of coke, about to have a Mentos added to it.
• Being critiqued and trained how to improve PB (think ‘couch to 5K’).
• Kick-started.
• The observations from my peers as well as my own reflections after the observation – the discussion which took place afterwards was valuable and allowed space to reflect and discuss.
• The day has given me confidence in leading my own Creative Learning Team next week.

Second round of CLTs

• Moving from a city to the countryside and looking up at the stars.
• I will aim to constantly experiment with my teaching and have an overall greater awareness of the impact my teaching has.
• Impactful.
• Ascertain my students’ learning by asking them what they think they need to do rather than just telling them what to do.
• I learnt a lot of different questioning techniques and how students can manage their own time by tutor questioning.
• Educating.
• [I need to] Think more carefully about the transition stage when a task has been set – may not need to reiterate.
• Fabulous day!
• It was insightful and a privilege to observe my peers.
• [I enjoyed the] Opportunity to steal ideas from peers.
• [I need to] Have more focused aims before the taught session.
• Human pyramid.
• It has made me consider further the active practical role of a student in one-to-one and group sessions.
• Like a cormorant hitting the water at observation, but gaining a fish through discussion with colleagues.
• [I need to] Simplify and think more creatively on how to deliver the main issue/subject.

Preparing for Live Self Assessment

• A journey of enlightenment.
• Great session. I learnt a lot that I can apply to planning.
• Unlearning everything you have been told.
• Need to be a football manager – learnt to assess on-going, not at the end.

The CCQI Self-Assessment Strategy (Online)

• I’ve got my head stuck in the sleeve of a jumper. It was someone else’s jumper and it didn’t really feel like it fit but I probably should’ve started putting the jumper on sooner. I can see the light down the sleeve but it’s going to mean changing the jumper design whilst wearing it. Also, we need to go on a diet but it’s not about eating less it about making good choices about what we put in and understanding why?
• I really hadn’t though about comparative data sets – revelation.

Transformational Lesson Observation

• A long jump forward.
• The observation process should be a collaborative approach to create a community of practice through observation.
• Walking the carpet and realising there is a lot more carpet ahead!
• Shift the emphasis from accountability to developmental.
• More aware of measuring and looking for impact rather than focusing on strategies used. I was exhausted by the end of the session.
• ‘Passport to travel to the sun.’ (Given in pictures.)
• I don’t observe. It has given me lots of points to reflect on in relation to my own teaching though.
• I have travelled!!! This session was essential!!!
• An inspirational walk on Tony’s carpet.
• A very different way of looking at observation. Revolutionise the viewpoint.

West Cheshire College

21st Century Pedagogy

• Excellent session. It was Bleak House, but we now have Great Expectations, and Tony is our Mutual Friend.
• Exciting. I will implement changes.
• (It was like) waking up from a doze!!
• Excellent, inspiring session.
• I will read the web-based info again and again.
• Enlightenment. Re-opening my eyes.
• Excellent to be brought new thinking!!

Creative Learning Teams

• Filled me with inspiration, helped me get out of a rut.
• Can’t wait to deliver the next lesson.
• An eye opener.
• Difficult at first, but the pieces of the puzzle eventually dropped into place.
• Assessing impact and observing teachers in other areas was invaluable.
• Inspiring.
• Made me look at each section of teaching and how it impacts on each learner.
• A steep learning curve.
• It has made me think about some curious aspects of my questioning techniques.
• Stimulating.
• (Must) consider impact more fully when writing learning outcomes and planning sessions.

Supercharged Evaluation Skills

• Insightful, it was 🙂
• It has provided me with solutions to age-old problems.
• Light at the end of the tunnel, there is.
• Lightbulb. I particularly enjoyed the scaffolding exercises and the multisensory approach.
• An entry into a vast knowledge.
• A breath of fresh air.
• I’m going to focus on developing my own language skills to enable me to further inspire learners.
• Enlightenment.
• Powerful and pragmatic.
• Excited.
• Clear structure for embedding new strategies.
• Metaphor is now a Metafive!!
• Very strong, informative session.
• Unravelling a ball of tight wool! Thank you for your eloquent and informative session.
• Scaffolding now gone!
• All staff engaged with the process and are now excited about how they would use what they have learnt. Inspirational.
• Inspiring! 🙂 Though we practise these philosophies already within the area, the structure of how to approach it holistically will help immensely in the planning of curriculum.
• Unlocking creativity.
• Motivating.
• Spectrum of ideas.
• Like a ripening fruit.
• I was as blind as a bat, now I’m clear as crystal!
• It has given me ideas on how to use activates to track, log and increase student vocabulary.
• Hot as the sun.
• Illuminating!
• A climb over a craggy mountain range to a sun-drenched beach.
• The butterfly emerging from its cocoon.
• Fantastic session, thank you!
• The train has left the station!
• Innovative technique.
• Outstanding.
• A seed is planted in my mind which I nurture with water and sun in the faith that it will sprout and grow.

Tricked out tutorials

• (We need to) standardise this practice throughout the college.
• Insightful.
• Thought provoking.
• Impactful.

Education & Training Foundation

Impact Training

• Put impact on the learner at the heart of our thinking and everything we do.
• Very helpful and informative thought provoking session.
• A golden thread.

Sussex Downs College

Activating Independent Learning

• Thoroughly enjoyable – I have some additional tools to use now in my work.
• Reinventing the wheel.
• Aeroplane journey.
• Thought provoking.
• Changing a burnt-out light bulb with a new one.
• Much, much, much more work (needed) on induction and thought about what we want to achieve.

21st Century Pedagogy

• Having clear outcomes drives ideas.
• Bubbling like Prosecco!
• Avoid trap of equating ‘doing stuff’ to actually ‘learning’.
• A rollercoaster!
• I’ll think more about engaging curiosity.
• Much more insight into writing learning outcomes.
• (I will) improve my students’ learning by using better constructed learning outcomes.
• (I need a) change of lesson planning strategy – trying to think about LOs and adding in independent learning traits to develop in students.
• It’s so easy to overlook teaching skills due to the sheer amount of knowledge students need to know, however, this (session) has made me re-realise that you can use skills-based objectives alongside knowledge objectives.
• WBL (I will) write plans more creatively so the learner is not just meeting ‘an outcome’ but can see the point/relevance of the intended learning.
• One of the best most thought provoking professional development sessions I have been to in a very long time. Thank you!
• A fine tune and general MOT.
• Great delivery and journey.
• An exercise in critical thinking.
• Rethink how I write learning outcomes.
• Engaging lecturer, relevant subject, now need to employ the technologies.
• I will definitely be using this to check my (learning) outcomes.
• I really like the idea of curiosity and will try to implement these ideas.
• Land of opportunities.
• Not just going in a straight line, but going round corners and trying different routes.
• Really trying to have high expectations for all.
• No more grabbing the mouse!
• Refreshed like a G&T.
• Thought provoking.
• (This was) also useful with identifying how to be independent as a teacher.
• Eye-opening.
• (I need to) rethink wording/use of ‘daily menu’ at beginning of a lesson.

Implementing Live Self Assessment

• Low aspirations can act like a lead balloon, weighing down achievements. For both staff and students to flourish, aspirational conditions need to be set in place to do so.
• Time to break the mould!
• I think it is the right way to go forward. It makes much more sense to design our own quality standards which are useful to everyone.
• A much easier road to take.
• It has made me relax a little about SARs – not so daunting a process – much more a reflexion of our dept.
• As illuminating as the sun.
• Planting the seed and getting ready for growth and flourishment.
• Exciting new way to do SAR.
• In the changing room before the pool.

Independent Learning

• I feel like I’ve been given a parking permit after 3 years of parking on yellow lines!
• Unwrapping a chocolate bar.
• Best session I have attended. A lot of things to think about.
• Explore ‘reverse engineering’ approach to lesson planning.
• Provocative and emotional to hear some of these things said – in contrast to our other inputs.
• Like a completely wilted flower this morning – now one petal has opened.
• I feel inspired and lifted… like a hot air balloon (with a wonderful view and an exciting journey..!)
• Provided much needed food for thought in a famine.
• Walking in a foggy woods, heading to light and hope.
• I particularly appreciated the ‘silent minutes’ and will try to use these in my lessons.
• A glimpse of the sun.
• Need to really aim for curiosity in lessons as the starting point.
• I thought it was inspiring.
• It has made me realise that I do encourage some independent learning, but could do more – need to encourage more curiosity.
• Loved the session – inspiring, but still feel constrained by management expectations.
• Green shoots!
• Inspirational.
• The cage of learning objectives set at the start of class has been opened.
• Best development session had for years.
• Lots of effort is not the same as expected results.
• Inspiring, liberating.
• Confirmed my view that a change of mindset is required.
• The first glass of champagne after weeks of dry January.
• Invigorating and refreshing.
• Do not be lazy about choreographing the social environment.
• The other side of the carpet.
• A slightly crumpled hot-air balloon being re-inflated!
• Much appreciated – engaging!
• Looking forward to change and experimenting.
• A wilting plant that’s been watered and fed.
• Most interesting.
• Really useful session – the ‘tangents’ were as valuable to illustrate so keep them in!
• The work on fostering curiosity was quite inspiring.
• Back 6 steps, take 7 steps forward.

Quality Standard development – phase 2 (academic staff)

• Wrestling a tiger – hugging the tiger – shampooing and blow-drying the tiger.
• Stimulating, creative, sincere, pedantic, challenging, CREATIVE (pragmatic), open.
• Opening doors. I feel optimistic.
• I would love to involve learners in the process.
• Creating a new culture and investing in the future.
• Exciting to work with other colleagues who I don’t get to work with. Great to shape the future.
• Thank you. Was dreading the day, but enjoyed, it.
• A well-oiled rollercoaster.
• Process was good, enlightening, creative.
• A snake shedding its skin.
• A demanding day. Demanding because it challenged me to stop thinking about implication and action and only think about the golden future we are dreaming of.
• Intensive. Interesting.
• A bumpy ride, like a roller coaster, exciting.
• A great journey, lots of thought provoking and sharing.
• I feel I am beginning to understand the rhythm of the process and making progress.
• Very enjoyable/challenging.
• Very good and focussed – enabling me to plan for an excellent induction.
• Really enjoyed working with different colleagues and starting to comment/fine tune each other’s work. It is great to get some ideas on paper, as it makes the process come to life.
• Like easing the cork.
• Aware of what we have done is good, really good!
• Infinity and beyond.
• We have the ingredients, have started on the recipe and look forward to the resulting meal!

Quality Standard development – phase 2 (support staff)

• Positive but apprehensive.
• I feel as though the chain is back on the bike!
• Excited by the changes that we can make. Apprehensive about the journey of getting there, however, this does not diminish my enthusiasm!
• I feel excited about re-evaluating inherited processes that we in our department always challenge. We are looking forward to the whole college being set in the mindset of change, and change for the better! And making it happen!
• Thank you for inspiring change!
• Very committed to the process and what the end product will be.
• Exciting concepts and good level of support.
• Climbing to the summit of the mountain to gain fantastic view of the surrounding landscape which provides a whole new aspect.

Quality Standard development – phase 3 (academic staff)

• Blue sky opening up after a dark, wet morning!!
• It feels like we are getting there!
• A dream of shimmering visions and opaque water with limbs strong, but the land not yet in view. Excited about the work, but anxious about the task of introducing it to the team whilst giving them ownership.
• Dawn emerging!
• Excellent stimulus material and a fantastic working environment. Challenging and enjoyable.
• Great teamwork. Looking forward to implementing the Gold Standards.
• Exhausted, but exhilarated.

Quality Standard development – phase 3 (support staff)

• Opening a door to ‘let in’, rather than closing a door to ‘shut out’.
• Enlightened! Really proud of the work we have started so far.
• Steep hill, but it was worth it!
• Vroom! We are off!

Supercharged Evaluation Skills

• Like discovering a chocolate cake in a box labelled ‘chore’.
• Like drinking champagne. It was: bubbly, enjoyable, beautifully sophisticated and dazzling.
• Cracked open the egg and it was a lovely yellow yolk – not a curate’s egg or a rotten one!
• Surprisingly enjoyable and thirst quenching!
• Coming out of my filing cabinet.
• Inspiring.
• Love the ‘Adverbage’ game!
• As inspiring and exciting as going to a Christian Zimmerman piano concert! Full of technical ideas and aesthetic appreciation.
• A logical and structural approach to learning.
• Very practical and inspirational techniques that could be adapted for adult learners.
• Thought provoking.
• Fresh air.
• Motivational.
• A kayak down a river.
• It gave me a clear way of introducing sentence structure to students.
• The session, and Tony’s insights and views, has opened doors to develop my course further.
• Was actually expecting this not to be as useful and relevant to my lower-level learners, but it was very adaptable and useful. Thank you.
• Much clearer idea of how I can help them (learners) understand how to evaluate.
• Innovative.
• Rollercoaster of emotions. So excited to put into practice what you have brought to our training days.
• Brilliant session that provokes thought and enthuses.
• A new path through a familiar landscape.
• A far more informative and engaging workshop than I have experienced before. Thank you.

Epping Forest College

Independent Learning

• Showing us the door to freedom, but it’s locked.
• Great way of delivery – informative and enthusiastic.
• I see a lovely meal – but it’s in a sealed box and I’m not allowed to eat it.
• Senior management need this session.
• Extremely useful.
• Really enjoyable, useful and engaging content that I can use.
• Yes!! I am going to research different resources to use to generate curiosity to encourage learners to do independent work.
• Very refreshing! 🙂
• A great walk across the carpet!
• It made several things very clear – especially the path to an ‘expert learner’.
• Insightful – will follow up by looking at suggested websites.
• Inspirational.

Highbury College

Supercharged Evaluation Skills

• Good starting points and exercises that built up my understanding and encouraged me to think more creatively in terms of word colours and higher-order thinking skills.
• Light at the end of the tunnel. Excellent, just what was needed.
• Will change the way I do things.
• Getting a set of oars for your boat rather than going with the flow.
• Not knowing the way ahead, because the view was blocked. Now it’s clear!
• Jumping on a bus with a destination, but no route information and then enjoying the places I’ve travelled through.

Bryson Futureskills

Learning Motivation

• Today has been fantastic in igniting that fire in my belly.
• I loved hearing about how a positive beginning to the learning experience during induction put learners in the right mind-set to focus and want to learn.
• I will be reflecting on my own induction and identifying how to ‘ignite’ the learning journey.
• It did make me think about different approaches to motivating my learners, especially around making my classroom an oasis of calm and structure.
• To start with my own motivation, today’s course has reinforced what I already know and given me ideas of how I need to enhance learning and make it engaging and exciting.
• To provide an exciting and engaging lesson/course that will allow transferable and taught skills to reinforce learning of the qualification.
• Exciting.
• To promote growth mindset over fixed mindset.
• This session has given me ideas to think about on how I might motivate the trainees. I will also look at my resources and on how I can improve lesson plans.
• Tony was great and his presentation was interactive, I enjoyed the course.

Preparing for Live Self Assessment

• I have gained a better insight into how to write an SAR. Very enjoyable.
• A train coming out of a dark tunnel.
• A match being lit in a dark room.
• It has given me the confidence to evaluate honestly without fear of writing what I think management want to hear.
• There is a light at the end of the tunnel.
• Really enjoyed. Engaging. Felt I learnt a lot. Plenty to try out.

Solihull College

21st Century Pedagogy

• Breath-taking.
• The session encouraged us to think about how learners themselves can be more proactive.
• Refreshing.
• Time well spent to reflect, share, questions, engage rather than react.
• Enlightening.
• It helped me to know how important aims and objectives are.
• A challenging climb to a rewarding view.
• A re-evaluation of what I want from my learners – in what ways do I want them to develop?
• Excellent session. Tony has incredible insight and exciting, fresh ideas.
• Refreshing to be challenged during staff development.
• (I need) more focus on how learners move to aspirational goals through specific and aspirational lesson planning.
• (We need) trust from upper management that we as a team want to develop – not so much ‘one size fits all’.
• The session was very informative and thought provoking. All aspects were relevant and I look forward to the other 2 sessions.
• Someone turning the light back on.
• Inspiring and motivational.
• Found the expert learning traits particularly useful.
• I find writing learning outcomes difficult. This did help, and also helped to identify the difference between skill and attitude.
• More confident to take risks and stretch and challenge learners more often.

Formula for Happiness & Creating unmissable learning experiences

• Very busy day. Hugely inspiring. Thinking of ideas without boundaries has enabled me to develop new strategies.
• Blinding.
• The moment the ship starts to slip down the launch slipway.
• Andragogy. Re-designing and refreshing learning space.
• The observation process was at first daunting as an observer, but then it really clicked.
• Being given permission to try something you were dreaming of.
• I would like to experiment with learners being involved in the planning of the course
• Really interesting and engaging experience. Thank you so much.
• Less is more.
• How peer observations throughout the year can also keep you as a teacher curious to learn and develop your delivery by seeing other colleagues’ sessions. Having the opportunity and time to experiment without restrictions.
• Lots of ideas of how we can change and make learning more accessible to all learners. Build in strategies to be more independent and reflective to achieve higher.
• Enjoyable, engaging, empowering, enlightening, evaluative, constructive. Unchained Melody.
• I’ve really enjoyed today, even though I was anxious the night before about peer obs. (Can be harder to be observed by those who know you than strangers.)
• Felt stretched/challenged – delighted that learners were in the zone. Big impact on Adam.
• Exciting, inspiring. I really like the creative ideas that you spoke about in delivering a lesson. I found this really inspiring.
• Insightful. Less talking – allow students to steer their learning. Students being involved more in the planning.
• Consider business unit [of the qualification] and Blendspace – independent learning.
• Breath of fresh air. This is what we’ve wanted/needed. How we can change our teaching to benefit student development and learning good practice from our peers. Thank you for coming.
• An unshackling – we are free again to create. A reminder of the drive to create and reinvent. ‘New’ is exciting and possible. Excellent – truly inspiring.
• Positive constructive process. [I need to] take more positive risks.
• [I need to experiment with] levels of support built into resources to help scaffold all learners to higher level skills.
• Be creative in planning for new academic year.
• Mind opening/expanding/interesting.

Independent Learning

• Really great session and fantastically delivered. It’s good people like this that challenge and question the established way of things.
• Inspiring. Curious to learn more.
• You brought back memories of how I felt when I first began to teach.
• Eye-opening.
• Upwards!
• I’ve had another Gestalt moment!
• Motivating
• Enlightenment.
• Insightful.
• There were some excellent points illustrated with some indications of solutions.
• Inspired.
• Questioning traditional lesson planning. Lightbulb on.
• Really good to come out of a training session and feel a different perspective in how to teach. Thank you!
• An awakening to new realities.
• Awesome.
• Inspiring and exciting to try new approach.
• It’s really made me think about how to inspire students. I’m already questioning how to use Moodle to ‘ferment’. It is scary to think that this is a complete change to my usual practice, but exciting to try it. Def one of the best training sessions to date.
• Zoom! This will help me to deal with learners who don’t have the ‘fertile ground’.
• Have made copious notes for use in schemes of work.
• Far more thought provoking than usual sessions on ‘training’.
• I was a reluctant hill walker at the start – weighed down with baggage. I’m now inspired and heading in the right direction.
• I like that you are verbalising the thoughts that almost all learners have the inherent ability to achieve. I hope I can continue to use that in my teaching.
• Sparrow to peacock.
• Such an interesting topic and an ‘obvious’ fix – why isn’t it happening more already?!
• It helped me enormously. A truly inspiring session!
• Liberating.
• Independent learning is what makes a life of independence possible.
• Brilliant. Tony is a true scholar with an amazing ability to enthuse and encourage great discussions.
• Being in a nightclub and the lights come on too soon. More dancing to be done.
• Made reflection of teaching practice a crucial focus.
• Changed my perception of the importance of these skills and how to develop them.
• Radical.
• Some genuinely fantastic ideas and I hope to see some of them in practice.
• Vision of Utopia through the prison bars, but the key in on the floor… But am I too scared to use it?
• Opening the blinds to sunshine when clouds were forcast.
• Sunrise – the start of something new!
• Excellent session. Great delivery (pace/structure). Very impressive.
• Out with the old, in with the new! It’s time for a sea-change in FE teaching. “Viva la revolution!”
• A start, but perhaps a bit daunting.
• Back packing on a journey where you’re unsure of the destination, but results in one of the most memorable experiences to date.
• Brilliant session. Even the teaching technique used helped me for future lessons I will deliver.
• I need to adjust my strategy for delivery of subject material to make learners curious.
• Challenging, inspirational and a much needed breath of fresh air.
• Some good ideas needing back up from SMT.
• Spacebound.
• Interstellar.
• You have given me tools to change my practice.

Perfect Induction Practice

• A journey along a new road.
• (I need to) think in a long-term way, developing strategies to establish expectations, motivation and higher skill sets.
• Happy, excited to change.
• A fresh breeze let through a stuffy house. Really refreshing.
• Jaded to Jazzed.
• Focus on exciting them about the things they normally hate.
• Informative and experiential.
• I will endeavour to implement changes across the whole faculty of art and work out ways of continuing this through the year.
• (I need to) get our learners to become enthusiastic, confident, happy, sociable, independent, to create a fearless learning community (so that they) look forward to new and further challenges.
• Eye-opening.
• I feel empowered to take control of induction.
• Tony was extremely professional and inspiring.
• (I need to) make it more inspiring from the take off, and maintain momentum.
• (We need a) different approach – what do the learners want, not what do we want!
• Think big. Reinforces what induction should be about.

Supercharged Evaluation Skills

• Super-charged journey today!
• I wish all schools could have you in to give them training.
• Dynamic.
• First class.
• The concept of ‘colour writing’, and highlighting this technique to learners, will help them to think critically.
• Very well resourced and enjoyable session.
• Given me ideas about how to develop learners’ higher-order (thinking) skills.
• Out of this world!
• Eye opening.
• Tree, branching into new ideas.
• Learnt how to get students to be evaluative and how to do it.
• His evaluative vocabulary sheet was particularly useful.
• Some excellent ideas for developing students’ descriptive skills for written work.
• A tool-box of vocabulary and effective scaffolding techniques to improve students.
• Inspired me to stretch my learners.
• This has encouraged me to focus on developing students’ evaluative skills.
• (I need to) have high expectations of individual learners in what they can achieve.
• Utopia. Achievable.
• Use of language – teach them how. This is the missing link in my teaching. Fantastic.
• Incredibly beneficial, a much better use of time compared to the usual development sessions.
• This was really helpful in how to structure and build support to enable all learners to achieve critical thinking skills. I will definitely embed this into induction.
• These sessions have been amazing and the team have lots of ideas.
• Fabulous. I really enjoyed the Adverbage game.
• The use of colour to identify terminology, judgement, opinions and impact will be a very interesting way of targeting the improvement of students’ evaluation and analytical skills.
• Very enjoyable and informative.
• I’m going to change my handouts and start scaffolding learning.
• Zeus’ thunderbolt.
• Gave me different parameters to engage with tasks.

Tricked out tutorials

• Informative – Thought provoking.
• I will visit the website and proceed to download!
• Will take away new ideas.
• The day helped to widen my thoughts on many ways to improve.
• Tony Davis is very expert at drawing out answers and it was a pleasure to enter into the conversations.
• Provoked an alternative thought process and approach to learner interaction.
• Exciting – the use of a Quality Standard to lead my tutorial and review process.
• Insightful. I want to put these new skills into practice.
• Our review paperwork is clearly not fit for purpose.

Perfecting Development Plan Writing

• I now have a much clearer idea about how to address symptoms when writing QIPs.
• The day was really well scheduled and managed. I cannot think of any improvements.

Transformational Lesson Observation

• Eye-opening/inspiring.
• I have become more aware of how to measure the impact of learning and critically reflecting on my own practice.
• Things I would do differently: allow students to be more involved and take ownership of learning situations as well as ensure I use measures to consider what learning has taken place.
• Rollercoaster.
• We identified what an outstanding lesson looks like.
• I feel confident to let the tutor lead the feedback and not feel like I need to do all the talking.
• The video observations were extremely useful.
• (I need to) focus on the impact of the (teaching) strategies – rather than what the tutor did.
• (I need to) be more empathetic when observing others.
• Good to see things from an observer’s point of view. Also, very good to introduce a change in the way observations are done and perceived.
• Self reflection is key.
• Enlightening.
• I fee peer observations could be a very positive experience.
• Mind expanding.
• Inspired reflection.
• Feel confident to discuss the observed session more openly and positively and change the way in which questions are asked to allow a more positive outcome.
• It was interesting to sit on the other side of the lesson observation form, to consider what was successful and why.
• Forensic without judgements.
• Hopefully this could be implemented as part of the overall college observation process.
• (I need to) review and reflect more on how I can make improvement to my own practice and share skills, ideas, concerns.
• Thank you for recognising that one size fits all approach doesn’t suit all.
• Educational.
• Other side of the fence!
• Someone turning the light back on.
• The day has been constructive and something to build on.
• Incredibly beneficial, and has given me a greater understanding of the observation process.
• Very positive and eye-opening. Inspired to revamp sessions and discussions around this. All areas of the institution need to agree to this strategy.
• I feel positive and more confident to evaluate observations.

Lutterworth College

Independent Learning

• Curiosity engages learners.

Blue Yonder

Independent Learning

• Curiosity didn’t kill the cat, it improved learning independently.

Tower Hamlets College

Grade 1 Leadership and Management

• Inspirational and thought provoking.
• I really loved this session, it will definitely impact on my life as an AP (advanced practitioner)/teacher.

Worcester College of Technology

Grade 1 Leadership and Management

• Cow jumping over the moon.

Carlisle College

Differentiation in English and maths

• I have licked a sweet and it has fired my imagination!
• It has enthused me for trying different learning approaches and creating alternative resources – and to giving them to students in advance of the lesson.
• A train trundling through a tunnel into the light – picking up speed.
• Stimulated alternative ideas for pre-topic learning.
• A car journey to a sunny destination.

HoT2 – Techniques for engaging learners

• It has rejuvenated my love of teaching, there is a lot to take away from this. I will be working even more with my colleagues.
• Attitude shifting.
• Makes you think how entrenched you get in teaching and learning, and forget about the bigger picture.
• Changing a student is about changing the environment.
• I went from a sloth to a Meerkat.
• Inspirational.
• (I need) unmissable tasks at start of class and after breaks.
• Really enjoyed session – nice to think creatively for a change J
• Eye opening.
• Inspired me to think of the possibilities of linking with other departments – especially maths and English.
• (I need to) be more open to new ideas, take more risks.
• Excellent, loved it. Inspiring.
• I really like the meerkat. It has made me more curious about teaching methods.
• I am excited to try new things.
• Ideas have been sparked like electricity!
• This session has expanded and opened my mind on how to plan induction sessions.

“Yes, were all individuals” Brian, 1979

• It’s like analysing my golf swing and identifying some broken components.
• I now understand how I could improve my coaching skills and how I could develop more challenging questioning styles.
• Rollercoaster.
• The sun is peaking over the horizon.
• Excellent CPD session, would like more of it. Speaker was exceptional.
• Always try new things and see which learners it works with.
• This will allow me to question in different ways and word questions for learners in different ways.
• Insightful.
• Very detailed, well-planned session, giving lots of examples.
• Stepping out of my comfort zone.
• The session has opened up different ideas to push learners of all abilities.
• Very friendly, knowledgeable and great room management.
• Consider delivering (this session) to senior managers.
• Cosmological.
• I will be going away with a lot to think about.

Leicester College

Assessment & the Art of Lazy Teaching

• Forget ‘food for thought’ – this was a banquet!
• Building a house, starting from the foundation and moving up.
• Learning is like cracking a code – today you have given us the code to 47 effective assessment tools.
• Motivating and invigorating.
• Like a rainbow floating through the classroom.
• Teaching is a never ending journey, you are always learning new skills and techniques.
• Learning is a process of knowledge and inspiration.
• Your motivation inspired me – to reflect and look at ahead.
• Teach a baby to walk.
• It’s been an enjoyable session today. Took in a lot of different teaching strategies which I could use in a teaching career. One of the best things about the session is that it is very engaging with the breakout rooms and with other teachers which keeps everyone active and not only can we learn from the strategies shown by Tony Davis, we also learn how other teachers implement these strategies into their lessons or they give examples of strategies that they have used. So overall, very beneficial. The host of the session was really positive and filled with enthusiasm which really motivated everyone and kept them engaged in the session.
• Lightening bolt.
• It helped me understand formative assessment.
• Sometimes you need to take time out to revisit/reassess what you are doing in the classroom. This session certainly did that in terms of formative assessment and the extensive range of strategies linked to it.
• As a prospective teacher, starting my PGCE in September, the session introduced me to some concepts about the teacher/learner relationship and the process of ‘learning’ itself that I had never explored before. I had no idea that so much theory went into planning a successful lesson – I also was able to learn the names for methods of formative practices that were already familiar to me from my time at school/university. I felt the session provided me with a foundation on which I will start to build upon as I train to become a confident, dynamic and innovative teacher.
• The session was very useful and allowed me to reflect and learn new assessment strategies. Collaborating with others was really helpful. I would like to experiment some of the techniques and strategies learnt from today with the learners I teach.
• I will use strategies that put more emphasis on the students being enquirers, deep thinkers and reflectors and ones that help them with developing skills they can use in life. I want students to become inspired to take charge of their futures and not just accept the status quo.
• I really enjoyed it – it was interactive, informative and fun. Would love more sessions like this.
• I initially found the length of the session daunting but it was planned really well with a variety of activities and discussion groups so that the time virtually flew by!

Independent Learning

• An enjoyable and inspiring event offering alternatives to enthuse and engage learners.

Inspiring Induction Practices

• The flames of inspiration shot up faster than a trio of lightning bolts.
• I don’t directly deliver as I am a contract manager for our sub-contractors but this has been useful and inspirational and will enable me to provide our sub-contractors with ideas and understanding.

Learning Outcomes for Independent Learning

• Absolutely fab session. Obtaining a clear colour coded structure to write effective outcomes is going to transform my planning and make it so much more efficient, just changing the verb to a skill makes so much more sense creating clearer direction to a key focus of the session.
• The differentiation of writing outcomes that support resilience, curiosity etc will be a challenge, I can see this having a real positive outcome of my students learning journey.

Perfecting Self Assessment Writing

• Last year was my first real year of writing the College SAR and QIP from scratch, the previous one was a tweak. Although I was much happier with it and the feedback that I received from the external moderator was really helpful in terms of development, I know that there is still improvement required. I feel that today’s session has given me some further tools to use in order to do this.
• I am considering how, as a College, we can use this training to support curriculum/departments in writing their SARs.

Supercharged Evaluation Skills

• A light has activated to show the way.
• Changed my perception of differentiation. The most productive training event attended in a long while.
• A rolling stone gathers no moss. I’m rolling faster and better.
• An enjoyable, warm, informative and friendly experience.
• Mountain climbing – came for a stroll, ended up with an enduring journey.
• Comprehensive and entertaining.
• Highly stimulating!
• Good resources, well structured, interesting.
• Seeing something new and exciting for the first time.
• A motivating, honest and achievable session that creates ideas!
• Significant, incredible and thought-provoking session.
• I feel completely recharged to start using this in practical and theoretical sessions with my students.
• I feel the session is exceptionally inspiring and well planned. It will help me improve in the future.
• Like looking down binoculars to see something closer than I have previously had at a distance.
• Like a breath of fresh air.
• Opened my eyes to how small the foundation work to be done with learners needs to be.
• Enlightening – has given me a renewed enthusiasm.
• Session planning will be more exciting, and each session will be more evaluative.
• Purple pen is the new black pen!
• It will support me when I write documents on different topics. I will think about how I can include colours to better convey the message I hope to share.
• Like gold, it certainly was J.
• This session has inspired me to motivate my learners to look at language in a more colourful way.
• I will be able to plan my lessons where ALL my learners will achieve the targets more effectively.
• “I was blind, now I can see, you made a believer out of me.” B. Galesby, Primal Scream.
• A fresh vision of the summit.
• Really refreshing and important session.
• Like being a teacher with some room to breath! J.
• The Butterfly Effect.
• Very thought-provoking and impactful – will definitely lead to changes in expectations.
• Energising.
• Fab-u-lous!
• I’ll never write a sentence again without making it work far harder. Blue, red, green, purple!

Framework Housing Association

Supercharged Evaluation Skills

As a facilitator, I feel I’m now moving into a first class train carriage from second.

North Nottinghamshire College

Supercharged Evaluation Skills

• Epic.

West Nottinghamshire College

Independent Learning

• From darkness to light.

Supercharged Evaluation Skills

• My head is spinning with ideas!
• I need to develop learners’ ability to give their opinions and my higher-order questioning skills.

Sunderland College

Supercharged Evaluation Skills

• I will be using the colour-coded sentences in order to get learners to create effective analytical sentences.
• Like looking at a familiar landscape from a different perspective.
• It clarified to me how to kick-start the development of learners’ capability to evaluate.
• A seed has been planted and now the tree can grow!
• Very interesting and innovative approaches to developing skills needed by students.
• Thoroughly enjoyable and inspiring session thanks!!
• Little ray of sunshine!
• Like a breath of fresh air.
• We will be implementing the full-colour evaluation.
• Very much enjoyed ‘Adverbage’ – great game.
• Great insight into aspects of Ofsted CIF – which we will be taking forward.
• Sentence structure’ (exercise) was useful and I intend to embed this in induction and use regularly in written/spoken feedback.
• The session definitely did develop my understanding of how to support my students’ learning – especially in relation to creative writing skills.
• Adding colours to the learning palette!
• I enjoyed the active/participating nature of the training.
• It was like white-water rafting.
• Like opening the curtains on a sunny morning!
• The session will make me consider evaluative skills in more detail and will focus my attention to develop how the learners build their skill base.

Weston College

Supercharged Evaluation Skills

• I found the strategies presented to be useful for providing a framework to consider learners’ learning skills.
• It prompted me to think about a process that all staff can use.

Palmer’s College

Supercharged Evaluation Skills

• Excellent!

Bracknell and Wokingham College

Supercharged Evaluation Skills

• I enjoyed the focus on ‘full colour’ writing and language skills, and being evaluative.
• I found the big picture element of this session stimulating and will reflect upon this in days to come. Extremely relevant to my current college.

Transformational lesson observation

• A ship with enriching destination on the horizon…
• It will help me ensure equality of the relationship (with the observee).
• Extremely valuable video training.
• Chain reaction – in a good way!
• I have been anxious about giving “feedback” but have fewer concerns if I take this approach.
• Squaring the circle.
• Look at the impact on the learner, not the teaching of stuff!
• I learnt a lot!
• A very engaging session with lots of ‘food for thought’!
• Breath of fresh air.
• Inspirational.

Kingston College

Grade 1 Leadership and Management

• Like trudging through mud to a field of gold.

Supercharged Evaluation Skills

• I fully enjoyed the interactive nature of the day.
• Excellent and informative.
• Excellent day and hosts. It has made a huge positive impact.

Newcastle College

Tricked out tutorials

• Motivational with fresh ideas.
• Some fantastic guidance which is transferable within my role.
• Thought provoking.
• Independent learning management makes sense – will try to implement.
• Your visit has been like a breath of fresh air, and because you come from Ofsted it was exactly your opinions people needed to hear!
• A lightbulb moment!
• A light at the end of the tunnel.
• (I will) Consider and apply the Quality (Standard) approach.
• It was like eating a sprout – I like sprouts, they are good for you, but not everyone gets them.

“Yes, were all individuals” Brian, 1979

• Thought provoking.
• Definitely helped me develop new ideas for adding an extra layer of challenge.
• Light at the end of the tunnel.
• Good revision on asking higher order questions.
• Constructive.
• Allow high-flyers to push on ahead.
• Challenge Escalator – very good J.
• I need to let go!
• Lots to take away, thanks.
• Like a breath of fresh air – a great way to start the new year!
• Fantastic, informative day. It has been very interesting, much appreciated.
• Some very thought provoking topics which have given me some good ideas.

Hills Road College

Tricked out tutorials

• Highly stimulating.
• Provided me with another viewpoint on how to structure tutorials to meet the students’ needs.
• 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.
• Very informative and enjoyable session.

Havering College

HoT Learning – The Hierarchy of Teaching and Learning

• Simply the best, most engaging and useful training I’ve had in nearly 15 years of teaching.
• Enlightening and thought provoking.
• Empowering
• It gave me the confidence to follow the important inspirational aspects of teaching and not be bogged down by process.
• Inspired to act.
• Opened new thought processes.
• Eye opening.
• Up some hills, then cruising into verdant pastures.
• Seeing a familiar object from a fresh angle.
• A Meerkat who has discovered something interesting.
• Inspirational; progressive approach to learning outcomes.
• Opened my mind.

City of Bristol College

Transformational Lesson Observation

• Challenging fixed ideas in a positive way.
• Insightful. Helpful to share understanding of expectations of WBL observations.
• Made me look at observations in a different way and what I am looking for.
• I will be looking for impact on the learner rather than a tick in a box.
• Enlightening.
• I can see how it is about how a learner is moved on that matters.
• Great discussions. Interesting ideas.

Wrightbus (NI)

Preparing for Live Self Assessment

• It will change the way I write. I did not realise I was so descriptive.
• Excellent and knowledgeable trainer.

The Oxford Partnership (Saudi Arabia)

Assessment & the Art of Lazy Teaching

• Good assessment is like a light bulb moment for the teacher and students.
• Formative assessment can really become part of the lesson and blur the line of lesson and assessment.
• This workshop showed how I can use formative assessment by giving Students the control of their own journey, which many teachers find difficult. To become a facilitator in essence and helping students develop higher-level thinking and critique instead of the teacher takin on the extra workload.
• Tony has put into words what I strongly believe, students can develop if they know how to analyze themselves, and he has given me 47 strategies to work with, Thank-you.
• I would like to thank you for the interesting workshop yesterday. I enjoyed the topics being discussed and it was a great chance for me to with meet people from different countries with different educational backgrounds.
• It was an enlightening workshop.
• Learning is like collecting sea shells, and I am glad to have attended your training session today to collect a lot of new sea shells on assessment strategies – all set to apply them in my classroom.
• It gave me a whole new range of assessment strategies and now I feel confident to climb one step ahead in my mountainous journey of assessment. I would love to include the new strategies I learnt in today’s session.
• Change is a journey best undertaken with a skilled guide.
• I will add the different concepts of Assessment technologies which I learned.
  Also, I shall integrate two or more strategies together in one lesson.
• The most important change I want to make is incorporating assessments into my teaching strategies, and to check that learning outcomes are achieved through teaching and assessment.
• Thank you for an inspiring course. I look forward to the next one.
• Fabulous.
• Fantastic.
• I will integrate strategies learned in my lessons to monitor student’s learning during on going sessions and after reflecting, improve my lesson plans accordingly rather than relying on end of lesson assessment only.
• The way you run the session, gives me an idea how my session need to be going with my students.

Learning Motivation

• It was an enlightening session today. Thought-provoking ideas were discussed to improve students’ motivation.
• A search for hidden treasure.
• Particularly when we were asked to think of an event at the end of 6 weeks of study. I will in future come up with some ideas which impact students’ motivation for learning. Create an event or something that really attracts them.
• It was great, and you provided brilliant ideas.
• I learnt today that the most valuable tools in my learning tool kit are those integrated together to think out of the box to live the adventure and do the impossible to live a real-life story in my classroom as if telling a story of Peter Pan. It is risky and challenging but who said teaching is easy.
• I Shall incorporate the new strategies to motivate the students which I learned in this session.
• I climbed another milestone by learning to imagine big ideas and then how to narrow them down to realistic ideas.
• It has made me think in two ways and has given a whole new perspective to look at the students being demotivated and what can be done to address the issue.
• A new idea is the spark that lights an eternal flame.
• I would start with differentiating between the symptom and the issue. However, some issues have been identified as system or structural issues, for example, recruitment. I do think that this course has provided amazing me with some ideas to guiding the students in building their portfolios. One way of doing this is to have students involved in a writing and research project that will lead to the publication and/or broadcast of their work.
• It would be beneficial if our institutions adopted some of the outcomes that the course outlines in the broader scheme of our own work. In Saudi, our Vocational Programme lacks the intense practical showcase of our work, so that would be another area that needs support.
• Keep up the good work. It would be amazing if we could have ongoing development of our skills so that there is an awareness of how much we’ve been able to incorporate the new learning into the way we do things.
• It was a roller coaster ride but I appreciated the moments that were challenging my creativity and ability to provide an unforgettable learning experience.
• I enjoy being creative with my lessons but now I think I would say I can identify the ways I could use what my students enjoy and incorporate that into how I create my lessons so as to give them a sense of control and offer varied experiences.
• Stretching my creativity skills to harness student interest.
• A great collection of online learning technology resources available and clear instructions on using them.

Learning Outcomes for Independent Learning

• This different perspective will make a huge difference not only in the quality of my lesson plans, but I now fully understand the range of writing quality outcomes.
• Be prepared to ask uncomfortable SMART questions.
• To try to use Attitude objectives (Which I really thought didn’t exist, but only in my mind and when I used them in class I would never mention it to anyone). Finally, not to be afraid to put them onto a Lesson Plan and justify my position.
• I always struggled with developing Learning outcomes for independent learning in skills sessions. Today’s session helped me realise where I went wrong. Thank you very much Tony.
• It was an enlightening session as it contained loads of good ideas and the activities that were done. I would adopt most of the new items that have been discussed.
• The journey was “very colorful” which brought lot of bright colors and new ideas.
• I shall incorporate the new ideas which I learnt today and change the way of writing outcomes in my lesson plans and structure of lesson.
• It was a session with very focused and practical tips for teachers/trainers.
• I really liked the way you demonstrated how the wording of learning outcomes influences on teaching strategy for the better.
• EXCELLENT.
• I felt welcomed, engaged, encouraged, corrected and validated and having entered and completed that session I am now changed in the sense of the knowledge attained.
• This different perspective will make a huge difference not only in the quality of my lesson plans, but I now fully understand the range of writing quality outcomes.

Learning Theorists and the Emotional Learning Journey

• Excellent.
• It’s not about planning lessons, but it is about planning experiences.
• That workshop was a game-changer for me.
• Learning is like building a house – all parts are integrated with each other.
• I learnt that Connectivism seems to integrate advances in neuroscience and learning. It takes into account the behaviours of learners in the “digital age” in an explicit way that is absent in other theories.
• I was glad that at the end of the workshop I was able to figure out the suitable strategy for one of the addressed challenges. I was impressed my self 😀
• I’ll return to the materials as a great source. It provides me with a new vision of how to choose the best strategies.
• This session was very helpful for me to learn new type of teaching strategies. And learnt how and when I can use them in my lessons.

Perfecting Development Plan Writing

• A new idea is the spark that lights an eternal flame.
• The development form shared is very useful and practical organizing the information and targets to meet the objectives.
• Excellent.
• I would like to change the perspective of only working on weakness but focus on strengths and become champion.
• Self dissection.
• I will be better able to explore and assess my development plans in future. And will be able to resolve symptoms and identify their root cause issue.
• Differentiate between symptom and issues.
• It helped me climb another milestone for perfecting development plan writing and also I caught a golden fish by getting my hands on your development plan – its so awesome!
• It help me to understand the wobble moments and how to work on the root causes of the symptoms and work on these indicators to write objectives.
• Sailing exploring new land.
• Now I can differentiate between issues and symptoms and suggest solutions accordingly.
• Thank you for the rich session.
• It was a great session providing a clearer understanding of issues and symptoms as this is the key to achieving target/s, so in the future, I will be in a better position to identity symptoms and work on them before they cause serious problems and halt the progression.

Perfecting Progress Reviews

• Your art work is a master piece only you can sometimes see. Perfecting progress reviews is what you and your team (students) want your masterpiece to look like, and the difference you want to make to help them become that artist.
• It was an inspirational lesson as always, focusing on letting the learner have autonomy of her learning, in a very conscious way.
• The slides were brilliant.
• Skill smart.
• Fantastic. I will do this more frequently to improve my students performance and making them more independent.
• The video analysis and discussion was so helpful realizing how it need to be done.
• Enlightening.
• I am feeling UP.

Perfecting Self-Assessment Writing

• The new insight to self assessment will help a lot.
• This session helps me first of all to know what is self assessment and then to understand the concept of it. English is not my mother tongue language and at the beginning I had the thought that I should not be part of this course. Then after you checked on my understanding I realized that it does not have anything about the language. It is definitively going to improve my self assessment in both French and English. And, surely motivate me to start to work on my writing skills.
• Thank you very much Tony for your kindness, patience, positive energy and all the skills you shared today with us.
• I would say that today’s session was full of beneficial information & useful resources. I am fully loaded with the essential Self assessment writing skills along with the formula for writing judgements to produce impact-focused text.
• In the future, it will prove very beneficial for me to be able to write an effective Self Assessment Report. I am now well aware of the do’s and don’ts and understand how to avoid the typical mistakes while writing a Self Assessment.

Preparing for Live Self Assessment

• Two days well spent. Training that was really meaningful.
• I appreciate now that self assessment isn’t about describing and re-writing what we do or to set up ourselves and our systems as perfect.
• The sessions were brilliantly delivered. Tony is extremely knowledgeable and his approach is sensitive and encouraging.
• Using (self) assessment to improve student learning.
• A sponge. Tried to absorb as much as I could.
• I will always consider the impact on the learner and write clear judgements.

The Art of using Target Setting

• It was an amazing session!!
• It has given me a more clear picture for target setting and I would plan this in the Individual Learning Plans of my trainees where they will be filling in details and setting targets for themselves which would be then reviewed regularly to see where they have reached. Definitely, not all will be on the same page, so, I would have one-on-one sessions to help them to get back on track again.
• It was perfect, especially the target setting skill builder which I’m going to use with my trainees in the future. I would like to have some training sessions on online teaching or how to make it more interactive and engaging.
• It was an amazing session that gave me an opportunity to feel things as a learner, so, in the future when I will use target setting I will ensure that learners understand the whole process and do it for themselves for better ownership and its implementation for a better outcome.

The CCQI Self-Assessment Strategy

• Invigorating experience. Stimulating, got me thinking about aspects I never paid attention to before.
• Exciting.
• It made me realize to work on root-causes and not jumping to solutions.
• It was an eye-opener in many ways and I am sure it will help us make our students have a wonderful and rewarding learning journey.
• It helped me realize that there is a solution for everything if we follow the process in its true spirit.
• It was a wonderful training experience and I felt that time just flew as always.
• The clear identification of symptoms and issues was very helpful.
• Challenging. Never thought self assessment could be done in such detail.

Tools for Online Engagement

• Fabulous.
• Very excited. It was a fabulous session. I will be giving a try to some of the new technologies I learned today to use and implement for teaching purposes to engage and connect my students in a better way.
• Learning new stuff; new technological tools to be specific, is like a motivation trigger for trying them afterwards.
• Today’s lesson was like climbing a mountain. It was daunting at first and wondered if I’d understand it all but once I reached the ‘top of the mountain’ I was elated because I have learned something new and can identify what resources can be used and its impact on students.
• I will include more online tools to engage my students and make the lessons more fun as they enjoy games. They learn concepts easily when it is a game or where they need to engage in dialogue.
• I would be using all the online tools I have learnt today, however, 3 in each lesson would be more than enough (because each session is 50 minutes only).

Sutton Community Academy

Preparing for Live Self Assessment

• The creative way in which this subject was explored and the way it has a ‘real’ (rather than theoretical) application.

North Lindsey College

21st Century Pedagogy

• Insightful and now eager to complete LP (lesson plan) with more thought – using colour-coding to reorganise my LP.
• Don’t be afraid to challenge the norm.
• Many Meerkat moments J
• Very informative and helpful.
• Lightbulb moments.
• Ready to climb the mountain (of motivating students).
• I hadn’t realised the importance of setting outcomes that challenge skills to be an expert learner.
• A squirrel running across a garden. His name is Tom. That is not my name. I am the garden.
• (I need to) use ‘mind’-based learning outcomes with my students.
• Training was great, but I need more practice at writing outcomes.
• Inspirational.
• (I need to) completely change the way I address lesson plans.
• Enjoy your sessions – your resources are very useful for developing practice.
• A rainbow.
• An enjoyable session allowing me to want to develop further.
• Box of chocolates.
• (I need to) be more aware, during lesson planning, of the individuals in the group.

Preparing for Live Self Assessment

• (Now) relooking at something we have felt confident at doing for years.

Supercharged Evaluation Skills

• Good examples of how to develop learners’ literacy skills and reflective practice.
• An excellent session.
• It was a whirlwind.
• It was motivational.
• Enlightening.
• Opening a book in a foreign language and being taught the language as you read.
• This will give me a framework to help learners work more effectively.
• Inspirational and supportive.
• Will use similar exercises within Art terminology and glossary construction.
• Meteoric.
• Make it longer. He had so much more to share with us.
• Many of my students (music tech) are highly creative, but often find it difficult to express themselves in appraisals. These techniques will help me to guide the learners to be more detailed and expressive.
• Fast, furious and exciting.
• Just beginning my teaching journey so this was fab!
• Innovative.
• A walk through a library of knowledge, stopping at shelves of interest.
• The learning journey has been a whirlwind, but awesome!
• They say the sky is the limit, but why not aim for the stars.
• Like skiing down a black run.

Leicester Adult Skills and Learning Service

Preparing for Live Self Assessment

• So much to reflect on! All was thought provoking and interesting.

Federation of work-based learning providers, Northern Ireland

Preparing for Live Self Assessment

• Has shown me how to use the facts and to evaluate the effects of actions.
• It helped me clarify the purpose of self evaluation and that quality is better than quantity.

Customized Training

Preparing for Live Self Assessment

• Lightening the load.
• Helped me think about the SER (SAR) in relation to impact on the learner.
• It was very thought provoking and helped me to analyse how the self evaluation could be improved.

Babcock International

Preparing for Live Self Assessment

• How you have always done something may not always be right!
• I need to change the way I self evaluate in this organisation and write the document to reflect this.

Askham Bryan College

Preparing for Live Self Assessment

• Excellent event, very inspiring.

Cheadle and Marple College

Data Springboard

• Made me consider issues from a different angle – will change my practice.
• Recalibrated my views on quality and reporting.
• Time to think about QIP.
• Think about ‘issues’ instead of symptoms.
• Using in-year analysis instead of end of year.

Learning Independence

• Teaching and old dog new tricks.
• I shall not: ‘grab the mouse’.
• Inspiring and refreshing.
• Thought provoking term: ‘curiosity’.
• (I need to) relinquish control in my classroom and create curiosity.
• Lesson control, more curiosity.
• Awakening me to memories of previous experiences and inspiring new experiences.

Preparing for Live Self Assessment

• New perspective on old topic.
• Clearly explained, modelled and discussed approach to self-assessment.
• Really enjoyed this training and I think it highlighted a number of important ‘issues’ with our current processes.
• An inspiring and refreshing look at the learner journey. Excellent discussion and debate around key points of the learner journey and how this can convert to an alternative SAR and QIP.
• Outstanding day.

‘Yes, we’re all individuals’ Brian, 1979

• A creative Ofsted inspector – I didn’t know they existed!
• Chrysalis to butterfly.
• It has given me the confidence to develop differentiation within the classroom.
• I feel I need to make a shift away from controlling the progress in my lessons.
• Helped me to see differentiation in a different light.
• Differentiating by support.

Bracknell Open Learning Centre

Transformational Lesson Observation

• Extremely useful session which has allowed me to question the validity of our organisation’s OTL system.
• Realised that impact trumps inputs on every level.
• Enthused – I had lost that a little as things had become too prescriptive. I will now prepare to embrace the ‘bankers’.

City College Coventry

21st Century Pedagogy

• Drilled down into the nuts and bolts of learning objectives. Helped me identify ‘ideal student’ traits.
• Thought provoking. Liked definitions of expert learning.
• Enlightening.
• I will focus on setting learning objectives that will enable the development of the independent learner traits.
• [I need to] Focus on the outcome and build from there.
• [I need to] Use open loops [curiosity].
• Thought provoking.
• I have learnt what teaching staff should focus on when writing outcomes. This is now much clearer.
• Refreshing. More emphasis on educative practice to bring about improvement.
• It helped to focus thinking on the lesson as an isolated, but continual learning experience.
• Exciting! Use of the sandbox to write learning objectives.
• Really helpful. Going to deliver the ‘Sandbox’ to my team.
• Encouraging.

Learner-Centred Assessment, Feedback and Questioning

• A beginning of a new journey. [I need to] Use some of Tony’s techniques.
• The start of a journey – the way forward.
• Using post-it notes and answers to make sure comments are anonymous.
• Paired exemplar marking and avoiding the ‘but’.
• Some further tools to share with staff.
• Sharing feedback anonymously to encourage peer learning. Encourage peer assessment to reduce marking loads.
• A move towards enlightenment. Peer assessment. Learner critical reflection.
• Differentiation techniques – All learners should have same outcome, with different support levels to achieve it.
• New approaches and feedback to share with the team.
• Helpful to revisit self-assessment and marking.
• Rethink the [feedback] sandwich model and engage learners in feedback giving.

Learning Motivation: designing outstanding learning experiences

• [What might you do differently?] Everything.
• Yet another road to Damascus.
• Think big. Thank you for inspiring my staff so much 🙂
• I already aim high, but you made me realise: take away the ceiling to open up your learners’ world.
• [I need to] Research further ideas to help develop engaging lessons.
• White rapid river.
• Inspirational session. Plenty of food for thought. Thanks!
• Open the window and look at the sky. The fresh air enters the room – feel excited to be alive.
• Wow, I really enjoyed it… The reassurance that mistakes made through experimentation are ok.
• Inspiring sparks of exciting ideas.
• Inspiring. I might try to integrate new ways of getting students to be more active. It’s fantastic.
• [I/we need to] Create an effective schedule for induction week.
• Fun. I would *start* the year differently in future!!
• Eyes have been opened!
• A most enjoyable session – loved it!

Introduction to The RED System

• Rude awakening!
• Questioning. [I need to] Get my team to identify their areas for development.
• It should be a supportive system.
• I will look for impact in the lessons more than stuff.
• Empower the teachers to measure impact.
• Some very good ideas on how to change vision of observations.
• It gives me a better way of undertaking observations, I am new to the manager’s role, so is useful.
• Insightful.
• It has further reinforced the benefit of doing more coaching in the role of being the observer and focusing on impact.
• Insightful and inspirational. Started to understand the need to flip accountability to supportive process.
• Consideration of terminology and looking at impact statements.

Transformational Lesson Observation

• Informative. Has helped me identify the impact on learners and not just the stuff, also to keep the process supportive.
• It was like being given a rout of a museum exhibiting what we are doing as part of an observation process.
• Developmental. Confidence-building. [I need to] Move away from parent/child [feedback].
• Thought provoking. Particularly the flip in the way to feedback and allow for own development and empowering.
• In future observations I will do the strategy/impact note sheet [Lesson Reflection Form] and consider changing the way conversations are held.
• I’ll try to rethink the language used when giving feedback and inviting teachers to an open discussion, giving them ownership of the process.
• Focus on the impact not the stuff! Conversation not feedback. Encourage staff to think about how their lessons are making a difference! If not, what needs changing.
• I have developed a good understanding of the lesson observation process. I will look at how learners are progressing in the lessons more than the documentation.
• I particularly enjoyed the post-observation evaluative conversations.
• Some very interesting and thought-provoking conversations. I am hoping that our observation process will shift from observer- to teacher-led.
• Enlightening! Being new to observation in this capacity, it has been beneficial to learn about the purpose of observation.
• Inspiring. [We need to] Agree a new system including the principles of evaluation.

Tricked out tutorials

• I really love the idea of differentiation I learnt today.
• I will apply it.I felt it was a challenging and enjoyable session.
• Nice to have a session that was a bit challenging and not patronising.
• An eye opener on what we could do better.
• Thank you for your enthusiastic delivery and passion for the subject.
• Learnt about direct and indirect questioning.
• A flower that has just sprung back to life after a slight rundown.
• Reshape tutorials so that students prepare with a brief record of GROW issues so that they take ownership.
• Made me look at my teaching practice in new light.
• Enjoyed all of the session.

DBS Music

Independent Learning

• I thought this was the next dimension regarding the learning process.
• Rapid. Inspiring like the wind.
• Like deconstructing a Lego model I made a while back.
• A new sample pack to compose with!

Collyer’s College (The College of Richard Collyer)

Independent Learning

• Remembering the enthusiasm for creativity I had as a new teacher.
• It helped challenge pre-conceived notions.

Preparing for Live Self Assessment

• I liked the idea that getting at a root issue might deal with several symptomatic problems in one hit, and so save time.
• It got me to think painfully… like squeezing a spot – painful, but had to be done.
• A little like dragging my 5 year old to school: resistant at first, but by the end of the day I see the value!
• The light at the end of the tunnel is considerably brighter.
• It was like waking up after a good night’s sleep.
• Great session – thanks – it will be interesting to see how it changes the college process.
• Keeping a firm grasp of the two pointers – ‘so what’ and ‘however’ – will help me to think more clearly.
• Very thoughtful and challenging day. Gave me lots to think about.
• A helicopter ride (so we could all look down on ourselves from a different angle).
• Will use ‘howevers’ to highlight areas for improvement.
• It helped me get a better understanding of what self-assessment should be – not written for the devil on my shoulder, but the learner.
• Challenging and thought provoking!
• Excellent session.
• Enlightening.

Self assessment and quality improvement planning – support staff

• Stepping up the stairs to outstanding.
• Inspired!
• Don’t be scared to admit there are issues, as they help to create self assessment and improve our work.
• Thought provoking. I need to involve all of the team and ensure they input into the process!

Self assessment and quality improvement planning – academic staff

• Eye-opening, thorough, well-paced, authoritative stuff. Thank you.
• Helped me digest my volatile data.
• Helped me see the wisdom of earlier SAR drafting and of continual SAR review.
• I had someone giving me a ladder to help me climb to somewhere I couldn’t reach.
• Cleaning a dirty window. It really helped to go through the techniques of exposing the real issues that are preventing improvement.
• Enlightening.
• Explained the role of the SAR as a way to learn rather than ‘show off’.
• Feel better equipped to self assess.
• Tom Jones’ ‘Delilah’.
• An archaeological dig: revealing layers of historical practice that we have assumed provide a firm foundation – but do they?! I’m a changed assessor.

Farnborough College of Technology

Independent Learning

• Flowering.
• Lightbulb moment about the purpose of FE.
• I felt that my mind had been opened to teach how I feel that my learners would respond to best.
• Awakening of ideas for creative learning.
• This is where teaching should go!!
• Thank you – this may be what makes me achieve grade 1 @ next inspection.
• Opening a window to a new view.
• Opening a packet of popcorn – it’s a taste and I want more.
• I’ve ‘travelled the carpet’.
• Exciting presentation – left me wanting to know more.
• Encouraging/enlightening.
• A great session. Hopefully will give teachers confidence to do what they feel is right, and not what they think should be done.
• Coming out of a tunnel.
• The word ‘curiosity’ has really had an impact on me and I will really look at how I open and close a class.
• Very inspiring. I wish some management were present!
• As inspirational and interesting as a good Wikipedia article.
• As impactful as a knuckle duster.
• As eye-opening as botox! (I mean that in a good way!)
• As informative as reading an encyclopaedia.
• A walk in the desert with shifting sands, but coming across an oasis.
• Some great debates prompted.
• I am ‘on the bus’.
• Interesting, informative, soul searching.
• Spark.
• Curious about the apparent ‘turning on head’ of lesson observations.

Bellerby’s (Brighton)

Independent Learning

• A squeegee on the windscreen of a car after a long trip.
• From mild scepticism to broad engagement.
• I loved the idea that we are ‘choreographers’.
• Thanks. It was great to have such an enthusiastic trainer.
• Stimulating.
• I don’t always enjoy or find useful training sessions like this – this was a definite exception!
• We need to work as a department to develop our course strategy.
• Exciting.

Bellerby’s (London)

Independent Learning

• Like finding an old book that you haven’t read for ages: thoroughly enjoyable.
• The session helped to develop my understanding and I will use some of the techniques described.
• There’s a lot of re-evaluation that I need to foster independent learning.
• Climbing the upper reaches of a tree!

Bellerby’s (Cambridge)

Independent Learning

• Sunshine through rain clouds.A light switched on.
• Encouraging students to move beyond the cards they’ve been dealt.
• Stimulating – thought provoking.
• A fascinating journey.
• Must get students to become more curious.

Bellerby’s (Oxford)

Independent Learning

• The effect you get when you clean a dirt-smeared window.
• Very engaging, easy to listen to, interesting, interactive. Inspiring.
• Very exciting and the time has flown too fast.
• Validating so much of what I believe.
• Inspirational.
• I have taken various suggestions to improve my teaching from this session.
• Improved my understanding.
• Transformation from dependence learning to independence.
• Teaching becoming learning.
• Faith (curiosity) can move mountains.
• Very approachable and engaging – I didn’t switch off once!
• Cat out of the bag.
• Refreshing and revealing insight.
• Setting sail for the New World.

Myerscough College

Assessment & the Art of Lazy Teaching

• Candy floss! I was just a stick – got whirled around the sugar a number of times during different activities & came out a candy floss – sticky learning.
• I understood formative assessment and do utilise some of strategies already, but the process of identifying the most appropriate & the visual of seeing the scores against each strategy was fascinating & will enable me to articulate the potential impact, which is an area I’m keen to further develop in my own practice & supporting colleagues with their T,FA & L.
• Time allowed for discussion and development of ideas to progress through the afternoon. I am always keen that training shows the why & the how and this was covered in spades with lots of emphasis on the further development of strategies to meet individuals’ teaching areas.
• Great session Tony thank you so much.

Independent Learning

• I thought I had reached the top of the mountain regarding learning strategies. Now I feel like I’ve plenty more climbing to do.
• Inspiring twist.
• I’m excited to try alternative strategies with the new goal of achieving curiosity and independent learning amongst my students.
• Really made me consider how, as a learning support worker, I can work towards creating independence in learners who are typically more dependent.
• Logic.
• Don’t be so quick to pick up the mouse and take control.
• Inspiring.
• It has shown me that I need to change my teaching style to allow them (learners) to help control their learning experience.
• Motivational delivery and inspiring points made.
• The fog is lifting on independent learning.
• Excellent ideas and encouragement of us to think about what we do.
• Independent learning will be put into all my session.
• Discovery of another theory which the organisation’s infrastructure doesn’t currently support. Thought provoking and engaging.
• An out-of-body experience to look at what I do.
• I now know the destination, but could do with a map.
• I’m going to change the way I feedback to learners and make them do more of the work.
• Independent learning is within the grasp of all learners.
• The pre-learn paradigm could be very useful in implementing the independent learning concept.
• One of the most useful teaching and learning CPD sessions we have had!
• Very interesting concept of pre-learning and releasing resources in advance – I intend to try this!
• A thoroughly enjoyable, interesting and, most importantly, valuable session!
• Kept me curious!
• The start of a shopping list, in preparation to cook the tastiest three-course meal.
• Inspired to continue blossoming as a trainee teacher.
• I’d like to explore Competitive Advantage further and how to use this to inspire our less successful students.
• An uphill journey with a worthwhile view.
• Like a waterfall falling and filling an expanding pool.
• Not receptive at first. Now very enthusiastic.
• Curiosity cured the student.
• The ways of encouraging curiosity made me as curious as a cat.
• The curiosity killed me throughout to know more.
• New thought process in regards to planning and preparation of structured sessions, focusing on student-led approach through curiosity and interest in subject areas.
• Introduce a topic ‘thought’ prior to session delivery. Let students develop a knowledge base on which to build.
• It gave me the motivation to move on and break the controls that govern our delivery.
• Specific directions do not always lead to the perfect location.
• Extremely enjoyable with some amazing ideas and suggestions throughout.
• ‘Meerkat!’
• Fantastic ideas and expansions to my teaching practices – really keen to explore/expand on this further.
• I crossed that carpet!
• Developing learners’ independent learning skills at the beginning of the year is a must.
• Your enthusiasm made the session pass quickly, which is extremely unusual for CPD!
• I am a seagull, having flown over the open sea, but finding there are some chips in the hands of Tony Davis that make it worth diving down to take them and consume, to fuel the never-ending journey. And the chips are free! Bonus!
• Curiosity killed the dependence.
• A welcome addition of ingredients to a recipe for quality teaching and expert independent learning.
• Quite inspired to do something different.
• Realised I teach dependence. Looking forward to implementing strategies to change the way I teach and develop strategies to encourage independent learners.
• I will reflect on my teaching as if I was observing myself and actively discourage dependency. I will take risks..
• Wonderful like the wind.
• Sense and sensibility.
• Inspirational.
• The session was like a hot fudge sundae with a cherry on top!
• Energetic.
• Brilliant.
• An intriguing afternoon.
• Experiential learning journey.
• From zero to hero.
• A fish learning to fly.
• Tornado! Whirlwind!
• It has changed every aspect of previous education lessons!
• I’ve been in education for 10 years and this was by far the best and most influential day I have had!
• Awesome!
• A breath of fresh air in a stagnant environment!

Learning Motivation

• Rhizomatic.. travelled in different directions but grew and strengthened throughout.
• Lots of practical guidance and structured reflection.

Perfecting Progress Reviews

• Enjoyable, and thought provoking.
• Hope is on the horizon.
• Perfecting progress reviews. ‘It’s coming home’.
• Like floating across a ‘Red Carpet’ and enjoying the journey.
• Music to my ears.
• I will approach reviews with a new method and look more towards tackling the barriers that students face.
• It has helped me to look at different ways to improve my progress reviews. I will now work towards making the students take ownership of their review and help them to look at targets on our college system.
• More focus on the learner leading the progress reviews and setting their goals and targets. More open questioning to the learner. I like the use of project management skills instead of SMART targets.
• Relate more to the symptoms of what is going on with the learner.
• Make the reviews more learner led. Rather than tick box exercise.
• Promote the expectation for learners to bring their own perception of where they are up to along to the Review meeting – in order to promote independence and change SMART targets into Project Management of own learning, certainly for L2 & L3 learners.
• Change in approach to support work based tutors in perfecting progress reviews.
• How to softly approach topics, what to do/not to do.
• Presentation and delivery was very good, clear interesting and meaningful, Tony understood his audience and was empathetic to his learners.

North Warwickshire and Hinckley College

Transformational lesson observation

• I like to sing, but I now want to write the song!
• I am excited about the possibility of change.
• We need a new system that eliminates fear and fosters creativity.
• Observations could be such a positive driving force – at present they are not.
• Inspired.
• Best CPD I have engaged in re observation training.
• I shall use all the information, ideas and concepts, building them into my work as an observer.
• We will require that this session and its implications is cascaded to the entire organisation and to senior staff members.
• Enlightening.
• Inspirational – left me with a desire to make a positive change within the organisation.
• Eye opening.
• Lesson observation is to improve teaching and learning and not mirror Ofsted.
• Why aren’t we doing this already!!
• The event was excellent and a great insight into how to coach and mentor whilst observing.

Knowsley Community College

21st Century Pedagogy

• On an education shopping trip to gather loveliness.
• Breath of fresh air.
• Inspirational about creativity.
• Appreciate the importance of learning independently.
• Inspirational.
• [I need] Better planning for a more specific learning outcome to improve more independent learning and higher-level thinking.
• [I need to] Develop S.O.W to improve higher-level thinking skills. Develop Q&A to improve higher-level thinking skills.
• [I need to] Make learners more curious about topics. Plan and encourage independent learning.
• [I need to] Devise a problem solving/discovery-based learning environment which engages learners’ curiosity.
• Enjoyed the integrated games and tasks – more of these.
• I will be reassessing how I write my aims and objectives to ensure they are about learning not tasks. I will use less ‘mouse grabbing’ and encourage learners to find solutions themselves first.
• Informative and eye-opening.
• Use ‘all’ – encourage consistently high expectations.

Supercharged Evaluation Skills

• Best staff training I’ve ever been to.
• Love the scaffolding approach. Will use it, 100%.
• An inspiring educational experience.
• Using colours in order to improve and widen students’ vocabulary.
• Enjoyed session – very informative and will definitely improve and change my teaching practice for the better.
• A rolling stone..
• Excellent.
• A pleasant drive to somewhere I’m familiar with, but learning throughout the journey.
• Intense, but effective.
• Excellent delivery. Gave me food for thought for my future deliveries.
• [I need to] spend more time writing L.O.s [learning objectives] and creating new ways for learners to develop higher-order thinking skills.
• An academic success story.
• Full-colour evaluation..
• I am going to concentrate more on getting my learners to work independently.
• This session has given me some ideas regarding building confidence with my students.

Transformational Lesson Observation

• My perspective has been challenged and coached.
• I really enjoyed today and I’m curious to learn more!
• Created an insight into how we need to move forward as a college.
• Really useful and learnt a lot. Looking forward to implementing the ideas.

The Derbyshire Network

Transformational Lesson Observation

• It was unmissable!

Preparing for Live Self Assessment

• Very thought provoking – Lots of ideas to go away with!

Banbury and Bicester College

Transformational Lesson Observation

• Today was stimulating because the ideas challenged much of my thinking.

Derby College

Supercharged Evaluation Skills

• The session has helped the fog to lift after a long summer break.

Transformational Lesson Observation

• Gained an understanding of how ungraded observations could be implemented.

Loughborough College

Inspiring Induction Practices

• Inspirational
• I want to make our distance learners feel part of something bigger than completing their short 12-16 week course.

Transformational Lesson Observation

• A calculated car crash of new concepts. Mind blowing! A change of culture from fear to one of development.
• A light-bulb moment.
• Tortoise to a hare.
• Sailing home from enemy territory. Nearly in port.
• So glad to have had this session. I think it should be repeated for those who are observing to explore the T&L focus and developmental impact as a priority.
• Definitely improved my approach to holding a post-obs conversation – focusing on ‘impact on learning’.
• From a Margarita pizza to one with most of the toppings.
• I have gained a much broader understanding of seeing the impact and how to improve the understanding of the system amongst staff.
• I think this would be excellent training for our staff. I think education of staff to reach outstanding should start before the observation process.
• Rather than focusing on lesson observation criteria, I will focus more on identifying impact.
• Inspirational.
• I will use curiosity as a tool to engage learners.
• I’ll go into observations with a different perspective, focusing more on impact rather than practical activities.
• Gave me the vocabulary to discuss observations with staff – always looking for impact.
• A bowl of fruit about to be made into a smoothie.

Pera Training

Transformational Lesson Observation

• Roller coaster ride!
• Follow the yellow brick road (without grades!).

Doncaster College

Transformational Lesson Observation

• Looking in a mirror.

Brooksby Melton College

Transformational Lesson Observation

• Moved from my comfort zone to exploring different methods of judging learning and the impact of teaching.

The Sixth Form College, Colchester

Transformational Lesson Observation

• On the path to enlightenment.
• We need to establish a clear idea of the meaning of impact and ensure that all staff really understand this and plan lessons with this in mind.

Bury College

Transformational Lesson Observation

• An awakening: what I’ve been doing wrong and what I need to do better.

Supercharged evaluation skills

• A lightbulb!
• Excellent and inspiring.
• Carpet metaphor – I got to the other side!
• Much better understanding of differentiation and stretch and challenge.
• A rainbow.
• Really engaged in the session. This really illustrated for me the students’ experience.

Access Training (East Midlands) Ltd

Transformational Lesson Observation

• From the ridiculous to the sublime!

E.Quality Training Ltd

Transformational Lesson Observation

• More ‘reds under the bed’ than I first thought!

Chesterfield College

21st Century Pedagogy

• Clouds clearing.
• Teaching an old dog new tricks!
• (I need to) devise strategies that encourage curiosity.
• Breaking through the fourth classroom wall.
• The sun coming out after a rainy day!
• (I need to) challenge myself and the learners through more considered planning.
• Switched on a light bulb.
• Leading a horse to water and convincing it it’s thirsty.
• Sponge.
• Stimulating.
• This has helped to clearly define how to set out aims and outcomes.
• I’ve peeped out of the box, but fear that I may be told to get back in it.
• Best handout on outcomes I have had for many years.
• The comment about the teacher taking control of the mouse really helped me to reflect on how much control I am taking away from their independent learning.
• If we don’t challenge ourselves as teachers, we will not change!
• Rediscovering spontaneity in teaching.
• Stop the carpet burns by dragging them (learners) through, and show them the wheels to get there on their own.
• Really enjoyed this session and already thinking of way to be more creative myself.
• Made me curious and kept me intrigued.
• I was that Meerkat.

Independent Learning

• A journey into the light.

Inspiring Induction Practices

• An inspirational session this morning! Thank you. I took my induction idea to the JOYFE ideas room tonight and explored it further with a group from around the country! Watch this space🧚‍♂‍we are collaborating across colleges👍
• Like sailing out across the ocean.
• Really liked the online accessibility and thought it was the correct amount of time.
• Will be disseminating this Friday – the team who attended were really buzzing… fingers crossed.
• Great ideas and lovely way of presenting information.
• Great session and love the video.

Perfecting Self Assessment Writing

• A journey of 100 miles starts with a single step.
• YES!!!! Look at the ‘however’. Use the red, purple and blue strategy to help me write better judgement statements.
• Tony was engaging, positive and gave some really great advice.

The RED System

• A roadmap to success.
• Storms are created as a natural part of life and a natural part of every ecosystem.
• Loved it – perhaps challenge perception of what managers do!
• Icing on the cake!!
• Loved it thank you 🙂
• The myth of Sisyphus, but with a different ending (He gets it over the hill).
• It can be factored into our current system and COPs.
• Like climbing a ladder to reach the stars!
• Really liked the way in which each phase is structured, in particular 6, 7 and 8.
• Really enjoyed it, thank you.
• The future is bright and ever changing.
• Evaluation and continuous improvement.
• I found today’s session very inspiring and I feel RED will re-energise our college.

Transformational Lesson Observation

• I am keen to use this for my newly formed post-16 QA, but also embed it where possible in pre-16.
• Fascinating.
• Outstanding! Inspirational.
• Full change college system – must move forward.
• Focus on the impact in a positive manner.
• Breath of fresh air.
• Realigned my passion for improving TL&A.
• Use the question: ‘Tell me about the impact on learning’.
• Exciting.Extremely helpful.Motivated, empowered.
• A definite light-bulb moment!
• I now fully understand that I have to concentrate and evidence the impact (on learning) and the distance travelled.
• I was expecting the usual observation training, so was very pleasantly surprised 🙂
• The left-hand/right-hand system (for writing lesson-reflection notes) was great.
• Engaging, exhausting, passionate delivery. Thank you.
• Planting a seed and watching it grow.
• I/we need to implement this into our strategy.
• Really like the new approach the college is adopting.Inspiring.
• It has challenged my understanding.
• A very different approach to the observation process.

Transformational Lesson Observation – follow-on training

• Great session that challenged, informed and highlighted ways to develop our coaching and mentoring strategy.
• Inspiring and challenging session that the whole college would benefit from.
• Motivational.
• I need to practise my coaching technique.. and (completing) the writing and feedback in one go!
• Good insight as I’m new to observation.
• Now aware of what is required and tips on how to manage the coaching conversation if the session doesn’t flow well.
• The session has really helped today.
• Yes. More use of coaching questions to reach the ‘tipping point’ and find the point of intrinsic motivation.
• Look for strategies to enable transfer to intrinsic control.
• Enjoyed the calm and direct approach – the correct type of tutor-led activity.
• A new skill to develop for me, but I am feeling curious and excited about the process after today.
• I clearly need to spend more time working on writing up my reports in a more timely way and to practise my evaluative conversations.
• Rollercoaster J
• Every journey starts with just one step.
• Remembering I’m not there to have all the answers, but to ask questions to get the teacher reflecting and evaluating the impact on learners.
• The importance of ensuring observe recognises own actions and self-development opportunities.
• Individuals need to be enabled to take ownership

Newcastle Sixth Form College

Learning Motivation

• An eye opening insight into what should have been done years ago.
• It provided me with a major understanding of motivation techniques and how I can use them to improve.
• Great applied examples.
• Re-engaged in my teaching after Xmas break.
• ‘Expandable foam’ – brain stretching!
• Close to the pot of gold under the rainbow.
• I need more time with my colleagues to implement some of the great ideas into my scheme of work.
• Brilliant, insightful, and worth the time.
• It encouraged me to think outside the box when planning lessons to engage learners.
• A treasure hunt car drive on a Sunday afternoon.
• Think about the essential issues rather than the symptoms.
• Really enjoyed the curiosity aspect.
• Like entering a cupboard on a rarely used corridor.
• Good ideas, fun.
• A bouncing ball, bouncing a little higher each time.
• Thoroughly enjoyed the session – very inspirational.
• Learning today is like reading a new play – with themes and issues and interesting characters.
• Roller-coaster.
• I wish I had gone to school when all of this was put to use.
• Like a great curry – I’m full, but I still want more!
• I am now going to build curiosity into my lessons.

Grimsby Institute

Assessment & the Art of Lazy Teaching

• This course made me feel like I had been dragged out of the quicksand and placed into a lovely bath of assessment infused bubbles!
• This session brought to the fore how the term assessment is not sufficiently linked to formative and ongoing, but rather the end!
• It will influence the way teachers see assessment through the development of new resources and training.
• This course was refreshingly informative, engaging and extremely useful for myself and my colleagues once cascaded.
• This is a whole new world of assessment, shinning, shimmering, splendid – a dazzling place I never knew.
• The difference between summative that I thought was formative in the classroom. I have a whole range of assessment methods to call upon and develop for delivery.

Learning Outcomes for Independent Learning

• I will start with discussion with colleagues around how we encourage the teaching staff to use learning outcomes as a whole session approach and refrain from using lots of unnecessary aims and objectives. There is a place for these but..
• The toolkit is less jumbled and much more organised. Loved the activities.
• A great session that will help me support colleagues and develop their understanding of writing LO’s with a focus upon the skill aspect of their delivery.
• The journey across the carpet and other metaphors were very helpful and will support the illustration of what I am trying to achieve in coaching others.
• Thought everything went really well, the great modelling of tech which I loved and will also utilise.
• Very enjoyable – enjoyed the passion, the tools and the concepts.

Perfecting Self Assessment Writing

• I felt like a child who did not want to go back to school today, but was glad when I got there!
• I have been involved in self-assessment activities for about 20 years, but recently left the FE sector only to return so it was a real good refresher.
• I really enjoyed this session and it has helped me to focus on the SAR that I am starting to write. Thank you

Preparing for Live Self Assessment

• It was the opening first ascent on a rollercoaster leading to that tipping point when you shout ‘Wahey!’ and just ‘get it’ as you go over the top!
• Enlightened. Feel more able and confident to accurately produce an SAR which is fit for purpose.
• It was a journey of eyes being opened – to see how far we could move from good to outstanding.
• Encouraging honest evaluation and meaningful development planning.
• Thoroughly enjoyable session.
• We must use self assessment in the ‘live’ context and not retrospectively.
• It made me more aware that I have tended to focus on 3^rd party audiences, rather than the key issues that needed to be reviewed.
• Inspiring.

Service area self assessment

• Buckets full of ideas.
• Better understanding of the cogs in the wheel of self assessment.
• Gave me a lot to think about, but very helpful.
• Made me realise that there are many more things to consider.
• Don’t write (about) symptoms – write issues!
• I haven’t looked at self assessment in this format before. It helps me think and conclude differently.
• Bit like an iceberg. Have realised SARs are just the bit we see on top and there is a lot to go on below the water level.
• This was a great way of ‘building’ quality standards.
• I will be more involved in self assessment in future.
• Much better understanding of what is required now.

The CCQI Self-Assessment Strategy

• Valuable
• The session presented a range of considerations and processes to consider in relation to re-developing our self-assessment procedure, particularly around working with staff to get to the root cause of issues.
• The use of Prezi video overlaid on the presenter screen made the sections of tutor delivery far more visually engaging over the standard screen share with a slide show.

Transformational lesson observation

• Unmissable!
• Was hugely developmental to review OTL as a transformative rather than didactic/systems-based process.
• A great session – thought provoking and allowing for the college to look differently at OTL.
• Eye-opening
• Change my focus onto the impact on the learner and bring more ownership to the reflection of the observed rather than feedback from the observer.
• Face the learners (when observing) not the tutor and watch for signs of learning in its many forms.
• The system needs to be re-energised to provide support for staff and to empower them to request observations.
• (We need a) cultural shift to support move to outstanding.
• ‘Intellectual temptation!’
• Observations should be a learning experience like you want to see in a classroom.

Rotherham College

Preparing for Live Self Assessment

• Re-energising
• The light has been turned on!
• Very enjoyable and knowledgeable presenter who made me think deeper.
• Light bulb moment regarding ‘Live Self Assessment’ vs. ‘historic self assessment’.
• A ship that has found its port.
• A venture into the thought provoking..
• A canvas that has had colour added to it.
• The forest’s been cleared.

West Thames College

GCSE English: avoiding Ofsted nightmares

• Always look towards outcomes, then build strategies towards that end.
• A journey of new understanding.
• I found it useful to see the assessment objectives for GCSE English and have the time to think about how drama can serve these objectives, and embed them in every class.
• Shamazing!!
• Changed my own mindset.
• I enjoyed the session – very motivated.
• It was delivered very professionally.
• Enlightening.
• Light at the end of the tunnel.
• I thought we’d be talking about [GCSE English] exams. We actually talked about how to develop learners’ skills. I found this much more useful and inspiring – building skills for the future – skills students can use. It needs to be longer.
• It was like being cocooned in a warm, pleasant sweatshirt.
• Moved perspective.
• Enjoyed the delivery style – matched my own.
• Very useful in generating ideas of how to embed.
• It was a great session.
• Really interesting session – active and thought provoking.

Independent learning

• It was an amazing, unforgettable experience and inspiring.
• It was like an out of body experience. I was able to look back at my teaching in a different way.
• I loved this session.
• As enlightened as Gandhi.
• A light bulb has gone on… and it’s shining brightly on independent learning skills.
• A wealth of knowledge and tips.
• Eye-opener. Mind jogger.
• Amritsari fish.
• A bountiful, strong, focused talk!
• The session helped me rethink the way I teach.
• Old dog being taught new tricks! Great.
• Breath of fresh air!
• A voyage of discovery. A smooth pathway to success.
• By adapting this approach to learning at a college level, a lot of the bureaucracy could be eliminated.

Support staff:

• This session has made me look at independent learning in a different light.
• Brilliant session!
• A tree growing very fast to bear its fruits.
• Keep up the good work, and keep up being a FREE THINKER.
• Made me reflect on how I’m modelling independent learning.
• Enlightening!
• Surprised at how engaging and enjoyable I found the session.
• Learned so much about what learners need to succeed.
• Make it longer!
• Reflective, eye opening.
• I particularly found the topic of stimulating learners’ curiosity interesting, and will definitely use this technique in my classes.
• Inspirational.

Initial Assessment and Differentiation Controversy

• The penny has dropped.
• The imagery of the scaffold was clear and I had never thought about support in this way.
• Rather than reinventing the wheel, I have tools to make my practice more aerodynamic.
• Label, verb, outcome – very useful.
• Astounding.
• [I need to] Create lesson plans differently!
• Colour coding of learning outcomes. I will use this approach to write my LOs in future.
• Use of materials to develop a lesson plan. Fantastic resources.
• Like the refresh on differentiation and how we were made to think of something we don’t already do.
• Change is required.
• The visualisation you gave about the walking across the carpet made me think about my learners walking out of the studio – how I would like them to walk out.
• Supporting students and reducing support as the course and students’ progress.
• LOs = not an activity list!
• Regenerative.
• Like a warm, comforting blanket – wool and cashmere mix.
• A bud opening to a flower.
• Reassessing how to differentiate.
• Lots of ideas and completely new perspective on support in class.
• Has made me stand back and take a look at how I am assessing.
• ‘Walking the carpet.’
• [I need to] Use correct verbs and outcomes to create lesson objectives which are specific and meaningful.
• Lesson plan sandbox – will reword lesson plans to include brain, body and mind.
• Redefining differentiation and what it means.

Supercharged Evaluation Skills

• It made me think outside the box.
• Tony was very knowledgeable and it was extremely enlightening to revisit differentiation and stretch & challenge. I now feel more equipped to ask higher-order questions.
• I thoroughly enjoyed all the input and the professional approach.

Tricked out tutorials

• Target setting on its head.
• Engaging and motivating and creative.
• I love the way Tony always turns things upside down and inside out and makes me think outside the box.
• Innovation. Aspirational.
• Thought provoking, motivating.

Birmingham Metropolitan College

Creative Learning Teams

• It made me think more about what I was doing and it was interesting to see some of the mistakes I make happen in others’ practice (offering direct early advice rather than coaching) and what I could do to combat this.
• Good to see my fellow colleagues teach a similar topic and the different ways we all do it. Much more friendly approach to observations and more learning occurred.
• I found that seeing the other staff’s good practice has enabled me to understand the use of different teaching strategies and their effect on students.

Grade 1 Leadership and Management

• Light at the end of the tunnel – move towards ungraded, developmental observations..

Transformational Lesson Observation (observation team)

• The brick wall I have banged my head against for years is finally starting to crumble!
• I missed the morning due to teaching commitments – I feel I missed a huge amount.
• The cage door is open.
• It hit all the buttons for me!
• Feedback is dead: asking the right questions to empower staff to solve their own problems and set their own objectives.
• Out of the darkness into the light!
• Absolutely changed my view of lesson observation and how this can be a real change focus for college development.
• ‘Kerching’ – light bulbs have lit in my brain!
• Excellent and challenging mountain to climb.
• Enthused to drive reflection forward.
• It has helped me hugely as I am quite new to lesson observation, but now I feel much better equipped to support my peers and colleagues.
• I loved the idea of promoting curiosity among learners again, and how very useful to be able to discuss these matters openly.
• Opened new doors.
• Evaluation, instead of feedback.
• Going behind the scenes of lesson observations
• A light has been shone on an aspect of CPD that’s been left in darkness for too long.
• Thank you for the insights and validation.
• Standing by to launch Thunderbird 1.
• I can’t wait to get started.
• Inspire and energise staff to take risks, enjoy teaching and become inspirational.
• I will be excited to teach tomorrow – curiosity…

Transformational Lesson Observation (teachers)

• Like an interesting new recipe!
• Exciting and relevant
• A good and refreshing view on a system that generally leaves staff disheartened and demoralised, irrespective of the grade.
• The windscreen is starting to clear!
• Has motivated me to take more risks to achieve outstanding learning for my students.
• I want to improve my people skills to motivate and inspire my learners.
• I thoroughly enjoyed this session, it was a refreshing change. It is clear that BMET are valuing and supportive of teachers. I feel I will learn a lot of good practice through this pilot.
• Turning observation on its head.
• Refreshing.
• Inspirational, enlightening and encouraging. We have been heard!
• Creative thinking.
• Critical thinking.
• Like having eyes opened a little, and fear assuaged.
• Quixotic.
• I will better consider the impact my lessons have on learners and their learning.

The RED System

• You can teach an old dog new tricks.
• It was hard and tiring, but definitely worth it.
• The discussions were positive and focused on building our skills in teaching and learning.
• Resetting the sails on a ship to chart new or forgotten waters, discovery or rediscovery.
• Forms worked well for focusing teachers and getting them out of ‘feedback’ thinking.
• Eye opener to many possibilities.
• Learning is an adventure with new discoveries every day.
• It was interesting to see some of the mistakes I make happen in others’ practice.
• Climbing out from under the microscope and looking down the lens yourself.

Preparing for Live Self Assessment

• I have grown an extra finger on my hand.
• I have climbed out of a dark hole and seen the light.
• This has proved to be the most beneficial session this year.
• Excellent, entertaining delivery with lots of practical hints and tips. Thank you!
• Very thought-provoking session. Challenges every aspect of previous SAR and QIP completion!!!
• A whole new adventure!
• It made me see the bigger picture and shattered a lot of myths.
• Empowered.
• Liberating.
• Really helpful to drive us forward.
• Eye opener. Made SAR understandable.
• Inspirational. However, I’d like all training to be of this quality.
• The best training I have attended in years! Thank you.
• Awesome (Totally)
• I can see clearly now!
• Taking the stabilisers off my bike.
• A game changer!
• A discovery journey helping to tackle bad habits.
• I have been involved in writing SARs in the past and can see that I have made these mistakes!
• Can now see the wood as well as the trees. Excellent session.
• The clarity you experience after a thunderstorm.
• Brilliant, enlightening, informative, entertaining, enjoyable.
• Best training all year.
• Excellent way of making you think and challenge ideas and ways of reviewing.
• One of the best sessions for really adding understanding to job role.

Yorkshire Coast College

Transformational Lesson Observation

• It made me focus more on the impact of the teaching and learning observed.
• Inspiring!
• Light at the end of the tunnel.
• Enlightening.
• Measure impact, not teaching.
• A rolling stone… in the making.

Data Springboard

• Leopards can change their spots and become interested in data.
• Like a zebra, everything has become black and white.
• I always saw data as numbers and numbers disengaged me. Seeing them as indicators helps understanding.
• It was a more ‘human’ discussion about data.
• Actually enjoyed discussions about data!
• A seed being watered…
• Curiosity killed the cat – but I’m willing to use up one of my lives!
• My light has been relit with curiosity.
• I can apply the curiosity ideas to my work.
• Enjoyed this. Made me think.
• Interesting to have things from an Ofsted inspector’s point of view.
• Goal!
• Meerkat moment.
• I am very new to teaching so having this as my first eye opener to data it allows me to tackle it very positively.
• Like watching blindfolds being removed around the room!
• Developed my ideas for explaining to others why data is a winner. I already love it!
• Melting pot of ideas.

Tresham College

Independent Learning

• I’m in wonderland!
• Excellent session, very engaging and so much info to now do away and develop further.
• Loads of ideas and prompts to invigorate teams and schools across the college.
• Fully motivated throughout.
• Like walking into a garden full of flowers.
• The fog has lifted on the field of potential learning.
• Putting me back on the right footpath as I was beginning to lose direction.
• You have shot an arrow straight into the target of what I believe teaching should be.
• Very thought provoking and refreshing way of looking at learning.
• Inspirational.
• I feel like a caged animal whose cage door has been left open…

Transformational Lesson Observation

• Develop a more safe environment to allow ‘learners’ to strongly believe that their ‘mistakes’ are treated as valuable learning experiences – then replace ‘learners’ with ‘staff’.
• Inspirational and doable.
• (We need to) look at observations in a new light.
• A culture of allowing teachers to teach enables an outstanding experience.

Preparing for Live Self Assessment

• Inspirational! I have a lot of work ahead of me rewriting our SAR!!

Harrow College

Implementing Live Self Assessment

• A mystery tour of an adventure island.
• Empowering.
• Inspirational.
• Thinking about the end goal and reverse engineering the actions.
• Refreshing!
• The journey to excellence.
• Oasis in the desert.

Quality Standard development – phase 2

• Very enlightened insight into curriculum process and management.
• Started at the bottom of a hill and climbing up steeply and then it got easier.
• Good progress; hard going at times!
• Unravelling the path to exit a maze.
• Enabled a greater understanding of the task ahead.
• He who dares wins.
• Exciting times ahead – clear focus on key areas and what to aim for.
• Honest and collaborative process.
• Successfully kept a disparate group on task and working together.
• Hard work, but uplifting.
• I really enjoyed the session and process. We built the landscape step by step and everyone was engaged.
• Loved the mindmaps.
• I feel hopeful.
• Exhausting but worthwhile.
• Walking through a tangled forest and feeling the light and clear space as I emerge.
• Having this framework will be so helpful for self assessment, also having (a vision of) what outstanding looks like.
• A shared experience that links our journeys – support staff/curriculum.
• I think we are all aware of each other’s’ work and beginning to gain a common purpose.

Quality Standard development – Phase 3

• Gliding through the air.
• It has enabled us to capture ideas from everyone and then produce relevant standards.
• Intense. Feel tired, but worth it.
• I like working in collaboration with my colleagues.
• Hard job well done.
• High quality! Effective process. Good use of time.
• Very happy with the process. Feel the session was very valuable.
• Fast and furious! Feel like we have achieved a great deal today.
• I feel involved in the process and know I have contributed to the Gold Standards.
• Liberating.
• It’s work in progress and there’s an energy to it.
• Today was total flow for me – it really did feel like 5 minutes!!
• Gets easier the more we do.
• Challenging. Great!

Croydon College

Equality and diversity

• It has changed my way of thinking about E&D
• I will change how I get students to engage with each other
• Will explore E&D further ensuring it’s fully embedded in my lessons
• Enjoyable and engaging – will refer to Quality Standard in particular
• Induction needs to be more robust and relate to E&D more
• Good to have a session which is active and literally using the strategies which it is teaching
• Knowledgeable and inspirational
• Made me think
• Empowering learners with an understanding of E&D
• Empowering and dynamic
• Now more aware of discrimination
• A journey through the keyhole of insightfulness
• Opening new doors
• A great variety of interesting activities
• Seeing a complicated painting with better light
• Awakening
• I will consider every aspect of how I deliver and how it impacts upon learners
• A cool glove; calm and fitted well
• Organised, effective and pertinent

The Sheffield College

Creative Learning Teams

• It was like wiping a window clean.
• It gave me the confidence to talk about what I haven’t achieved and what I want to achieve.
• Consider (lesson) timings more carefully and allow students a little more space to think before responding to questions.
• Consider desired impacts before establishing strategies.
• I was able to reflect on my current practice and now know areas to address. I thought it was a fantastic day

Preparing for Live Self Assessment

• Lateral thinking – back to purpose. This was excellent!

The RED System

• A really challenging, inspiring & enjoyable event, which will certainly impact my own practice. I hope the college moves forward with this as a whole.
• Enlightening.
• Eye opening. It helped me look at my teaching in a more objective way.
• Confidence building and motivational to embrace change.

Transformational Lesson Observation

• Thank you for enabling me to think differently.
• Jedi mind games. An excellent session, delivered really well.
• I felt v. engaged in the activities and informed by the process.
• (I need to) provide more of a coaching approach when feeding back to staff after a lesson observation.
• A thoroughly enjoyable and informative session. Thank you.
• Should be delivered to all teaching staff. I have learned from the session how to improve my practicals.
• A fun ride along a laminate floor – with no carpet burns!
• Will now coach staff rather than feedback.
• A phoenix rising from the flames of IQA, metamorphosed in observation process.
• Refreshing coaching skills. Will alter practice.
• I thought I knew how to give feedback.
• Inspirational.
• Made the process easier to understand. Should be extended to all colleagues.
• This approach to observation is exactly what the college needs as, if implemented across all departments, it should help to transform the culture of the college.
• Challenging – me/the system.
• Brilliant!
• Enlightening.
• I will approach this activity (observation) from a more supportive view and encourage tutors to be more proactive throughout the observation process.
• Taking the cork out of a bottle of fizz.
• A locked door opening.
• (I need to) Ensure staff critically evaluate their sessions with support from me.
• It was great – thank you!
• A Meerkat with a shopping trolley full of mealworms.
• Jumping in a stream and coming out refreshed.

Follow-up observation training

• Curiosity is the tool for fuel.
• Informative, positive and supportive, as well as being thought provoking.
• Realised that a focus on impact is vital and that observers need to change the way in which they observe.
• Super-duper.
• I feel I have clarity on the observation approach, and my ‘feedback’ will take a different approach.
• Curiosity educated the cat.
• Feel that what we have learnt in this session will have real impact, whereas a lot of other box-ticking doesn’t.
• Observe the impact rather than the strategy.
• Small changes can have large impacts.
• TSC (The Sheffield College) is a leopard that is changing its spots.
• Best CPD in ages, thank you.
• Practise makes permanent.
• At the foot of a new mountain. Fantastic training.
• I am at the other side of the carpet.
• Open windows.
• I will use the evaluative conversation method after observations.
• Eye opening.
• I am already using the questions (given at first session) – revolutionised my approach.

“Yes, we’re all individuals” Brian, 1979

• I came in to see what individuals were eating and stayed to feast.
• The higher-order questioning – a real eye-opener to my laziness.
• Very valuable, interesting and confirming.
• Many meercat moments, thanks.
• Some excellent strategies that I can take straight into the classroom.
• A journey to a place never visited before.
• Loved the Bloom’s bit – definitely need help here..

Canterbury College

Data Springboard

• Highly informative.
• Really enjoyed this – very supportive and some great ideas.
• Inspiring.
• Actually useful and practical.
• Will now look at symptoms that I previously thought were issues.
• Really useful session. We need more like this.
• We need you on a retainer..!
• Excellent pace and combination of discussion and delivery.
• A very enjoyable course. Common sense and easy to navigate templates; how quality planning should be.
• Enabled identification of preventative strategies.

Equality and diversity

• You can teach an old dog new tricks
• Broke the area down effectively and made it appear much more manageable
• Good easy ways to embed E&D
• Too short, but gave an insight into this vast area
• Watching the sun rise
• I will ensure questioning in the class is addressed by all staff
• Really great info for me to take back and share with my team
• It made me evaluate what we currently do in the section. made me think about questioning
• Enlightening
• Highly recommended for wider teaching team
• Opening of the mind
• Took some of the fear away

Independent Learning

• I have had so many lights switched on!!
• A tree not just growing new leaves, but roots as well
• Lots of creative ideas and strategies – lots of inspiration!
• Really enjoyed the ‘modelling’ of strategies for independent learning to give us the experience
• Thank you for an inspirational seminar. I will try to put many of your thought-provoking ideas into my teaching practice
• Really reassuring, inspirational
• I have found myself in the zone throughout!
• An interesting, refreshing and somewhat radical insight to what could be…
• It gave me keys to engage students
• Beyond the hot edge..
• I will be exploring curiosity and making dull topics fun
• Wiki will definitely be a tool I utilise in the future
• Onwards and upwards
• Excellent ideas on how to engage and motivate learners
• A breath of fresh air in a system fogged up by bureaucracy!
• It helped me discover new and exciting ways to develop classes for students and for the teacher!
• Brilliant. Very factual and relatable to a very new teacher
• Fantastic! Invaluable for new teachers.
• Invigorating swim.
• A leap into the unknown and finding a life jacket waiting for me.
• It’s really got me thinking about how to inspire my students with practical ideas.
• A tree growing from the seeds of inspiration, learning in the wind of curiosity.
• A real cliff-hanger!
• Exceptional, unexpected, very interesting.
• Awakening. I want to discover more!

Supercharged Evaluation Skills

• Looking through the eyes of a learner.
• A gradual removal of scaffolding leading to free-flying.
• I’ll definitely break down evaluation into four categories in my marking and get learners to do this in all sessions.
• It’s clear that staff have been inspired by the ideas presented and are going to make positive changes to their practice as a result.
• It helped me to understand how I can not limit the growth and development of students. I now can provide them with tools to be excellent.
• Like a refreshing shower after a long and dusty term!
• Evaluative skills – breaking them down, using scaffolding, etc.. It was great!

Transformational Lesson Observation (observation team)

• Turning the dimmer switch up to full brightness!
• This session/day has brightened my outlook on observation.
• (From) Draconian to developmental.
• I need to focus on ensuring as many staff as possible understand the difference between impact and (teaching) strategy.
• All staff should take this training.
• Informative, motivating.
• Excellent session. I will absolutely take these ideas forward into future observations and training.
• Insightful, helpful, eye-opening.
• Inspirational!

Transformational Lesson Observation (teachers)

• An inspired session and thought provoking, which hopefully leads to change!
• Life changing.
• Lightbulb moment.
• It has turned observation on its head.
• An excellent sessions again.
• Showed me how observations should be done.
• Inspirational/experimental.
• Every member of staff, including the Principal, should attend.
• So many ideas.
• A lot of ideas I would like to include in my lessons. I will think much more about impact.
• Inspired.
• It has opened my eyes to the fact that observation could (and should) be about empowering us as teachers to managed our development in terms of continuous improvement of practice.
• Realised it (observation) was harder than it looks.
• Made me look at the impact on learning rather than at the quality of the teaching.
• Enthused and encouraged to put ‘impact on learning’ at the top of my lesson planning.
• Make it compulsory for all academic staff to attend.
• Excellent Tony – thank you. I feel uplifted and inspired.
• Learnt a lot. I have not considered how things looked from an observer’s perspective.
• As a teacher, the session has really inspired me and encouraged me to think about the impact my lessons have on students rather than feeling like I have to include particular elements to tick boxes.

Quality Standard development – phase 2 (for support staff)

• Useful but scary.
• It’s just the start.
• It was inspiring and a chance to discuss how each member of the team will have an impact on students.
• I just hope that our managers take these ideas on board and support us in trying to change processes.
• Value the process, which has a creative and tangible centre of outcomes, the impacts being to support teaching and learning.
• A walk to a cliff edge. The difficult part comes next…
• Excellent delivery. Always enjoyable training with you.
• Focussing.
• Invigorating.
• Has made me review our existing practice and consider how to improve and apply what I’ve learnt today.
• Enlightening.
• Good to have the opportunity to work as a team to review and reflect on impact on students and how our QS (quality standard) can be raised.
• I feel empowered to try and move things forward. I hope someone listens and considers our proposal. Not a waste of time! Well done.
• Frustrating, valuable.
• To swim in the sea you must first inflate your armbands.
• The first bite of a Michelin-starred meal.

We present feedback from providers to show the sort of positive impact the training may have on your own staff. However, in this instance we also feel it is important to alert you to the potential negative feedback if the session is delivered to overly large groups of non-academic support staff.

• Bored.
• Building a sandcastle when the tide is coming in.
• Could have done with fewer big words, such as taxonomy and pedagogy – shoulders went up, but otherwise enjoyable.
• Tiring!!
• Our group was too large.
• Very interesting and has inspired me, but I am cynical.
• A journey of 1000 miles starts with a single step.
• Interested, but cynical.
• Far too long. Too hot, too noisy, too many people. Wasted a lot of time not developing anything.

‘Yes, we’re all individuals’ Brian 1979

• Servant hazing at the brandy in the tantalus.
• The ideas and strategies are inspirational and useful.
• It gets darker before dawn. This session made me question.
• Good ideas for deeper development.
• Really enjoyable. Found Tony very knowledgeable with a lovely, calm way of delivering.
• Really interesting. Good communication.

Opps Developments

Transformational Lesson Observation

• Insightful and inspiring.

MSI Learning

Transformational Lesson Observation

• Mind-opening.
• The session helped me shift focus from activity to impact.

Goldsmiths Centre

Transformational Lesson Observation

• A real eye-opener. I will be using this next year and feel more ready to set it up now.

Pro-Action Herts

Transformational Lesson Observation

• Thought provoking and interesting.
• Has totally changed my perception.
• Removed the shutters.
• We will hopefully change our whole process.
• A sunrise.
• Now I have a deeper understanding, I will focus much more on impact, both when teaching and observing peers.
• I found this session very helpful indeed and am much more confident about expectations.
• I feel we will really be able to make significant improvements to the quality of our teaching.
• Eye-opening. A new way of thinking.
• Very clear and easy to understand process.
• Feeling more confident about being observed.
• Doors were opened.
• Made me realise what I need to improve and what to do differently.
• Thought-provoking, inspirational, motivational.

Skills UK

Transformational Lesson Observation

• Really understood the meaning of impact and its importance.
• Enlightening.

Trainplus

Transformational Lesson Observation

• It’s good to learn!
• It has challenged my thoughts on grading my tutors and assessors.

Construction Gateway

Transformational Lesson Observation

• Today I’m the apprentice!

Pathway Group

Transformational Lesson Observation

• Greatly beneficial.
• Very informative. Many thanks!

Flexible Training

The Self-Assessment Flip

• Recognise impact rather than ‘sell’ organisation.

Manley Summers

The Self-Assessment Flip

• Really enjoyable day with lots of food for thought.

Collage Arts

The Self-Assessment Flip

• Light at end of tunnel.

Artswork

The Self-Assessment Flip

• I feel my confidence and understanding has increased as a result.

Institute of Groundsmanship

HoT2 – Techniques for engaging learners

• Best aspect was the opportunity to develop lateral thinking ‘outside the box’ rather than accept mundane existing approaches.

Transformational Lesson Observation

• Refreshing, enlightening, empowering

Rinova

HoT2 – Techniques for engaging learners

• A very inspiring session and particularly enjoyable as it managed to address serious issues around creative delivery, but in a fun and engaging way.

Abis Resources

HoT2 – Techniques for engaging learners

• Inspiring, engaging.

Transformational Lesson Observation

• It’s like plotting your way from a mysterious space into a demystified ground of pedagogical awareness.
• Impact is like the taste of fine food – lesson bellisimo!
• Challenging topic. Influential new concepts.
• Leave no student behind.
• I have understood how learning is impacted through teaching.
• I have gained confidence.
• A wonderful session. I have not only understood the importance of teaching, but also very clear with the meaning of ‘impact on learning’.
• Exceptional. Outstanding.
• Learnt new things – how to observe impact on learning through the lesson observation process.

Brighton Hove and Sussex Sixth Form College

HoT2 – Techniques for engaging learners

• Ugly duckling to beautiful swan.
• Homing in on a target.
• Feel like a surgeon who has just had his scalpel sharpened.
• Thought I knew a lot about this, but it’s really challenged my thinking about planning for impact and end points.

North Lancs Training Group

Safeguarding Inspection Training

• It has improved my understanding of what we are expected to do.
• I have thoroughly enjoyed the whole of the course.
• Confusing, mixed, pleasant and finally understood.
• Like haymaking – picking up lots and turning it into something new and useful.
• Breaking it down into smaller, easier to understand sections has helped identify areas for improvement.
• Out of the darkness and into the light.
• It has enabled me to gain the knowledge to investigate things further.
• I feel I now have the ability to evaluate our practices.

Bespoke Quality System Training

• Excellent delivery, pace, interpersonal skills and very engaging.
• Tough going – but I can see the end result will be good.
• A new insight into self assessment – not just a document.
• I feel like the shackles on honesty have been removed and enlightenment is alive.
• Tony was excellent, articulate, animated and knew his onions!
• Feel more willing to identify and admit to areas for development, seeing this as positive.
• Heading to the sunlit uplands!

Business Advice Direct (national learndirect provider)

Preparing for Live Self Assessment

• Eye-opening.
• Enlightening!
• Inspiring.
• Insightful.
• A fantastic day that helped me think about my role.
• Revealing.
• Great, but hard work.
• Brilliant!!
• I just wanted to say thank you so much for the day. It’s certainly sent a buzz around the company and we’re planning Phase 2 of it at our next Regional Meetings.

Western Health & Social Care Trust

Preparing for Live Self Assessment

• Will change how I operate.

Wade Training

Preparing for Live Self Assessment

• Excellent session.

SPS Training

Preparing for Live Self Assessment

• Revisiting my entire SAR process to be an internal document as opposed to a PR activity for contract re-negotiations.

Transformational Lesson Observation

• Challenges my comfort zones.

South Eastern Regional College (Northern Ireland)

Assessment & the Art of Lazy Teaching

• I learned a lot from the session yesterday. I will definitely explore some of the assessment strategies that I can utilise with my group. It was good to learn from other participants too.

Preparing for Live Self Assessment

• It was like my first day at SER [SAR] school – despite 10 years of experience.
• Like first view of a new star! Enlightening experience which makes more sense than our current method of producing an SER [SAR].
• Loads of practical ideas.

York College

Data Springboard

• Thoughts buzzing!
• Wiki – excellent idea to be attempted.
• Inspired with ideas to change assessment and learning.
• Like stepping off the merry-go-round long enough to see what it could be like.
• Feel inspired and excited about the new term.

Inspiring Induction Practices

• Extremely inspiring session

Learning Outcomes for Independent Learning

• I’ve walked into a whole new way of thinking and creating lessons!
• I feel much clearer on how I will create lessons that are suitable and appropriate for the levels of learners I teach. I am going to work on creating learning outcomes that include the attitudes and the ‘expert learner traits’ as they are often what my learners lack.
• Thanks very much for a really thought-provoking and interesting session!

Perfecting Development Plan Writing

• The little boy has his finger in the hole but he needs to rebuild the dyke!
• It gave me an insight into your ideas about this topic and it will help me in my task of changing the college. As discussed with Tony, I am learning from him and hope to share/collaborate as part of York’s journey to a new way of doing QI.
• It was brilliant.

Perfecting Self Assessment Writing

• The ship is sailing onwards into the distance along the chosen course.
• It helped me to see the way in which your SA process is new and innovative.

The CCQI Self-Assessment Strategy

• That feeling when you get new glasses and realise things have been a little out of focus for some time!
• We have the bare bones of this but we need to find a way to keep the SAR live rather than just the QIP. Currently Improvement Plan is revisited regularly but the Self -assessment element is an annual event, largely conducted by managers. We need a better approach to incorporating individual tutor voices throughout the year.

Workforce Training Services

Data Springboard

• Tony’s enthusiasm for the subject was easy to soak up.
• I took a drink at the font of knowledge.
• I am a fish that has climbed to the top of the tree!
• The scales fell from my eyes.
• Making sense out of chaos.

Live Self Assessment (Quality Standard Development)

Stage 1

• Have confidence in delivering an SER which is intended for my own organisation and front line staff and not a third party.
• I thought it would be a walk in the part, but it was like climbing a mountain.
• Tested, challenged but enthused.
• I now understand what is needed in writing a self-assessment report.

Stage 2

• Like eating a succulent steak, savouring every small bite.
• Very intense two days, but a very worthwhile experience as real live work has been produced.
• We feel that drawing this (quality standard) up ourselves rather than having thrust upon us has given us much more understanding and a feeling of ownership.
• Very hard work, but ended up well.
• To have it (quality standard) in a working document is excellent.

Stage 3

• This session made me feel it was a company approach and not an individual approach.
• It made me look at things in a different way.
• A Road to Damascus experience.
• No more written narrative – just judge myself against the ‘gold standard’.

Creative Learning Teams

• Door-opening experience.
• Use questions to encourage own learning. Don’t ‘direct’ feedback.
• I will try to use coaching and prompting more in my lessons.
• Picked up some really good teaching methods from the other tutors. Found it really interesting and challenging.
• Saw things I would never have looked for in my lessons.
• A very worthwhile exercise which can only improve the learning impact of the organisation.

The RED System

• I really understand what it is all about – impact on learners. Did they cross the carpet?
• Real eye-opener.
• The coaching on how to ask a question to a teacher to try and pry out the positive/negative impact on learning…
• A change in perception of what it is to effectively observe. Rather than my opinion or judgement, a move to open discussion on how to improve, i.e. the observation is a means to facilitate discussion.

Walsall College

Data Springboard

• I remain inspired by the workshop you ran.

St. Vincent College

Data Springboard

• As a new curriculum manager, the ideas to inspire the dept. and new students are exciting.
• Definitely revise our QIPs so the real issues are pinned down and targeted.

South Downs College

Tricked out tutorials

• Another excellent session. I experienced another session which was led by Tony many years ago. One of the very few I have remembered!!
• A candle being lit.
• Inspired.
• Lots of ideas, particularly with regard to changing the focus from process to progress.

Data Springboard

• Staff have come away inspired and filled with enthusiasm to start implementing changes, so very many thanks for lighting so many fuses.
• Someone asked, on my return, whether the training session was good and I replied “Brilliant!” – then they asked what it was about and I was as surprised as they were when I replied “Data and SAR!”
• An explosion of ways to do things differently and more effectively.
• Very relevant and thought provoking session, delivered with infectious enthusiasm. An excellent learning experience.
• A member of the A level Business team has just popped into my office to say she can’t believe the whole team are still here at this time on the last day of term and completely absorbed in planning their volatile indicator for next year!
• Stunning
• Will greatly help me to improve learner experiences and opportunities.
• Fantastic session.
• I have really enjoyed the session especially the visual actions to aid explanations.
• This session has changed my thinking completely.
• Realisation that data is not just a lot of figures.
• This journey has reignited my curiosity!
• Particularly useful re volatile indicators; I can envisage some useful data now!
• Wow!
• Inspirational. Has renewed my enthusiasm to create curiosity and success.
• A torch being given a far more powerful battery – or rather, being given several torches to shine in different directions!
• Helped me to start thinking about data as real people (learners) rather than abstract numbers for management purposes.
• You made data sound interesting.
• Great to focus on 100% meaningful, relevant data.
• Rocket propelled.
• One step back, two steps forward.
• An excellent session which held by attention throughout.
• An escalator ride to learning.
• Opens a new gateway to learning.
• Data isn’t numbers.

Preparing for Live Self Assessment

• My SAR glasses were cleaned and polished (hell, the frames were changed too).
• This really confirmed what we essentially already knew, but were afraid to state.
• Extremely invigorating and informative, refreshing to see a new approach to what is currently an onerous process.
• I think I’ve learnt to write for myself and not just for my line manager – and to enjoy the process.
• The whole session was insightful.
• How to write an SAR of real value.
• Interesting, informative, stimulating.
• Have started the climb to creating the perfect SAR.
• Thank you, you have inspired me.
• Well done Tony. You removed much of the anxiety and pressure of SAR writing for most of the course managers especially those new to the role.
• Excellent course – lots of light bulb moments!
• Will not find completing SAR so daunting.
• A really enjoyable morning that has inspired me to go away and improve everything I do!
• I am looking forward to writing this year’s SAR for me.
• An excellent experience – I didn’t want it to end.
• I was very sceptical – how can SARs be interesting or useful? However, Tony delivered an inspirational session leaving me with a completely different view of SAR and how it can contribute and improve learner journey.
• I arrived as a rabbit with floppy ears – focussed only on end-of-term paperwork, but pricked up my ears quickly once relevance and curiosity took over.
• It was good to listen to expert knowledge from a reliable source.
• Ferrari.
• Excellent style of delivery – engaged our tired and quite exhausted staff!
• A pleasure to observe and experience so much enthusiasm.
• Will change whole approach to SARs.

Northern Ireland Careers Service

Live Self Assessment

• I am more aware of how using the right language can change the relevance of self assessment.
• It challenged me to think differently.
• Very intense day, but enjoyable.
• Opened my mind!

JTJ Workplace Solutions

Preparing for Live Self Assessment

• Bubbling with curiosity.
• A true light bulb moment.

Rutledge Job Link

Data Springboard

• Finally, breaking through barriers to deliver a session which speaks volumes over and above the general quality assistance received in the past.

Preparing for Live Self Assessment

• Simple, easy to understand model, this will be implemented in Rutledge as result of today’s sessions.

Protocol skills

Data Springboard

• Opportunity to think outside the box.

NewVIc

Data Springboard

• A superb session in terms of ideas and concepts.
• Like a bus ride through the Olympic Park for the first time.
• It changed my perception of data, but also frustrated me as I don’t feel our current systems would facilitate some of these ideas.
• I liked the volatile indicator idea.
• Very insightful and helpful session. Excellent presentation.
• It gave a different perspective and I will delve deeper when reviewing performance.
• Superb!
• I will use the ideas to improve my performance.
• A deep-sea diver exploring treasure!
• Excellent insight into how we can differentiation between causes and effects.
• Very enjoyable, speaker very knowledgeable.

Preparing for Live Self Assessment

• I have understood for the first time how to write an SAR.
• Senior management should all attend.
• Opening the eyes of the blind.
• I’ve seen SA in a new light and know how to make it useful for the team.

Bespoke Quality System Training

• Your consultation on SAR has helped the college move forward with its plans to overhaul its whole approach to self assessment.

Perfecting Self Assessment

• I am going to rewrite my SAR, I feel that I actually understand what’s being asked of me in this training.
• The blind person who got his sight back miraculously.
• Excellent understanding of the purpose and process of writing SAR.
• I learnt a great deal as a new PTM.
• Learning a new ‘language’ for the SAR is like going clothes shopping and trying avoid resorting to ‘old, tried, tested’ styles!
• SMT/CMT culture change required.
• Must focus more on judgements of impact, not on what we’ve done.
• Links to resources very valued.
• Self assessment often feels like a weight around my neck. Looking at it from your perspective makes it feel more like a puzzle that is solvable.
• Transformed.

Nottingham College

21^st Century Pedagogy

• I was on an island and a boat passed by and picked me up.
• As a new tutor I struggle to develop lesson plans. This session has opened my eyes on teaching.
• Cannot wait to try out lots of new ideas.
• Blue sky.
• It has changed the way I deliver learning outcomes.
• Make this a compulsory mandatory training for all college staff including managers.
• Adventurous.
• Challenging.
• Re-affirm shift from chalk and talk.
• Eye opener to curiosity.
• I will change my teaching strategy.
• Challenged my ways of thinking.
• Introduce more curiosity.
• The use of object, verb, outcome makes it more understandable for the learner!
• Writing more effective learning outcomes which raise the aspirations of all learners.
• Going away with some great ideas.
• Fuelled the mind, now the journey begins.
• (I need to) re-visit learning objectives when planning and include more that develop expert learning traits.
• Brilliant ideas/strategies.
• Very informative, lots of examples to take away.
• Motivated to inspire my learners.
• It was a ride full of interesting scenery!
• It showed me how to make lesson objectives learner focused.
• Really enjoyed the session. Did not feel like 3½ hours.
• It was very refreshing and full of lots of examples of how to use what we learnt in practical ways.
• Inspiring.
• Very useful and insightful.
• To infinity and beyond…

Data Springboard

• From darkness to light.
• Using GPS instead of a map.
• Excellent day, inspired by it all.
• Viewing data as indicators is great.
• Eureka moment.
• Made me think about the underlying indicators for poor achievement and disengagement.

Independent Learning

• Zone idea – excellent.
• Music to my ears.
• Will use ‘expert learner trait’ activity with my own learners as part of induction.
• My favourite recipe now has some new ingredients.
• Awesome – I feel inspired to read/explore further.
• Another perspective to life and learning.
• Acorns for squirrels. Need to focus on equipping learners to learn.
• Excellent, superb, practical, makes sense. An actual researcher!! No waffle!
• Adding a few more strings to my bow!
• Thank you again for your questioning and inspiring approaches.
• Really enjoyed this session and gained lots of information/skills to incorporate into my train-assess-train sessions.
• Inspired me to consider my practice.
• A new beginning.
• Meerkat – great reference and exactly what I felt like; interesting points throughout.

Inspiring Induction Practices

• That we need to work as a team to agree on quality standards and steer clear of an
  ‘induction checklist’. I really like the idea of an extended induction in terms of planning for
  an event in week 8. I have wanted to put on a play exhibition for some time, I teach
  vocational Level 1 Early Years and FS English, but there are always barriers. I intend to
  remove these and just go for it. If I want students to have high aspirations I need mine to
  be higher too. No matter how enthused I am – September rolls around and I feel helpless in
  terms of timetabling, timetabling changes, group sizes, late enrollers, that I’m shattered by
  half term.

Learning Outcomes for Independent Learning

• It’s has shown me how I can break down a topic to allow my students to understand something better.
• Learning new ideas is like turning on a light bulb!

Preparing for Live Self Assessment

• Refreshingly different.
• Much better to write the SAR as an on-going/live document than a historic review.
• Finally SAR writing seems worthwhile!

Supercharged Evaluation Skills

• Thinking beyond the straightjacket of my sector.
• This is the best CPD session I have attended in at least 5 years – your facilitation style is brilliant!

The Art of using Target Setting

• The session has been music to my ears! I cannot wait to feedback to the departments I work with, as I know they will really be able to grasp these concepts and break away from the stagnant boxes!
• The delivery was clear and the host used excellent tools in order for the concepts of mastery, expert, and ambitious goals to become “alive”.
• I have taken away some useful information that will help support my teams in the development of their learners’ journey to become reflective, self-aware, and independent! Thank you!
• I think it was perfectly paced and allowed all involved to participate, if anything a longer session would be fab!
• Thank you for sharing your expertise and knowledge, I will certainly be booking onto another course.

ETI (Education & Training Inspectorate Northern Ireland)

Preparing for Live Self Assessment

• Greater understanding of the dynamics of self-evaluation and development planning.

Farnborough Sixth Form College

Preparing for Live Self Assessment

• I am in your debt because I don’t think I’ve ever received so much reflected glory for staging yesterday and having so many people, even the cynics, fired up!
• Your contribution marked a major shift in the way our managers have been thinking about self-assessment. Chalk the day down as a major success!

Cambridge Regional College

Data Springboard

• All staff should receive this training.
• Lights on/blinds up – Ah ha.
• Makes me look at progress in a different way.
• I was shown the light.

Preparing for Live Self Assessment

• Thoroughly enjoyed an outstanding session. 41/2 hours seemed like 30 mins!
• Drawing out the issues instead of just reporting on the good.
• I am looking forward now to the challenge of inspiring my team and learners next year.
• Identified exactly where I might be going wrong.

Blackburn College

Data Springboard

• Enlightening.
• Different and informative – I really enjoyed the day.

Bexley College

Data Springboard

• Differentiation between indicators and causes removes excuses.
• First class.
• From darkness to light.
• Football analogy was great.
• Fantabidozy.

Preparing for Live Self Assessment

• I finally understand self assessment which has never been correctly explained. I understand how and why.
• Changing trains – high speed line.
• Useful, not drawer full.
• Realisation that SAR process can be a useful tool and not a paper exercise.
• One of the best provided courses I’ve been on.

Ashton-under-Lyne Sixth Form College

Data Springboard

• Increased my motivation for the start of the academic year.
• It has made us all think about the experience we give to our students and how we can make it better.
• Inspiring!!!

Preparing for Live Self Assessment

• It is making me think about how I can use the structure this year to inform next years SAR.
• Very enjoyable – held a large group for a whole day – impressive.
• I’m now going to introduce an induction/curiosity pack for all learners.
• Changing our approach to self assessment.
• We are going to change induction.
• Useful and meaningful SAR writing.

NESCOT

Data Springboard

• Unmissable.
• Valuable insight from a very experienced inspector and teacher.

Grade 1 Leadership and Management

• Tony was like a Cheshire cat; provoking curiosity and a desire to find a way out of the madness.
• Inspired to be curious
• Inspirational talk. The symptoms vs issues debate and implications was enlightening.
• Lots of food for thought.
• A bookshelf full of ideas.
• Enlightening moment of clarity.

Perfect Induction Practice

• Unlike ‘footprints in the sand’, this will hopefully stay in my brain!
• One of the first training courses that kept my interest throughout!
• A twisting, green-slimy feeling of guilt and abject excitement.
• It reignited my desire to create a dynamic induction for learners and not on a mechanism for delivering dry college policies.
• This was far better than a toolkit of activities!
• Icing on the cake – my induction is the cake – the session today is the icing.
• Teaching backwards – start with the end in mind.
• It reaffirms some key messages and ideas, but shifts thinking about impact – a good focus.
• The induction experience needs to be motivating enough to make learners curious!
• New ideas to make ‘expert learners’.
• I could tell by the buzz that colleagues were engaging with this.
• A rich and stimulating event that engaged everyone.
• A paradigm shift – thinking much more about impact on students and exciting ways of achieving real impact.
• Out of the box – in the zone.
• Fuelled my imagination for developing more creative ways of delivery for induction. Also helped me pin point what I want my induction phase to achieve.
• Interesting and thought provoking.
• A rethink of induction.
• Aspirational.

Preparing for Live Self Assessment

• Finding more clarity in the mist.
• Really helpful.
• Enlightening.
• Sunshine on a cloudy day.

Supercharged Evaluation Skills

• Enlightening
• The pieces that were missing from the jigsaw puzzle have been found!
• Inspirational. Also given me a sense of relief that this approach to education and learning is being promoted at Nescot.
• Extremely interesting.
• Colourful journey which will make me consider my text more carefully.
• Too short!
• Like opening a window and having the sun illuminate the room where before there was only a candle.
• Fascinated by new routes.
• Excellent session – different, but simple.

Transformational Lesson Observation

• The meerkats have landed.
• A Phoenix from the ashes!
• Transformational.
• Inspired to transform T&L.
• Have much greater confidence in valuing and evaluating the impact.
• Felt suitably challenged by activities but appropriately supported and pleased with own learning journey!
• Impact is King.
• Reaching for the stars (stars being the teachers).
• Like emerging from a rain cloud into the sunshine!
• Shift of paradigm for the college.
• This helped immediately calm my concerns about observing teaching.

Trafford College

Independent Learning

• I feel I have just done a somersault
• A squeezed out, dried up dinosaur teacher that’s just been rehydrated
• Arriving at a new world of colour from the more usual black and white
• Made me question everything
• I will re-assess my preconceived ideas about teaching and learning and make significant changes to my current practice and approach
• Very useful to explore where perceptions of good practice may actually stifle the creativity of learners
• A voyage of exploration
• A few light bulbs were switched on
• This session was excellent
• Inspiring
• Opening a door
• Being released from mind traps
• Exciting
• A journey of discovery, consideration and reflection
• A journey in which I took the car off the road, stopped the engine, and considered whether I’m heading in the right direction
• Productive – challenged and stretched!

Learning Motivation: designing outstanding learning experiences

• Exhilarated! [I need to] Stop ticking boxes and plan lessons/courses that develop curiosity and deal with the why?
• [Like] Going to a new restaurant.
• A Meerkat looking out and discovering!
• Stratospheric. Inspirational.
• Concepts: unmissable events; visceral learning; preventable contact; skills and attitudes towards study; creating zone experiences; formula for happiness.
• [I need to] Think more creatively. Fresh look at my scheme of work.
• Expanded horizons.
• Finding the problems or symptoms and pin-pointing actions to be taken.
• Long-term planning needs to include fun activity.
• Some great points raised and definite food for thought re: areas of my delivery. Particularly induction and early stage skills building.
• [I need to] Evoke curiosity in my learners at the start of class.
• Brilliant paced content. Thank you!
• [I need to] Design bespoke lessons and create resources that are tactile for non-academic studies.
• It made me look at the year and planning differently. I will look at the order in which I plan and approach a year. Develop skill, assess understanding knowledge.
• Thank you for reigniting my enthusiasm.

The CCQI Self-Assessment Strategy

• Be prepared to be comfortable with being uncomfortable! Learnt a lot today and now my brain hurts.
• The presentation style – using Zoom and the adapted Prezi is really clear and easy to follow.

“Yes, were all individuals” Bryan, 1979

• Fascinating session!
• Raise the bar
• Enjoyable and aspirational, inspiring.
• I am in a dark tunnel, but there is a light at the end of it.
• Very informative and made me want to change the way I deliver some of my units at level 3.
• It will hopefully make me a better teacher.
• Truly inspirational.
• Enjoyable and creative.
• Made me think about how I can change my next lesson.
• Sprinting through exploding raindrops of inspiration.
• Fantastic ‘open’ and ‘progressive’ learning.
• A journey of enlightenment and clarification.
• Well divided, wonderfully digestible cake.
• I have realised the importance of challenging the independent learner further by providing opportunities for them to flourish beyond the constraints of the syllabus. (Lynsey Warner)
• A box of delights – a rainbow of sunshine.
• Moving from playing scales to symphonies.
• Olympic
• Diving into the deep sea and catching a starfish.

Stroud College

Wiki Wonderland

• Like a box of chocolates.
• A rich overview of new ideologies to learning.
• Ray of sunshine.
• Eye opener.
• Like browsing a flea market and finding an antique you’re fascinated by.
• Excellent session, and a pleasure to be a part of.

Andover College

HoT2 – Techniques for engaging learners

• The lights are on! I am going to use my play-day session.
• Ideas for pushing me out of my comfort zone.
• It was like orbiting the earth – visiting new places and revisiting old places.  A good and timely start to the year.
• Was good to work with the other subject areas to share/swap ideas.
• Curiosity keeps the dream alive.
• Encouraged creative thinking.
• Excellent session, very helpful. Learnt a lot without trying.
• Really enjoyed session. Excellent opportunity to discuss ideas across departments and to develop own teaching.
• It got me excited about teaching and doing new ideas rather than here we go again.
• Optometrist leading the partially sighted.
• In the zone.

West Yorkshire Music Service

HoT Learning

• Eye-opener.
• It enabled me to consider the important aspects of each lesson to get the maximum outcome.
• A bag full of ideas.
• I wasn’t that motivated when I arrived, but I enjoyed it!
• A reluctant child finding that they do like peas when they finally try them.
• I will challenge myself to constantly have high expectations.
• Everything is achievable.
• I have so much to learn about becoming better than good as a teacher.
• Inspiring.
• A really good confidence builder as a teacher.

Totton College

HoT Learning

• Concepts have become more tangible.
• A shot of vitamin D.
• I came, I saw, I will get a grade 1!
• Inspired me to concentrate more as I plan.
• Reminds me why I love my job!
• It feels like I’ve just got some new cheat codes for a difficult computer game.
• A meerkat experience.
• Some very valuable information was provided which has challenged some of my assumptions about teaching and learning.

Data Springboard

• Makes me love data more.
• It changed my idea of what constitutes data.
• Congratulations for making data interesting!
• This is embarrassingly simple and understandable.

Sparsholt College

Assessment & the Art of Lazy Teaching

• They (The Fifty Shade of Assessment) can be integrated into lessons more easily and are less time consuming than I thought. I will try and see them as teaching rather than just assessing.
• The session was well thought out, especially since (as it turns out) teachers don’t make the best learners!
• Can really see the value of this particular training being delivered face-to-face, though appreciated the thoughtfulness and attention to detail in adapting to online.

HoT Learning

• Apprehensive about the content of the session, but fully engaged and interested for the whole time.
• Enjoyable, interesting, eye opening.
• Beyond expectations.
• Liked the opening about achieving happiness – kept me thinking throughout session and wanted to get to the end.
• A fantastic in-the-zone journey!
• Life is like a box of chocolates. You never know what you’re going to get!
• A ray of sunshine.
• Will try and let my students fly more.
• Good use of wiki and new strategies.
• I was in the zone for most of the lesson!
• A toolkit to improvement.
• Very inspired by zone experience.

HoT2 – Techniques for engaging learners

• Like a high-energy snack halfway through a very long migration.
• I will develop some of the strategies I have never used before to make my teaching more varied.
• Like finishing a set of directions towards the light at the end of the tunnel.
• The motivation has given me food for thought to start the year as I mean to go on and try to develop more and better teaching strategies.
• Bumper cars of ideas.
• Thanks – most useful CPD in ages!
• They were all buzzing with ideas of how to improve their teaching, and you had buy in from all, some of whom were in their first year of teaching, and some in their 20th year!
• Like a breath of fresh air providing the answer to a long-standing question.
• I am full of ideas that I look forward to using.
• I love the envelope full of new innovative tasks for teaching.
• Makes a change to be inspired by staff development, not depressed!
• Rather than being told you have to change your teaching, we were given ideas as to how to.
• Eureka moments.

Learning Outcomes for Independent Learning

• I am now going to put this into my practice, ensuring every outcome has a skill, outcome and label.
• General pedagogy, inspiring learning, engaging students.
• A plant leaf from the outside has a really simple form but when you delve inside the composition and function of its inner workings are much more complex. Such a simple structure has such overarching importance for the growth of a plant. Lesson outcomes are fundamentally important to the transformation and growth of your learners.
• Like a kid in a candy shop – thank you for the useful tips and lots of ideas to teach independent learning!
• A lot to think about this morning and some things I can take away and use. Firstly, developing Meerkat Moments to create curiosity in learners. Secondly, to use more ‘body’ experiences when teaching dry theory based content. And finally, to revamp my learning outcomes to ensure all three colours/themes are included.
• Absolutely. Fairly new to teaching and so this has made me look with fresh approach on how I structure my lessons from the outset. Definitely will approach from an attitudinal perspective in future.
• Definitely – very useful in linking the specifications with the independent learning skills, starting from writing the learning outcome in the SOW to pose the key questions to the learners in the classroom. Hence I will be revisiting the learning outcomes in the SOW and key questions; try to incorporate the three types of learning outcome if possible in the lessons.
• Very enjoyable and I felt the use of so many different interactive resources really added value and aided learning.
• I will definitely be signing up for more courses run by Tony as I found his style very engaging and informative.

The Self-Assessment Flip

• A great journey, full of excellent ideas.
• Excellent use of games.
• Fun and creative.
• The however concept is fundamental.

Bespoke Quality System Training

• The two days were nothing less than brilliant.
• You have made a great impact upon the management team.

North Warwickshire & South Leicestershire College

HoT Learning

• Inspirational, though provoking.
• Happiness = success in teaching.
• Someone came into the room and said, You’re right, the Emperors not wearing any clothes!
• My head is spinning with ideas.
• Falling down a rabbit hole with Alice and developing a new perspective.
• Lovely atmosphere, engaging activities, stimulating.
• Awakening!
• Really liked the development plan – will trial using it on a weekly basis to improve classroom problems.
• Prometheus unbound.

Data Springboard

• Emerging from the dark into light!
• Thank you, an opportunity to shift culture and start change.
• The fog cleared.
• Feel back in focus, and full of hope.
• You’re a lighthouse!!
• Feel energised after this – not worn out.
• I love data, but this session gave me more ideas.
• I’m not really into data, but the need for it and the relevance of it became apparent as the session progressed.
• An excellent day. Tony is an outstanding communicator, enthusiastic and energising.
• Ideas flooded in and I made copious notes.

Transformational Lesson Observation

• I am excited about the possibility of change.
• Observations could be such a positive driving force – at present they are not.
• I like to sing, but I now want to write the song!
• Best CPD I have engaged in re observation training.
• Inspirational system.
• Focus on questions after an observation rather than providing feedback.
• We need a new system that eliminates fear and fosters creativity.
• Inspired.
• Change how I feedback – focus more on coaching model practised in the session.
• I shall use all the information, ideas and concepts, building them into my work as an observer in order to support colleagues in actively improving impact and learning.
• It is regrettable that the ‘architects’ of the system were not present.
• Inspirational. Left me with a desire to make a positive change within the organisation.
• Changing culture is challenging.
• Eye-opening.
• Lesson observation is to improve teaching and learning and not mirror Ofsted.
• The observation system needs a complete rethink following these guidelines.
• Why aren’t we doing this already!!

Richard Taunton College

HoT Learning

• It helped me articulate what I thought was gut instinct and feeling.

Reaseheath College

HoT Learning

• Excellent – opened my eyes!
• Totally made me realise the difference between grade 2 and grade 1!
• Inspiring and reignited my passion for developing my practice.
• It was good to take a fresh view rather than thinking about meeting a tick-box form.
• My sessions need to inspire curiosity.
• Clouds clearing from a mountain top.
• The spotlight has been redirected.
• Opening a door to new horizons.
• Heading onwards and upwards without any limits – thank you!
• Developing teaching and learning where the person delivering the session has actually practised what he preaches!
• A wake-up call.

HoT2 – Techniques for engaging learners

• Enlightening.
• Made me reflect on creativity – how to make sessions fun and engaging.
• The zone experience was very useful.

Perfecting Progress Reviews

• A sea of inspiration.
• I wished it could have been longer. It is one of the best uses of zoom and presenting I have seen and it kept me engaged in the topic.
• Excellent, very practical.

The Art of using Target Setting

• I genuinely believe this is the best session I have ever done on targets.
• A game-changing mindset.
• It helped me understand that there are ways of differentiating to get the same outcome. I will be doing more research in to how to change the tutorial set up and incorporate the target setting in to this process rather than it being a separate discussion. No longer call the targets SMART targets and work with Quality and Learning to change the wording on Promonior.
• I have really enjoyed this session. It is the most informative and engaging CPD I have done for a long time. Thank you Tony.

Wiki Wonderland

• A very exciting rollercoaster (I like rollercoasters).
• As head of learning support it has inspired me to revise our study skills provision.
• Fast and strong.
• Informative session. Thank you! Especially the ‘perfect lesson notes’.
• Like a comfort blanket!
• Will try and implement both. Very interested as am maths and English link – will develop skills for exams – note taking.
• Excellent. Will implement a wiki for my next assignment in the new term.
• It was insightful.
• I have set up eportfolios on 365. I could have set this up better with editing timings. I will use a wiki for one of these tasks with editing times yet also because the task design will make for a good resource for all learners to view after. Will also try using the role of note-taker, yet may try this in OneNote.
• Informative.
• Eye opening. Very interesting. l am not a teacher, I am a support worker. If we had access to this it would be fab.
• Very interesting. Very helpful.
• Intriguing!

Reading College

HoT Learning

• One of the most inspiring learning experiences in my life and I will undoubtedly change what I do and how I do it.
• Bringing reality into focus and seeing more detail, colour and possibilities in the environment.
• Very much improved my grasp of what to do and how to evaluate my own practice.
• Excellent session – really enjoyable, thought provoking.
• A very refreshing session.
• Pushing through a membrane.

“Yes, were all individuals” Bryan, 1979

• Mind blowing – blooming brilliant!
• Welcoming the challenge ahead.
• Liked the pulsed polyphony model.
• I came with my eyes closed and they were prised open.

The Self-Assessment Flip

• I want to do it all differently!
• I can’t wait to get started!

Wiki Wonderland

• Great use of wikis.
• Inspiring.

Portsmouth College

HoT Learning

• A high-flying jet now going into outer-space!
• Opened a new window for me!
• Inspired – can’t wait to get started.
• It raised my curiosity and strengthened my determination to improve my teaching.
• It helped me realise for myself the importance of learner-centred lessons.

Data Springboard

• Really enjoyable session and kept me curious!
• Lack of curiosity is a risky beast.

Peterborough Regional College

HoT Learning

• Will inspire and motivate me to relook at how I plan my lessons.
• Changed my mind-set towards teaching and learning.
• Made me want to put things into action soon!
• Confirmation of my own understanding of a grade 1 lesson which has increased my confidence.
• Excellent knowledge, interactive, relevant to new teacher.
• Gave me space and opportunity to actively reflect on my own teaching practice.
• Next lesson replanned in head while attending.
• Inspirational new ideas.
• I found this the most useful and helpful training/workshop the college has ever provided. Ofsted inspection? Bring it on!
• It was inspiring, awakening and motivational.
• Inspiring teacher, made us reflect on own practice and realise how to change/improve.
• I was inspired.
• A thorough session delivered by an expert in the field.
• The whole session was enlightening and interesting.
• The HoT Learning model will be displayed on my desk to support my planning.
• Going from using a match to using a torch in a dark cave of treasure.

People 1st (Northern Ireland)

HoT Learning

• From a spark to a flame.
• Enhanced the flavour of an already fine tasting meal.
• A stunted tree trying to grow new shoots 🙂

Data Springboard

• Scaled the mountain of data.
• I feel like I surfed a wave of knowledge today.
• Helped me see things in a different way.
• I can see clearly now the fog has gone.
• Explosion of ideas.
• It was like the meeting of tiny streams that flow into a river.
• So much will now change.
• Major food for thought. Can’t wait to put it into practice.

Preparing for Live Self Assessment

• Peeling back layers of bureaucracy to get to the kernel of the self-evaluation process.
• This session helped me expand my knowledge of self evaluation and made it clear to me where I have been going wrong.
• It helped broaden my mind on how to self assess myself.
• Enlightening.
• Will commit to completing self-evaluation for own internal improvement purposes rather than to meet requirements of external agencies.

Northern Regional College (Northern Ireland)

HoT Learning

• I would like to say how stimulating, informative and inspiring your CPD sessions were. You have even got an old cynic enthused.
• Wow. Lots of food for thought.
• Realised that the same lesson plan won’t suit all learners.
• Refreshing – a reminder of what learning is all about.
• It definitely has helped me to look at my lesson planning in a new light.
• Reach for the stars.
• A masterclass.
• Tony is an excellent role model who obviously practises what he preaches.
• An eye opener.
• A light being turned on.
• Champagne bottle.
• Very stimulating and constructive – enlightening.
• Aladdin’s cave full of gold.
• Aspirational.

HoT2 – Techniques for engaging learners

• Finally feel like spring time is here – budding with enthusiasm for my teaching.
• It refreshed my desire to teach.
• Think and grow rich.
• Excited about ideas.
• Like a rocket.
• Like a visit to the Tate Modern – lots to inspire me, motivate me and set me thinking new ideas.
• My eyes have been opened to view a lesson from the learners’ perspective.
• Being reborn after 25 years teaching.

“Yes, were all individuals” Bryan, 1979

• Rub out some of my thoughts on differentiation and rewrite.
• Mind-opening enlightening.
• A blossoming rose.
• Excellent delivery. Thoroughly engaged in session.
• Challenging.

Transformational Lesson Observation

• I felt like a rocket launching into space.
• I was feeling tired this semester and now I’m energised.
• If I had not attended this session I would probably have used a tick list system.
• It has changed my view of how observation should be carried out.
• Our observation ethos needs to be reformed.
• A great session that challenges traditional ideas of lesson observation.
• I never analysed impact before.
• Unmissable.
• I was aware how the bar was raised for me today and how the rubric challenged my classroom performance.

North Hertfordshire College

HoT Learning

• Everything becomes connected. Made me nervous/excited about continuing to develop my teaching and learning.
• I will now approach my lesson planning using the (HoT Learning) model.
• Made me really think!
• Let the sun shine.
• Made me think about how I teach and how to improve.
• Inspiring.
• Like jumping into a plungepool – feeling more revitalised.
• Dancing my way to success.
• It’s not what you do, it’s the impact you have.
• The mist has cleared!
• Teaching an old dog new tricks!
• It’s inspired me to explore outstanding ways of teaching.
• Plan differently (aspirationally).
• Clearest explanation I have had to date of what an outstanding lesson is.
• Clear and concise. I have the desire to plan sessions in a different way.
• I feel like I have had a large can of red bull.
• Feel enthused and thinking about possible strategies for improvement.

HoT2 – Techniques for engaging learners

• Exciting session which I was fully engaged in. On reflection in the tea break, I realised I was ‘zoning’!
• Blue sky thinking!

Implementing Live Self Assessment

• The best input we’ve had by miles!
• Moving from black and white to Technicolor.
• Made me look at the real issues I need to consider.
• A journey into the unknown (or rather something I thought I knew but actually didn’t).
• My head is spinning with ideas.
• I’ve walked around the mammoth with my knife and fork and I’ve a good idea how I’m going to eat it, although I’ve decided my cutlery is not fit for purpose.

The Self-Assessment Flip

• Lightbulb moment!
• I now feel confident to begin writing my first SAR.
• We liked the impact assessment tool.
• Huge impact.

Transformational Lesson Observation

• The exercises were a brilliant tool to realise and understand the positive impact of standards on performance and strategy.
• Like a penny that has been polished and revalued.
• Illuminating – I have not done an observation before. I will talk less and listen more.
• Let there be light.
• It was “unmissable”.
• I’ve been observing for many years and have been involved in double observations as part of Ofsted inspections. Having a significant rethink now re my impact judgements.
• I was in the ‘zone’.
• Quite a few meerkat moments!
• Opening of a flower in spring.
• Helped me reflect on our current (observation) system that does not improve T&L.
• Inspiring to see some people challenging the system.
• Windscreen wiper moment.
• Inspirational and encouraging knowing what observations could and can be.
• Changing trains – changing perspectives.
• This session really helped me be more objective.
• Opens the mind.
• It has opened my eyes and I’m going to have to re-think my own style of assessing/teaching in order to be an effective observer.
• It has focused me on the learning impact and judgements words to help guide the evaluation and grade.
• Provided an excellent insight into what impact a lesson has on the learning journey.
• This session encouraged me to think about learner outcomes. In courage me to see observation in a different and effective way.
• I now have a better idea about how to focus on impact.
• I feel inspired to develop my own teaching sessions based on what I’ve learned.

“Yes, were all individuals” Bryan, 1979

• Really enjoyed the participation and being included, even though I am not teaching staff.
• Nothing worthwhile comes easy.
• Very interesting to explore differentiation examples from both Tony and my peers.

Heart of Worcestershire College

HoT Learning

• Challenging but inspiring.
• Like taking the stabilizers off your bike.
• I am curious to learn more…
• Fantastic, engaging, really useful, not what I expected.
• I just wanted to say thank you for a really energised and enthusiastic development day.

Data Springboard

• An excellent opportunity to track problems with learners before crisis point.
• Great to look at data without numbers.
• Differentiation: how do I re-engage learners who weren’t engaged last week?
• Made me think about the data I have available as a teacher! Not just the data held by MIS and the departments.

Kendal College

HoT Learning

• Space travel.
• Canoeing to the end of the lake then arriving to a wonderful picnic!
• I will endeavour to introduce curiosity and re-gain some excitement with my lessons.
• Really valuable and enjoyable. You have enthused me and I am looking forward to teaching on Monday!
• You made data much more interesting!

“Yes, were all individuals” Bryan, 1979

• Walking a familiar journey with new boots!!
• I have learnt that I usually focus on my low achievers and have discovered methods of challenging my other students.
• Like dipping a toe into an ocean of thought.
• As a 2nd year Cert Ed student, this session was really useful.
• Breath of fresh air.
• Very stimulating. Will be thinking hard when I’m planning future sessions!
• Felt session was excellent – very well prepared for such a large group.
• Old dog! New tricks 🙂
• Warp drive.
• Creative and very motivational. Thank you 🙂
• Energising. Felt it made me sit up and take notice.
• It was an extremely motivating session to start 2012. It made me evaluate my role and how I can improve in certain areas.
• There’s a pot of gold at the end of the rainbow.
• Tony delivered a great session – fun and informative. The practical demonstrations and activities were great.
• Delivered with passion.

Data Springboard

•  I thought the session was excellent and has made me reflect on my practice and develop ideas for the future.
• Energising – sparkling water.
• Definitely will introduce volatile indicators to catch learners who are faltering earlier!

Itchen College

Data Springboard

•  Eye opening!

HoT Learning

• Motivational.
• An excellent session!
• A rollercoaster.
• I thought the HoT Learning hierarchy put into perspective the importance of the elements that make an outstanding lesson.
• Energetic river – it led me somewhere really interesting.
• Inspiring.
• Was excellent – especially given the large group size!

Supercharged Evaluation Skills

• Child in a sweet shop.
• Full-colour vocabulary – awesome.
• I felt like a student again!! Feeling open to learning and working hard.
• Practical, effective and applicable.
• Wonderful inspiring input.

Isle of Wight College

HoT Learning

• Outstanding, thoroughly enjoyed the session.
• Fully understand what is needed in a grade 1 lesson.
• Steeplechase – high fences – got there in the end!
• It has showed me that every lesson is an event not to be missed.
• The concepts of curiosity and transformation teaching has profound consequences. I must move into these areas and dig out the gold in my students.

HoT2 – Techniques for engaging learners

• Made me think about how I do things and the way I can improve strategies.
• I got some great ideas to use in my lesson, thanks!!
• I needed this input to advance towards next year. My energy had been dissipated, but has been rekindled.
• I believe I am on the right train, and it has just sped up.
• This is a really great session to help focus planning for the new year – it gives focus and allows new thought. I’m quite excited at the thought of planning :).

“Yes, were all individuals” Bryan, 1979

• Toboggan ride.
• Very informative – couldn’t be better.
• I can see coaching and Q&A in a completely new way.
• Have learnt a lot from this especially on the questioning techniques.
• Coaching was new to me. Good practical session.
• Reopened my eyes!
• So much to take away as a manager.
• A re-awakening.
• Like exploring in the woods.
• This is one of the most useful development sessions I have attended.
• Thoroughly enjoyable, yet useful!
• I leave today with lots of ideas for my teaching and my students learning.
• Back to the drawing board in an exciting way.
• A new direction to follow – lots more focus on how I use my teaching time.
• Loads of food for thought – has really opened my eyes to what I already do and how I can do it better.
• It has highlighted my tendency (or comfort) to teach towards the more able..
• Mind changing.
• This should culminate in a regular teaching and learning group to assess practice.
• It persuaded me that differentiation is very important. The benefits to learners is well worth the extra planning effort.
• Just to say many thanks for organising the Tony Davis training yesterday. He is so inspiring and we are lucky to have had his input into our professional development.

Huntingdonshire Regional College

HoT Learning

• Like someone throwing me a very different but exciting new torch to illuminate the dark corridor I’ve wandered down.
• A clearer view of the mountain we have to climb.
• There is another way.
• Looking through a glass bottomed boat – magnified what I have known before and widened my knowledge (added layers of learning).
• Reassuring – there is another way.
• Refreshing to know what common sense is still out there.

Preparing for Live Self Assessment

• Enlightening.
• It has made me really think about what the point of induction is.
• Refreshing/positive, encouraging!
• A revelation in terms of the format and process. Really enjoyed it.
• Fantastic.
• Writing judgements which are objective: the practical session on this was excellent.
• A clearer view of the mountain we have to climb.

Hertford Regional College

HoT Learning

• A solution to Fermat’s last theorem!
• I have swum through a salty sea and surfaced, taking a huge gulp of sweet air!
• The sky is the limit.
• I’m no longer in a coal mine with a box of matches.
• Reassuring that learning can still be exciting.
• Want to do more!
• Inspirational.
• Enthralling.
• Refreshing perspective.
• Inspired to create more Meerkat moments.
• Empowering – filling lungs with fresh sea air.
• Very uplifting and relevant.
• Awakening.
• Like opening a box of goodies.
• Feel more confident to write a session plan with meerkat moments.
• Looking into lots of interesting boxes.
• (I need to) write the lesson plans and scheme of work with less focus on what I’m doing and more emphasis on creating space for the learner to take control.
• Aspirational.
• Drop bombs in lessons to keep learners engaged and develop curiosity in learning.
• Looking forward to giving all these ideas a go in my teaching.
• Burning bright.
• Particularly liked the Hierarchy of Teaching and Learning and feel this would be a useful tool for colleagues.
• (I want) To take my sessions to the next level!
• I now have a better understanding of what an outstanding lesson may consist of.
• New expectations.
• A new approach to lesson planning so opening a new door to lessons!
• A great session with lots of new ideas to try and practical skills I can use in my teaching from herein.
• Has extended thinking and ideas for changes to practice.
• A polished stone.

Independent Learning

• I will look at developing independency skills rather than just allowing students to work independently.

Transformational Lesson Observation

• Revealing.
• Excellent – informative and enjoyable.
• Eye opening!
• Jimmy Choo moment.
• I need to coach the teachers to accurately assess their session.
• Quite liberating.
• Lifting the lid off the box of possibilities.
• I think this session should be for all staff and not just observers.
• I will approach giving feedback to staff in a whole new light.
• Inspiring.
• Exciting.
• Enlightening.
• Enthused. Really get it now!
• Challenges received ideas – calls for change!

Gloucestershire College

HoT Learning

• This was brilliant, if we don’t have any other training this year I’d be happy to wait until Tony can return.
• Very inspirational session – the best in years. I have a lot to think about.
• A thoroughly interesting and vibrant session which certainly stimulated my thought processes and raised my excitement and motivation to change our focus regarding teaching, learning, observation and development planning.
• We are currently tick boxing creativity out of lessons. Hopefully the context of today’s session will redress this.
• I need to share the HoT Learning Model with staff by taking them through the activities so that they can identify what constitutes an outstanding lesson.
• This session was expertly delivered by a highly knowledgeable and inspirational presenter.

HoT2 – Techniques for engaging learners

• Helter-skelter!
• Re-engaged!
• The 28 teaching methods really made me think!
• I have taken a great deal away with me.
• I have now some ideas to expand my teaching strategies in lots of areas.
• I will be doing less talking and the students will be more engaged!
• Now I know what “to experience being in the zone” is!
• I’ve found a new recipe book I want to try.
• Just what I need to improve my repertoire after teaching adults for many years.
• Time has flown. An excellent, inspiring session.

 Preparing for Live Self Assessment

• Everything was considered from a different angle and a new light was shed on issues.
• Really like the aspect/element – intention/action process.
• SARs need to be written from a learner impact perspective.
• Opening my eyes but also my mind to new possibilities.
• A mystery tour through a jungle of challenges with more than one right path to the correct conclusion.

Data Springboard

• I arrived as a sceptic and left as a believer.
• I didn’t think about data at all!
• Data has been given a whole new meaning today – nothing to be scared of, and something to be embraced.

Belfast Metropolitan College

HoT Learning

• I’ve been inspired!
• Discovering – like learning the chords at the end of Stravinsky’s Symphonies for Wind Instruments.
• To infinity and beyond.
• I feel that I’ve been involved in going the extra mile today, and look forward to more.
• Very enjoyable – creative and grabbed my attention throughout.
• Cant wait to get started!
• Cutting apron strings – let learners go!
• Super – thought provoking, intelligent, and very, very helpful.
• A colleague who had dreaded 3 hours this morning sent a message to say it was well worth coming. She was not wrong.
• I will rethink many aspects of the way I teach.
• Many things are a lot clearer.
• A pedagogical whirlwind.
• Refreshing and extremely helpful.
• A clearing mist.
• I will now see the learners at the heart of what I do rather than aim to ‘get through’ the syllabus.

HoT2 – Techniques for engaging learners

• A wilted flower that’s just been given a drop of water.
• Think big first, then refine as cost/needs dictate – great idea..
• Eating a huge bar of chocolate.
• Very good session. We tend to become bogged down in processes which block creativity.
• I need to think about how to build in the ‘curiosity’ idea – to keep students motivated.

“Yes, were all individuals” Brian, 1979

• TED talk.
• Exceptionally interesting.
• Sunrise/dawn – illumination!
• Rocket.
• Excellent reflective session and clearly one that challenges teaching strategies to date.
• An oasis of sense.
• An eye opener.
• Rekindled old ideas lost over time.
• A light has come on!
• Plenty of proactive techniques.
• Enjoyed questioning how I question.
• Excellent ideas on differentiation which we do not do enough of now.
• Thought provoking, with some very good practical tips.
• A light being switched on to illuminate a dark room.
• It helped me with what I have always considered to be the main difficulty in teaching further education.
• Stimulated such useful pedagogical discussion.
• Very challenging – would love to build all this in.
• A journey of discovery!
• Make me re-think my teaching strategies for next year.
• I need to get to know individual students and their needs early on, and try to plan strategies to meet their needs.
• Now I’ve had a glass of wine, I want the bottle!
• This session has enhanced my motivation ahead of next week.
• Good to be reminded that we should always reinvent our teaching skills.
• Helped me reconsider what to do with over achievers.
• A new perspective. Lots of great ideas.
• Need to revisit my scheme of work and invest in my teaching in order to work smarter.
• Eye opener.
• Some of the fog has lifted.
• Several Damascene moments.
• Excellent presenter with very innovative and creative tasks.

Data Springboard

• Very thought provoking and unusually enjoyable.
• Expanding my mind to make me better than I am.
• Touchstone – a reminder of what is important.
• Inspiring.
• I will increase my observation of useful data; note it and act on it earlier.
• I will integrate the concept of volatile indicators into the units I teach.
• Eye-opening.
• Kenny Dalglish taking Liverpool to 6th.
• Moving from HD ready to 1080!
• Controlling the rapids rather than being controlled by them.
• It will help me contribute to our quality assurance process.
• An oasis.

Preparing for Live Self Assessment

• Plato’s cave
• Challenging.
• Excellent.
• Journey down quality street.
• Food for thought… feeling full!
• Excellent self assessment is honest self assessment.
• The scales fell from my eyes.
• I will certainly use the ‘so what’, but I will focus more on trying to get the ‘roadmap to outstanding’ out of the SER.
• You can teach an old dog new tricks.
• Everyone should go on this training.
• Revelatory.
• Revolutionary.
• My SER (SAR) is going to become more student focused rather than management.
• Excellent session with some great pointers from which to improve my SER and indeed have that IMPACT.
• Enlightening.
• Exciting.
• It demystified the language needed to make this a meaningful process.
• Very enjoyable. Difficult topic, well handled.
• Discovering cornerstones.
• Found games very helpful and informative. Really like the football analogy.
• Magical mystery tour!
• Switched the light on!
• Thoroughly enjoyable. Best so far.
• Audit to impact.

The Self-Assessment Flip

• I really got a lot out of your session and have been singing your praises to anyone who will listen.
• It has improved my understanding of what we are expected to do.
• Roses are red, Violets are blue, This session made me want to improve, So thank you!!
• Enthusiastic and knowledgeable presenter who clearly has a passion for this area of work.
• Super-duper.
• Inspirational.
• Excellent – very useful – creative – practical!
• Challenging!
• Excellent workshop.
• Engaging and thought provoking.
• Make it longer. It was excellent.
• A first class event.

Wakefield College

Achieving Grade 1 for Employability Skills

• Arrived discouraged – left uplifted.
• Today’s session was an employability dream.
• Theme park.
• I’ve been inspired to be more creative and dream bigger.
• We need to review our scheme of work and how we deliver it.
• Shining a light on creativity in education.
• I have unlocked my creative thoughts by realising ‘I’ could make a difference.
• Today is the start of a journey.
• Thought provoking and challenging session. Will introduce some skill development project work into sessions.
• Grade 1 session.
• [I need to] Try to be more creative and let the students lead their learning more, and apply more directly to employment skills.
• Quite challenging for one who is not naturally creative.
• Snowball of exciting ideas.
• Fantastic and enthusiastic delivery.
• [We need] To be more aspirational with our goals and expectations of our learners.
• Fantastic – I really enjoyed the half day of actual practical ideas.
• Made me think and approach it differently.
• Showed what Ofsted are looking for and how we can start developing these skills.
• A thoroughly enjoyable session that has broadened my understanding of how skills are measured.
• Like opening a new door.
• Supported employment should have this as part of their induction/training.
• I’ve walked the carpet! J
• Will embed/refer to Top 10 Employability Skills for horticulture placement.
• Outstanding session, great communications and very knowledgeable.
• Highlighted how we can work as a college to achieve this – really helped.
• [I need] To focus more on outcomes of actual skills and make these skills transparent to learners.
• Broadening horizons.
• Focus on skills development and take a project approach to assignment work.
• Really inspiring.

HoT Learning

• An excellent and inspiring session.
• A gourmet meal.
• I will find it easier to articulate what an outstanding lesson consists of.
• Wish you could give this presentation to all our teaching staff.
• This will change my old fashioned views.
• I will do most things differently.
• Excellent session – you have inspired me to become an independent learner!

HoT2 – Techniques for engaging learners

• Inspirational