Feedback from providers

What might be the impact of our training on your own staff?

  • Click on the provider-drop down list to browse feedback by the providers.
  • Click on ‘Filter by session’ and then select a title from the drop-down list.

Please select a provider:

Please select a session:

Tools for Online Engagement

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

B-Skill Limited

  • 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.

Innovative Alliance

  • 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.

Liverpool Adult Learning Service

  • 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.

Sefton Community Learning Service

  • 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.

Southport College

  • 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 Chamber

  • 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.

Sysco

  • 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.

WEA

  • 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.

Wirral Metropolitan College

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

Learning Theorists and the Emotional Learning Journey

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

MK College

  • 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!

Quest Training

  • Fab session again – really enjoyed this.

The Oxford Partnership (Saudi Arabia)

  • 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.

The Learning Foundry

  • 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.

Lesson Plan Review

Click each provider’s name to see a detailed list of impact on staff.

Blackpool Adult Learning Service

  • 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.

Clarifying Governance

Wirral Council Lifelong Learning Service

  • 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.

Perfecting Development Plan Writing

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Kingston Maurward College

  • 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.

Skills and Education Group

  • ‘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.

Solihull College

  • 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.

The Oxford Partnership (Saudi Arabia)

  • Now I can differentiate between issues and symptoms and suggest solutions accordingly.
  • 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.
  • 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!
  • 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.
  • Sailing exploring new land.
  • Thank you for the rich session.

York College

  • 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.

Learning Outcomes for Independent Learning

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Abingdon & Witney College

  • 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.

Barnsley Adult Skills and Community 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.

College of North West London

  • 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.

Confetti Institute of Creative Technologies

  • 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.

East Coast College

  • 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.

JTL Training

  • 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.
  • 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
  • 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…

Grimsby Institute

  • I am as excited as a puppy with a new toy!
  • 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.

Innovative Alliance

  • 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.

Leicester College

  • 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.

Northamptonshire County Council

  • 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!

Nottingham College

  • 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!

Quest Training

  • 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.

Sefton

  • 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

Skills & Education Group delegates

  • I have attended many courses and masterclasses. This was outstanding, the model for planning outcomes and the language used (What’s on the table?) have helped me to understand how to write and simplify learning outcomes. This will have a really positive impact on my students. But more importantly for me, as a teacher I can visualise that planning for my sessions will be much more efficient.
  • Writing learning outcomes can be as easy 1 (label), 2 (skill), 3, (Whats on the table)

Sparsholt College

  • 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.

St Helens College

  • 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.

Sysco

  • 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.

The Oxford Partnership (Saudi Arabia)

  • 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.
  • 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.
  • 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 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.

WEA

  • 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!

York College

  • 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 Progress Reviews

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

East Coast College

  • 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!

East Kent College

  • 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

  • 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.

Reaseheath College

  • 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 Oxford Partnership (Saudi Arabia)

  • 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.

Wirral Metropolitan College

  • 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.

The Art of using Target Setting

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Blackpool Adult Learning Service

  • 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.

Colege Cambria

  • Blinkers – removed.
  • Re-ignition.
  • Tunnel – Light!
  • Thought provoking ideas on how the learner is taking charge of their learning.
  • [I need] More emphasis on aspirations.
  • Looking at the Crystal Maze technique.
  • Innovation, and looking from the students’ view/experience.
  • During 1:1s, ask the learner what they think they could achieve and what is realistic.
  • Outstanding.
  • We enjoyed the session. It’s been wonderful tonight…

Sefton Community Learning Service

  • I no longer teach as I have moved into management many years ago. I want to teach again after today’s session.
  • Worth every minute. Inspirational.
  • 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.
  • 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.
  • 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.
  • [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.

Supported independent study

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Hopwood Hall College

  • 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.
  • [I need to] Speak more directly to the learners on a one-to-one basis.
  • Incredibly useful.
  • Thinking about ways to present toe iLearn sessions differently and convey the importance of them.
  • Superb!
  • [I need to] Look at how our mindset impacts on learning; change our approach.
  • Thank you once again for a thought-provoking session that has given us much needed input and ideas.
  • The session helped us to identify our own departmental issues and as a result we’ll now look into making changes to our attitude to learners and their behaviour as to not seem as antagonistic.
  • Session was fantastic. A great session that has enabled us to identify where we need to be and sown the seeds of how we get there.
  • I really enjoyed it and I am excited to see what will become of this session.
  • [I need to] Create a better/different induction to achieve the iLearn sessions being valued and helping learners wanting to be there to complete work.
  • This session has helped very much and what I would do differently would be to find the root cause and to work from there.
  • You can take a horse to water, but you can’t make them drink it. [I need to] Think more about my actions upon learners and how they feel in our centres. Thinking about wider staff understanding of iLearn or blended learning.

Learner-Centred Assessment, Feedback and Questioning

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Blackpool Adult Learning Service

  • 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.

City College Coventry

  • 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.

Initial Assessment and Differentiation Controversy

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

The Learning Foundry

  • 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.
  • Tony was an excellent tutor to put over how to prepare for writing learning plans.
  • Inspirational. Colour-coded objectives. Attitude – learning outcomes. Amazing.

West Lancashire College

  • 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.

West Thames College

  • 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.

Wirral Council Lifelong Learning Service

  • 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 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.’

Lesson Observation Service

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Bolton Adult & Community Learning

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.

Achieving Grade 1 for Employability Skills

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

East Coast College

  • 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.

Runshaw College

  • Possibly the best training session since I started here.
  • Paradigm shift.
  • 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.
  • Forward with confidence.
  • 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

Wakefield College

  • Arrived discouraged – left uplifted.
  • Today’s session was an employability dream.
  • 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.

Assessment and the Art of Lazy Teaching

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Abingdon & Witney College

  • Ray of sunshine on a cloudy day.
  • Two key points: ‘Preventable contact’ and ‘INformative assessment’

Antrec Limited

  • 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.

B-Skill Limited

  • 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.

Coleg Cambria

  • A whirlwind of excitement of new ideas.
  • Another inspirational session with lots of ideas to develop my formative assessment.
  • 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.
  • Those three hours did seem to fly by and group work remotely is possible!

Crosby Training

  • Fabulous session.

East Coast College

  • It is like taking a lift to better practice.
  • Walking into the light. I will incorporate one of the strategies into my teaching each week.
  • Inspired – on cloud 9.
  • Tony’s enthusiasm is amazing, hope he is going to return.

Fashion Enter

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

Greater Brighton Metropolitan College

  • Road to improvement. I am open to trying new ideas to bridge students – formative feedback. This session was brilliant!
  • [I need to] Read the 50 ‘tips’ and try some per week (2-3) and reflect on what works and for what groups.
  • Engaged. Killer questions.

Grimsby Institute

  • This is a whole new world of assessment, shinning, shimmering, splendid – a dazzling place I never knew.
  • 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 course was refreshingly informative, engaging and extremely useful for myself and my colleagues once cascaded.

JTL Training

  • A cauldron of ideas.
  • 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.
  • Opened my eyes to different assessment methods and how to develop my writing objectives to enable independence in my learners.

Lincoln College International

  • 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!!

MK College

  • 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!

Mode Training

  • I have another quiver to my bow.

Myerscough College

  • 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.

North Kent College

  • 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.

North West Community Services

  • 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!)

Quest Training

  • 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.

Sefton Community Learning Service

  • 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.
  • 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.

South Eastern Regional College (Northern Ireland)

  • 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.

Southport College

  • 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!

St Helens Adult & Community Learning

  • Helped to free the mind!

St Helens College

  • 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.

Stoke College

  • 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.
  • This is the only useful and inspiring CPD I have had in my long years at this college. Thank you!

The Learning Foundry

  • I will be concentrating on learners enjoying the journey rather than just completing the journey (end results).
  • I did not know there were 50 assessment strategies – I now have a lot more to think about! Very interactive.
  • I really enjoyed the session and particularly the interactive games.
  • 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.

The Oxford Partnership (Saudi Arabia)

  • Formative assessment can really become part of the lesson and blur the line of lesson and assessment.
  • 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.
  • 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.

West Lancashire College

  • Change is in the air! I am definitely going to implement some of the strategies learnt in this session.
  • Purposeful, creative, engaging.
  • Really enjoyed the Community Challenge game and the chance to apply the strategies to given scenarios and discuss differing perspectives.
  • Caterpillar to a butterfly.
  • Attitude-shifting journey.

Wirral Council Lifelong Learning Service

  • 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.

Wirral Metropolitan College

  • This was super engaging and it felt emotional to have someone stand up and truly understand. Thank you.
  • A bright, new horizon today…. new things to learn after numerous years in education. A fantastic session Tony. Thank you.
  • The games were an excellent strategy to use.
  • Sparkling ideas.
  • 100% common sense.
  • The Fifty Shades and Community Challenge. Would love these cards please.

Differentiation in English and maths

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Abingdon and Witney College

  • 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.

Carlisle College

  • 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.

 

Formula for Happiness

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Hopwood Hall College

  • 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.

Solihull College and University Centre

  • 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 CCQI Self-Assessment Strategy

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Abingdon & Witney College

  • I can see clearly now the EIF has gone!
  • Now I have a tried and tested strategy to presents to my colleagues.

Blackburn House

  • 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.

Buxton & Leek College

  • 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.

Grimsby Institute

  • 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.

Leeds Arts University

  • 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.

Liverpool Adult Learning Service

  • 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!
  • Hopefully we will have a better system – identifying root causes and actions to improve – more systematic approach. Hopefully more effective!

Michael John Training (Manchester)

  • Total change, from PR to evaluation.
  • The light bulb that was switched on has just burned brighter!
  • Click – lightbulb!

Shift Media

  • De-layering an onion without crying 🙂
  • I liked understanding how to stay with a perceived problem to a solution – so no ducking out of it.
  • Waves of enlightenment!
  • 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.

Skills and Education Group delegates

  • Going on a walk and reaching a fabulous view point.
  • I was blind, but now I see.

Stockport College

  • Stunningly simple approach to self assessment.
  • 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.
  • Brilliant session, thank you. It will change what I do and how I do it.

Sussex Downs College

  • 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.
  • Excellent stimulus material and a fantastic working environment. Challenging and enjoyable.

Sussex Downs College – 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!

Trafford College

  • 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.

Warrington & Vale Royal College

  • 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?”

Wirral Council Lifelong Learning Service

  • 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.

York College

  • 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.

21st Century Pedagogy

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Abingdon and Witney College

  • 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.

Blackburn with Darwin Borough Council

  • Mind is a whirlpool of fresh thoughts and ideas which need time to impact!

Blackpool Adult Learning Service

  • This was absolutely fascinating!!

Bolton College

  • 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.

Chesterfield College

  • Teaching an old dog new tricks!

City College Coventry

  • Really helpful. Going to deliver the ‘Sandbox’ to my team.

East Coast College

  • 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.

Knowsley Community College

  • On an education shopping trip to gather loveliness.

Lancashire Adult Learning

  • 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.

Leicestershire Adult Learning Service

  • Loved the idea of creating curiosity in my learners from the outset, encouraging them to learn outside the lesson.

Liverpool Adult Learning Service

  • 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!
  • I am going to use the summer break to re-find the enthusiasm I started teaching with!

Milton Keynes Council

  • Older and wiser! He came, he saw, he conquered (hearts and minds).

New College Nottingham

  • 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.

Northern College

  • 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.

North Lindsey College

  • Insightful and now eager to complete LP (lesson plan) with more thought – using colour-coding to reorganise my LP.
  • (I need to) completely change the way I address lesson plans.

Plymouth College of Art

  • Connected well to the morning session [Transformational Lesson Observation] and challenged my approach to learning outcomes.

Solihull College and University Centre

  • Breath-taking.

Sussex Downs College

  • Bubbling like Prosecco!
  • Avoid trap of equating ‘doing stuff’ to actually ‘learning’.

West Cheshire College

  • Excellent session. It was Bleak House, but we now have Great Expectations, and Tony is our Mutual Friend.
  • I will read the web-based info again and again.

Wirral Metropolitan College

  • 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.

Inspiring Induction Practices

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Boston College

  • 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.

East Coast College

  • Waking up from a deep sleep. I feel inspired.
  • ‘From prison to freedom.’
  • Move away from silo thinking. Refreshing, pragmatic and honest.
  • [I need to] Think more about what I want the learner to ‘look’ like after induction. What difference do I want to make..?

JTL Training

  • A melting pot of creativity.
  • 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.

Lakes College

  • [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??

NESCOT

  • 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.

Nottingham College

  • 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.

Preston’s College

  • [We need to] Make the boring stuff unforgettable.
  • Making us think differently.
  • Realisation of truth.
  • For visual and performing arts [I’d like to develop] a festival of remembrance with British Values and Prevent themes embedded.

Skills and Education Group 

  • 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…
  • 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.

Solihull College and University Centre

  • Happy, excited to change.
  • A fresh breeze let through a stuffy house. Really refreshing.
  • Jaded to Jazzed.
  • I feel empowered to take control of induction.

Wirral Metropolitan College

  • Especially the bit about taking the worst bit and making it the best.
  • The sandcastle analogy was really good. Changed my view.
  • Like fog clearing. Need more and for longer.
  • A rollercoaster of a day!
  • In terms of English, I feel we need to be more engaging.
  • ‘We’re all nuts!’ Lots of things not previously used need to be added.
  • His lovely voice was music to my ears.
  • It was mind blowing.

Grade 1 Leadership and Management

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Birmingham Metropolitan College

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

Kingston College

  • Like trudging through mud to a field of gold.

NESCOT

  • 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.

Tower Hamlets College

  • 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

  • Cow jumping over the moon.

GCSE English: avoiding Ofsted nightmares

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Wirral Metropolitan College

  • 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.

West Thames College

  • 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.

Supercharged Evaluation Skills

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Blackburn with Darwin Borough Council

  • Fantastic lecturer with a great sense of knowledge and understanding. His approach was very professional.

Blackpool Adult Learning Service

  • Scaffolding! Waterfall of information to be flowed throughout organisation.

Bracknell and Wokingham College

  • 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.

Bury College

  • Much better understanding of differentiation and stretch and challenge.

Canterbury College

  • 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.

Coleg Cambria

  • Can’t wait to try and implement what I have learned.

Derby College

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

East Coast College

  • This was the best English lesson I’ve ever had, 🙂 Very enjoyable.

EMFEC

  • I plan to develop a vocational thesaurus and adapt the induction process to culminate in a ‘zone experience’.

Framework Housing Association

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

Greater Brighton Metropolitan College

  • With tentative, smart steps I’ve been taken from the side of the stage to performing music in front of an audience.

Halton Borough Council

  • Work from desired impact backwards.

Highbury College

  • 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.

Hopwood Hall College

  • I have been blown away by some of these lovely ideas. I am thinking in colour!!

Itchen College

  • Full-colour vocabulary – awesome.

Kingston College

  • Excellent day and hosts. It has made a huge positive impact.

Knowsley Community College

  • Love the scaffolding approach. Will use it, 100%.

Lancashire Adult Learning

  • A cacophony of rainbow adverbages that will initiate a colourful journey of language exploration throughout my teaching.

Leicester College

  • Changed my perception of differentiation. The most productive training event attended in a long while.

NESCOT

  • The pieces that were missing from the jigsaw puzzle have been found!

Newbubbles delegate, Portsmouth

  • Fantastic. Really keen to spend more time on these areas. First class.

New College Nottingham

  • 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!

Northern College

  • The ‘full colour’ writing is a brilliant way to enable students to understand what they need to do and how to do it.

North Lindsey College

  • Fast, furious and exciting.

North Nottinghamshire College

  • Epic.

Palmer’s College

  • Excellent!

Solihull College and University Centre

  • Zeus’ thunderbolt.

Stockport Continuing Education Service

  • An exquisite and engaging journey across the room.

Sunderland College

  • I will be using the colour-coded sentences in order to get learners to create effective analytical sentences.

Sussex Downs College

  • Like discovering a chocolate cake in a box labelled ‘chore’.

Weston College 

  • 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.

West Cheshire College

  • 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.

West Lancashire College

  • Loved the activities – very engaging and made me work, but in a confident and supported environment.

West Nottinghamshire College

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

West Thames College

  • 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.

Wirral Metropolitan College

  • Wow!

Creative Learning Teams

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Birmingham Metropolitan College

  • 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.

East Coast College

  • Creative, collaborative and inspiring.
  • 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.
  • It gave me a completely different perspective. I loved the idea of making students curious.
  • Thank you. I feel enriched.

Leeds Arts University

  • 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.
  • The observation process is much more thorough and professionally relevant than a ‘grading’ system.

The Sheffield College

  • 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

Workforce Training (NI)

  • 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.

West Cheshire College

  • Filled me with inspiration, helped me get out of a rut.
  • Can’t wait to deliver the next lesson.
  • Difficult at first, but the pieces of the puzzle eventually dropped into place.
  • Assessing impact and observing teachers in other areas was invaluable.
  • Made me look at each section of teaching and how it impacts on each learner.
  • (Must) consider impact more fully when writing learning outcomes and planning sessions.

Tricked out tutorials

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Blackburn with Darwin Borough Council

  • I like the idea of helping learners to fly.

Blackpool Adult Learning Service

  • 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.

Bolton College

  •  A road map to outstanding.

City College Coventry

  • I really love the idea of differentiation I learnt today. I will apply it.
  • An eye opener on what we could do better.

Hills Road College

  • Highly stimulating.
  • 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.

Lancashire Adult Learning

  • Brilliant start and excellent examples.

Newbubbles (open event)

  • The use of data is especially interesting and something I will encourage colleagues to look at, as is the quality standard.
  • Inspired by leader’s passion for developing education.
  • Enlightened by Tony’s passion for the subject.

Newcastle College

  • Some fantastic guidance which is transferable within my role.
  • 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!
  • It was like eating a sprout – I like sprouts, they are good for you, but not everyone gets them.

Northern College

  • I will create more space to develop the story/narrative, to develop the context of the tutorial.

Preston’s College

  • Mega lightbulb moment 🙂
  • Loved the session. Helped me to think about how to get my review process to be outstanding.

Solihull College and University Centre

  • Insightful. I want to put these new skills into practice.
  • Our review paperwork is clearly not fit for purpose.

South Downs College

  • 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.

The Learning Foundry

  • Like the barn door being opened and being let out into the sunny meadow.
  • How to set a scene, ask questions without being too intrusive. Getting info without putting words in [learners’] mouths.

West Cheshire College

  • (We need to) standardise this practice throughout the college.

West Thames College

  • Target setting on its head.
  • I love the way Tony always turns things upside down and inside out and makes me think outside the box.

 

Service area self assessment

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Grimsby Institute service-area teams

  • 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 RED System

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Birmingham Metropolitan College

  • You can teach an old dog new tricks.
  • It was hard and tiring, but definitely worth it.
  • Resetting the sails on a ship to chart new or forgotten waters, discovery or rediscovery.
  • Climbing out from under the microscope and looking down the lens yourself.

City College Coventry

  • Rude awakening!
  • Questioning. [I need to] Get my team to identify their areas for development.
  • Empower the teachers to measure impact.
  • It gives me a better way of undertaking observations, I am new to the manager’s role, so is useful.
  • Insightful and inspirational. Started to understand the need to flip accountability to supportive process.

East Coast College

  • An inspiring journey. This session reinforced my own views on how observation should be a developmental process and I feel it really helped staff to see the opportunity provided by 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.
  • Change in attitude, sell the idea to others – might have to be gradual.
  • Overflowing cup.

Halton Borough Council

  • 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.
  • Having the paperwork to give a framework to any future improvements has been very helpful.

The Sheffield College

  • A really challenging, inspiring & enjoyable event, which will certainly impact my own practice. I hope the college moves forward with is 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.

Workforce Training (NI)

  • 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.

 

Learning motivation: designing outstanding learning experiences

Click here for an overview of the training. 

City College Coventry

  • [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!

East Coast College

  • 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.

Learning Curve Group

  • 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.

Mode Training

  • 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

Myerscough College

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

Newcastle Sixth Form College

  • 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!

St Helens Chamber

  • 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.

Stoke College

  • Blown my mind.
  • An awakening.
  • 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.
  • [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!
  • 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.

Quest Training

  • 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.

The Learning Foundry

  • 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.

The Oxford Partnership (Saudi Arabia)

  • 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.
  • 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.
  • 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.

Trafford College

  • 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.

Equality and diversity

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Canterbury College

  • 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

Croydon College

  • It has changed my way of thinking about E&D
  • Good to have a session which is active and literally using the strategies which it is teaching
  • Enjoyable and engaging – will refer to Quality Standard in particular
  • A journey through the keyhole of insightfulness
  • A great variety of interesting activities
  • I will consider every aspect of how I deliver and how it impacts upon learners

Greater Brighton Metropolitan College

  • 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

Bespoke Quality System Training

NewVIc

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

New College Stamford

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

North Lancs Training Group

  • Tony was excellent, articulate, animated and knew his onions!
  • Feel more willing to identify and admit to areas for development, seeing this as positive.

Sparsholt College

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

Safeguarding Inspection Training

Click each provider’s name to see a detailed list of impact on staff.

North Lancs Training Group

  • I feel I now have the ability to evaluate our practices.

 

The Self-Assessment Flip

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Artswork

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

Belfast Metropolitan College

  • I really got a lot out of your session and have been singing your praises to anyone who will listen.

Collage Arts

  • Light at end of tunnel.

Flexible Training

  • Recognise impact rather than ‘sell’ organisation.

Manley Summers

  • Really enjoyable day with lots of food for thought.

North Hertfordshire College

  • Huge impact.

Reading College

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

Sparsholt College

  • A great journey, full of excellent ideas. Excellent use of games.
  • The ‘however’ concept is fundamental.

 

The Quality Standard

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Blackpool Adult Learning Service

  • Walking round a corner of a mountain and coming across an unexpected sunset view.
  • A cake with the right ingredients.

Business Advice Direct (national learndirect provider)

  • I just wanted to say thank you so much for the day. It’s certainly sent a buzz around the company and were planning Phase 2 of it at our next Regional Meetings.

Canterbury College  (support staff)

  • Useful but scary.
  • It was inspiring and a chance to discuss how each member of the team will have an impact on students.

Harrow College

  • A mystery tour of an adventure island.
  • Thinking about the end goal and reverse engineering the actions.

MidKent College (Service Area staff)

  • A refreshing view of how to achieve my dream 😉

North Hertfordshire College

  • The best input we’ve had by miles!
  • Moving from black and white to Technicolor.

Sussex Downs College (phase 1)

  • 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!

Sussex Downs College (phase 2)

  • Stimulating, creative, sincere, pedantic, challenging, CREATIVE (pragmatic), open.
  • Creating a new culture and investing in the future.

Sussex Downs College (phase 2 – support staff)

  • 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!

Sussex Downs College (phase 3)

  • Excellent stimulus material and a fantastic working environment. Challenging and enjoyable.

Workforce Training (NI)

  • Tested, challenged but enthused.
  • We feel that drawing this (quality standard) up ourselves rather than having it thrust upon us has given us much more understanding and a feeling of ownership
  • To have it (quality standard) in a working document is excellent.

Perfecting Self-Assessment Writing

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Ashton-under-Lyne Sixth Form College

  • Very enjoyable – held a large group for a whole day – impressive.

Askham Bryan College

  • Excellent event, very inspiring.

Babcock International

  • How you have always done something may not always be right!

Belfast Metropolitan College

  • Plato’s cave

Bexley College

  • I finally understand self assessment which has never been correctly explained. I understand how and why.

Birmingham Metropolitan College

  • I have grown an extra finger on my hand.

Buxton and Leek College

  • It has enabled me to look at how I can improve and perfect writing a good quality SAR. Tony was a great presenter.

Bryson Futureskills

  • I have gained a better insight into how to write an SAR. Very enjoyable.

Cambridge Regional College

  • Thoroughly enjoyed an outstanding session. 4 1/2 hours seemed like 30 mins!

Cheadle and Marple Sixth Form College

  • New perspective on old topic.

Chesterfield College

  • YES!!!! Look at the ‘however’. Use the red, purple and blue strategy to help me write better judgement statements.

Collyer’s (The College of Richard Collyer)

  • Keeping a firm grasp of the two pointers – ‘so what’ and ‘however’ – will help me to think more clearly.

Coventry Adult Education Service

  • 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.)

Crosby Training

  • The session was excellent and the tutor made me wish I was just starting my teaching career!

Customized Training

  • Helped me think about the SER (SAR) in relation to impact on the learner.

East Coast College

  • Someone has turned the light on, let’s avoid the powercut!

Education & Training Inspectorate (Northern Ireland)

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

Farnborough Sixth Form College

  • 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!

Federation of work-based learning providers, Northern Ireland

  • It helped me clarify the purpose of self evaluation and that quality is better than quantity.

Flexible Training

  • It made SAR more understandable.

Gloucestershire College

  • Everything was considered from a different angle and a new light was shed on issues.

Grimsby Institute

  • 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!

Harrow College

  • Hard work, but uplifting.

Huntingdonshire Regional College

  • Writing judgements which are objective: the practical session on this was excellent.

JTJ Workplace Solutions

  • A true light bulb moment.

Learning Curve Group

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

Leeds Arts University

  • Need to be a football manager – learnt to assess on-going, not at the end.

Leicester Adult Skills and Learning Service

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

Leicester College

  • I am considering how, as a College, we can use this training to support curriculum/departments in writing their SARs.

Lincoln College International

  • 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.

Liverpool Adult Learning Service

  • 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’.

NESCOT

  • Sunshine on a cloudy day.

New College Nottingham

  • Finally SAR writing seems worthwhile!

NewVIc

  • I have understood for the first time how to write an SAR.

Northern Ireland Careers Service

  • I am more aware of how using the right language can change the relevance of self assessment.

Northern Ireland learning and skills providers

  • Inspirational, provocative.

North Lindsey College

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

People 1st (Northern Ireland)

  • Peeling back layers of bureaucracy to get to the kernel of the self-evaluation process.

Preston’s College

  • Extremely helpful. Will bin the descriptive language and use the key words: judgement/subject/impact.

Quest Training

  • A new lens.

Rotherham College

  • Light bulb moment regarding ‘Live Self Assessment’ vs. ‘historical self assessment’.

Rutledge Job Link

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

Sefton Community Learning Service

  • 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.

Shift Media

  • Good range of resources, well explained and comfortably engaging.

South Downs College

  • My SAR glasses were cleaned and polished (hell, the frames were changed too).

South Eastern Regional College, Northern Ireland

  • It was like my first day at SER [SAR] school – despite 10 years of experience.

SPS Training

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

Sutton Community Academy

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

Sysco

  • 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.

The Derbyshire Network

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

The Oxford Partnership (Saudi Arabia)

  • The sessions were brilliantly delivered. Tony is extremely knowledgeable and his approach is sensitive and encouraging.

The Sheffield College

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

Tresham College

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

Wade Training

  • Excellent session.

Warwickshire Adult & Community Learning

  • It gave me licence to be honest about what is and isn’t working.

Western Health & Social Care Trust

  • Will change how I operate.

Wirral Council Lifelong Learning Service

  • 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.

Wirral Metropolitan College

  • 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.

Wrightbus (NI)

  • It will change the way I write. I did not realise I was so descriptive.

York College

  • It helped me to see the way in which your SA process is new and innovative.

Data Springboard

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Ashton-under-Lyne Sixth Form College

  • It has made us all think about the experience we give to our students and how we can make it better. Inspiring!!!

Belfast Metropolitan College

  • Very thought provoking and unusually enjoyable.

Bexley College

  • Football analogy was great.

Blackburn College

  • Different and informative – I really enjoyed the day.

Cambridge Regional College

  • All staff should receive this training.

Canterbury College

  • Actually useful and practical.

Cheadle and Marple Sixth Form College

  • Made me consider issues from a different angle – will change my practice.

Gloucestershire College

  • This was brilliant, if we don’t have any other training this year I’d be happy to wait until Tony can return.

Heart of Worcestershire College

  • Great to look at data without numbers.

Itchen College

  • Eye opening!

Kendal College

  • Definitely will introduce volatile indicators to catch learners who are faltering earlier!

NESCOT

  • Valuable insight from a very experienced inspector and teacher.

New College Nottingham

  • Viewing data as indicators is great.

NewVIc

  • ‘After hearing about Volatile Indicators from my PTM, I decided to experiment with some ideas for our new Creative Writing A Level. There are two indicators, a tumblr share page for inspirations and the practice that we all bring the book we’re reading to class and put it on the table in front of us. The tumblr page is used for images, quotes from texts we’re reading, ideas for writing or things overheard in the world that could be used for dialogue or whatever else the student feels is inspiring! The books we bring are discussed, with passages read out in class. The teacher is required to be involved in these activities too. Both of these are checked each week (once out of three sessions), sometimes with discussion or with writing tasks linked to the tumblr posts or reading. There are the expected benefits of being able to see who is involved in the course at this level. I have been able to catch a particular student ‘drifting away’ and get her involved again through these indicators. There are the pragmatic implications that Creative Writing students have to be curious about the use of language and ideas around them and that they should be reading so these indicators communicate part of the ethos of the course.’    Andrew Zincke, NewVIc

Northern Ireland learning and skills providers

  • Like a chocolate bar. We took the wrapping off to get all the good stuff inside.

North Warwickshire & Leicestershire College

  • Thank you, an opportunity to shift culture and start change.

People 1st (Northern Ireland)

  • So much will now change.

Portsmouth College

  • Really enjoyable session and kept me curious!

Protocol skills

  • Opportunity to think outside the box.

Rutledge Job Link

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

South Downs College

  • 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!”

St. Vincent College

  • As a new curriculum manager, the ideas to inspire the dept. and new students are exciting.

Totton College

  • Congratulations for making data interesting!
  • This is embarrassingly simple and understandable.

Walsall College

  • I remain inspired by the workshop you ran.

Workforce Training (NI)

  • Tony’s enthusiasm for the subject was easy to soak up.

York College

  • Like stepping off the merry-go-round long enough to see what it could be like.

Yorkshire Coast College

  • Leopards can change their spots and become interested in data.

 

Transformational Lesson Observation

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Abingdon and Witney College

  • Highly motivated and inspirational. It has been quite a while since I have felt inspired to ‘create a new culture’.

Abis Resources

  • It’s like plotting your way from a mysterious space into a demystified ground of pedagogical awareness.

Access Creative College

  • Was fantastic. So nice to have some positive, creative and inspiring input from someone as inspiring as you!

Access Training (East Midlands) Ltd

  • From the ridiculous to the sublime!

Banbury and Bicester College

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

Birmingham Metropolitan College

  • The cage door is open.

Blackburn with Darwin Borough Council

  • Unmissable!

Blackpool Adult Learning Service

  • Brilliant delivery of a complex subject and looking forward to implementing change.

Burton and South Derbyshire College

  • This will significantly improve the effectiveness of my role as a coach.

Bracknell and Wokingham College

  • I have been anxious about giving “feedback” but have fewer concerns if I take this approach.

Bracknell Open Learning Centre

  • Extremely useful session which has allowed me to question the validity of our organisation’s OTL system.

Brooksby Melton College

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

Bury College

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

Canterbury College

  • (From) Draconian to developmental.

Chesterfield College

  • The left-hand/right-hand system (for writing lesson-reflection notes) was great.

City of Bristol College

  • Challenging fixed ideas in a positive way.

City College Coventry

  • 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.

Construction Gateway

  • Today I’m the apprentice!

Derby College

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

The Derbyshire Network

  • It was unmissable!

Doncaster College

  • Looking in a mirror.

East Coast College

  • I started as a half-empty bottle and ended up overflowing with new ideas and desire to put into practice.

E.Quality Training Ltd

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

Goldsmiths Centre

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

Grimsby Institute

  • (We need a) cultural shift to support move to outstanding.

Halton Borough Council

  • A caterpillar emerging from its cocoon and transforming into a beautiful butterfly.

Hertford Regional College

  • Jimmy Choo moment.

Institute of Groundsmanship

  • Refreshing, enlightening, empowering

Knowsley Community College

  • Created an insight into how we need to move forward as a college.

Leeds Arts University

  • More aware of measuring and looking for impact rather than focusing on strategies used. I was exhausted by the end of the session.

Liverpool Adult Learning Service

  • [I will] Focus on tutor as a professional. Develop professional ethos and pride in our work and ourselves.

Loughborough College

  • From a Margarita pizza to one with most of the toppings.

MSI Learning

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

NESCOT

  • The meerkats have landed.

North Hertfordshire College

  • 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.

North Warwickshire & Hinckley College

  • Inspirational – left me with a desire to make a positive change within the organisation.

North Warwichshire & South Leicestershire College

  • I am excited about the possibility of change.

Northern Regional College (NI)

  • I felt like a rocket launching into space.

Opps Developments

  • Insightful and inspiring.

Pathway Group

  • Greatly beneficial.

Pera Training

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

Plymouth College of Art

  • I’ve never really thought about how my sessions might change learners.

Pro Action Herts

  • Has totally changed my perception.

Skills UK

  • Really understood the meaning of impact and its importance.

Solihull College and University Centre

  • The video observations were extremely useful.

SPS Training

  • Challenges my comfort zones.

The Sheffield College

  • Thank you for enabling me to think differently.

Stockport College

  • Jumping through hoops? Gloves are off…

The Sixth Form College, Colchester

  • 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.

Sussex Downs College

  • Lesson observation is now great – it’s all about learning. We get staff asking us to come in to observe when they’re trying something new. It’s like an epiphany!

Trainplus

  • It has challenged my thoughts on grading my tutors and assessors.

Tresham College

  • 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’.

Warrington & Vale Royal College

  • 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.

West Lancashire College

  • Longer – loved it.

Yorkshire Coast College

  • It made me focus more on the impact of the teaching and learning observed.

“Yes, were all individuals” Brian, 1979

Click here for an overview of the training
Click each provider’s name to see a detailed list of impact on staff.

Belfast Metropolitan College

  • TED talk.

Canterbury College

  • Really enjoyable. Found Tony very knowledgeable with a lovely, calm way of delivering.

Carlisle College

  • It’s like analysing my golf swing and identifying some broken components.

Cheadle and Marple Sixth Form College

  • A creative Ofsted inspector – I didn’t know they existed!

Isle of Wight College

  • I can see coaching and Q&A in a completely new way.

Kendal College

  • I have learnt that I usually focus on my low achievers and have discovered methods of challenging my other students.

Newcastle College

  • Like a breath of fresh air – a great way to start the new year!

Northern Regional College (NI)

  • Rub out some of my thoughts on differentiation and rewrite.

North Hertfordshire College

  • Really enjoyed the participation and being included, even though I am not teaching staff.

Reading College

  • Mind blowing – blooming brilliant!

The Sheffield College

  • I came in to see what individuals were eating and stayed to feast.

Trafford College

  • Very informative and made me want to change the way I deliver some of my units at level 3.

 

 

Wiki Wonderland

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Reading College

  • Great use of wikis.
  • Inspiring.

Reaseheath College

  • 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’.

Stroud College

  • 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.

Independent Learning

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Bellerby’s (Brighton)

  • I loved the idea that we are ‘choreographers’.

Bellerby’s (Cambridge)

  • Encouraging students to move beyond the cards they’ve been dealt.

Bellerby’s (London)

  • Climbing the upper reaches of a tree!

Bellerby’s (Oxford)

  • Very exciting and the time has flown too fast.

Blue Yonder

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

Canterbury College

  • I have had so many lights switched on!!

Cheadle and Marple Sixth Form College

  • Teaching and old dog new tricks.

Chesterfield College

  • A journey into the light.

Collyer’s (The College of Richard Collyer)

  • It helped challenge pre-conceived notions.

DBS Music

  • I thought this was the next dimension regarding the learning process.

Epping Forest College

  • Yes!! I am going to research different resources to use to generate curiosity to encourage learners to do independent work.

Farnborough College of Technology

  • Flowering.

Hertford Regional College

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

Lutterworth College

  • Curiosity engages learners.

Myerscough College

  • I thought I had reached the top of the mountain regarding learning strategies. Now I feel like I’ve plenty more climbing to do.

New College Nottingham

  • Zone idea – excellent.

Novus LTE Group

  • Inspirational. I could listen to this subject all day.

Solihull College and University Centre

  • You brought back memories of how I felt when I first began to teach.

Sussex Downs College

  • I feel like I’ve been given a parking permit after 3 years of parking on yellow lines!

Trafford College

  • A squeezed out, dried up dinosaur teacher that’s just been re-hydrated.

Tresham College

  • I feel like a caged animal whose cage door has been left open…

West Nottinghamshire College

  • From darkness to light.

West Thames College

  • By adapting this approach to learning at a college level, a lot of the bureaucracy could be eliminated.

HoT2 – Techniques for engaging learners

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Abingdon and Witney College

  • A magical tour.

Abis Resources

  • Inspiring, engaging.

Andover College

  • The lights are on! I am going to use my play-day session.

Belfast Metropolitan College

  • A wilted flower that’s just been given a drop of water.

Brighton, Hove and Sussex Sixth Form College

  • Thought I knew a lot about this, but it’s really challenged my thinking about planning for impact and end points.

Carlisle College

  • 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.

Gloucestershire College

  • 28 teaching methods really made me think!

Institute of Groundsmanship

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

Isle of Wight College

  • I needed this input to advance towards next year. My energy had been dissipated, but has been rekindled.

Northern Regional College (NI)

  • Being reborn after 25 years teaching.

North Hertfordshire College

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

Reaseheath College

  • The zone experience was very useful.

Rinova

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

Sparsholt College

  • Bumper cars of ideas.

Wakefield College

  • Inspirational

 

HoT Learning – The Hierarchy of Teaching & Learning

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Belfast Metropolitan College

  • Can’t wait to get started!

Gloucestershire College

  • This was brilliant, if we don’t have any other training this year I’d be happy to wait until Tony can return.

Havering College

  • Simply the best, most engaging and useful training I’ve had in nearly 15 years of teaching.

Hertford Regional College

  • I’m no longer in a coal mine with a box of matches.

Huntingdonshire Regional College

  • Like someone throwing me a very different but exciting new torch to illuminate the dark corridor I’ve wandered down.

Isle of Wight College

  • Fully understand what is needed in a grade 1 lesson.

Itchen College

  • A rollercoaster.

Kendal College

  • Space travel.

North East Worcestershire College

  • Like taking the stabilizers off your bike.

North Hertfordshire College

  • Everything becomes connected. Made me nervous/excited about continuing to develop my teaching and learning.

Northern Regional College (NI)

  • I would like to say how stimulating, informative and inspiring your CPD sessions were. You have even got an old cynic enthused.

North Warwichshire & South Leicestershire College

  • Prometheus unbound.

People 1st (Northern Ireland)

  • From a spark to a flame.

Peterborough Regional College

  • I found this the most useful and helpful training/workshop the college has ever provided. Ofsted inspection? Bring it on!

Portsmouth College

  • A high-flying jet now going into outer-space!

Reading College

  • One of the most inspiring learning experiences in my life and I will undoubtedly change what I do and how I do it.

Reaseheath College

  • Totally made me realise the difference between grade 2 and grade 1!

Richard Taunton College

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

Sparsholt College

  • Life is like a box of chocolates. You never know what you’re going to get!

Totton College

  • I came, I saw, I will get a grade 1!

Wakefield College

  • I will find it easier to articulate what an outstanding lesson consists of.

West Yorkshire Music Services

  • A reluctant child finding that they do like peas when they finally try them.

Tools for Online Engagement

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

B-Skill Limited

  • 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.

Innovative Alliance

  • 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.

Liverpool Adult Learning Service

  • 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.

Sefton Community Learning Service

  • 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.

Southport College

  • 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 Chamber

  • 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.

Sysco

  • 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.

WEA

  • 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.

Wirral Metropolitan College

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

Learning Theorists and the Emotional Learning Journey

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

MK College

  • 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!

Quest Training

  • Fab session again – really enjoyed this.

The Oxford Partnership (Saudi Arabia)

  • 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.

The Learning Foundry

  • 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.

Lesson Plan Review

Click each provider’s name to see a detailed list of impact on staff.

Blackpool Adult Learning Service

  • 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.

Clarifying Governance

Wirral Council Lifelong Learning Service

  • 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.

Perfecting Development Plan Writing

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Kingston Maurward College

  • 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.

Skills and Education Group

  • ‘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.

Solihull College

  • 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.

The Oxford Partnership (Saudi Arabia)

  • Now I can differentiate between issues and symptoms and suggest solutions accordingly.
  • 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.
  • 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!
  • 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.
  • Sailing exploring new land.
  • Thank you for the rich session.

York College

  • 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.