Hull College

by Tony Davis · April 23rd, 2021 · · Comments are off for this post

Assessment & the Art of Lazy Teaching

• A great session – kept me gripped throughout.
• These 50 cards are honestly fantastic.
• This was an excellent session that really made the staff think about assessment and how to put the focus on improving students rather than increasing their own workload.
• I’m walking on air.
• I felt like a hermit crab, on a shiny shell-laden beach.
• I definitely will use cards 5, 2 and 25 for my learning when assessing their End Point Assessments for the apprentices to practice, receive peer feedback and to evaluate their own learning.
• Inspirational. Lots of new assessment strategies – it made me think about a lot of my lessons differently.
• That formative assessment and teaching and learning come hand in hand.
• Currently taking my Cert Ed and new within my teaching role. It was really good to see examples of different strategies I can use within my sessions and how it will help learners.
• Inspired by seemingly simple but potentially very impactful assessment strategies. Liked Differentiated Support, Trick Questions, Paired Exemplar Marking, Collaborative Research, Supercharged Evaluation Skills, Hunt the Issues, Steal from your Neighbour (so simple – everyone should do it!).
• I feel I’ve been equipped with some new strategies, which aren’t a million miles away from my existing one’s, but great advice on how to fine tune them.
• As a new teacher and PGCE student this is really informative. I needed this sort of input to inform my work.
•  Formative assessment is powerful and you should design your lessons around it.
• Breath of fresh air. How different you suggest things, our quality team always focused on Q&A, both indirect & direct.
• My classroom is my stage. Felt very apprehensive about the session to start with but really enjoyed learning about assessment strategies. Thank you. Will definitely use.
• Learnt numerous new and different assessment strategies. Inspirational, great tool kit for teachers very good, quick and easy teaching methods to engage our students.
• Assessments as Practices. Creating lessons with formative assessment at the heart of it, this has helped to plan engaging sessions that will help the students develop multiple skills.
• To believe I can and will produce creative learner-led formative assessment in my sessions.
• New creative assessment strategies and how to apply them in my sessions so the students are engaged, actively learning without realising it. To make learning fun again.
• Like opening a treasure chest of hidden treasure. Beautifully delivered to get staff thinking outside the box and challenge themselves to embed new ideas..
• Informative and quick way to construct sessions. The ability to identify strategies quickly and efficiently.
• You’ve given me strategies to really boost my exam practise lessons. I can find it hard when you get to exam practise to use as much varied assessment, but the fifty shades cards has given me lots of food for thought… particularly peer wise.
• A reminder that you need the xmas present before you wrap it up! The focus on Learning Independence and self reflection – ensure that all tutors remember that students do not start with us with the skills, we are here to teach and develop these.
• Reeling in a great white shark from the stern of a leaky boat – in stormy seas… it’s good to hear confirmation that what I suspected might be true – that assessment is an ongoing and integral part of teaching – it doesn’t have to be reams of written feedback.
• Increasing emphasis on student self-assessment in lessons. More reflection, more independence, more learning.
• Make formative assessment a cornerstone of teaching and learning experience.
• Overwhelmed. Enticed. A better understanding of different types of assessment strategies to allow me to not always do the same thing over again.

Behaviour Management

• Highly educative
• It will help me in my classroom management especially the attention war, over-contributor.
• Dealing with over-contributors – set them a challenge, allow them to answer a more difficult question.
• It was very interactive with lots of team/group discussion and popcorning of ideas.
• Inspirational. Restores belief in outstanding teaching.
• You’ve been fab, would love to learn more from you.
• Forming, storming, norming, performing. Ideas from today can be implemented in class.
• I will change my approach to sessions – for example: 1. Deal with over-contributors 2.
• Transactional management.
• I have learned simple techniques to understand and improve learner behaviour and productivity.
• The interactive tools like Jamboard and handouts were amazing.
• Transactional Analysis, Transitional Change, Active Listening – all fantastic!
• Brilliant (Always!)
• Looking at curriculum plan for adding excitement for challenging times. Continue to reflect on own practice.

Inspiring Induction Practices

• Thank you Tony for a fantastic session, given me a lot of food for thought going forward 🙂
• Ideas are raining like cats and dogs.
• As an organisation we must be led by how we want our learners to be different as a result of induction, rather than compliance of checklist activities that have limited or negative impact.
• I have conquered the mountain! I feel confident that I can produce a Quality Standard and Scheme of Work for our adult learners.
• “I have found your CPD sessions extremely useful and have enjoyed everyone I have attended. Thank you!”

Learning Motivation – designing unmissable experiences

• Feel very inspired to keep challenging myself.
• Change my SoW to remove X (low points) and replace with smile (high points)
• I was in danger of falling into a bit of a rut having reflected many a night on how to resolve the issue. Now feeling very positive. Every class is now a positive as I know I can improve the experience for both myself and the learners.
• Rethink planning based more on experiences.
• Feeling quite inspired and open for some critical reflection. Looking into Ikagai: A reason for Being.
• Loved practical examples of cross-collaborations between depts in a college.
• Thin SoW and planning in emotional highs for the future.
• “Teaching is not teaching”. Dare to go wild with planning. Stop boring lessons.
• A really great and insightful lecture. Where did the 3 hours go?
• Unexpected surprise. I can make Law a more physically involved subject.
• A lightening bolt.
• Considering student’s feelings against what we need to deliver/cover.
• I want to anchor my topics around something big – I just need to work out how!
• Thanks – it went very fast.
• Issues or symptoms game opened my mind and gave an insight into teaching motivation.

Learning Outcomes for Independent Learning

• It’s frightening how much improvement I could see in my teaching.
• A fantastic fully immersive session, definitely plenty to think about! Left feeling like the door to the ‘box’ had been opened.
• Empowering. The session really focussed on the skills that we plan our learners to develop during sessions which should make the impact (difference made to learners) of the session easier to identify.
• I am a PGCE student, and so far had only been considering the learning outcomes as a checklist for my lesson plan, but was unaware of the effect they could have. As a student myself, I used to roll my eyes at ‘learning outcomes’ since they seemed so overdone and pretend by all my teachers. As a result of my new found respect for them, I’ll now actively work to shape my lesson around the learning outcomes, to help the students progress.
• Energised
• Life is like a box of chocolates
• It’s good to think out the box.
• Learning is like building a house.
• Follow the yellow brick road.
• As thrilling as an escape through a ventilation shaft. Very exciting.
• Insightful, thought provoking.
• From a big mac to a steak.
• New, interesting, eye opening.
• Meercat. Inspired.
• I enjoyed the session and it has confirmed a few beliefs!
• Very good and reinforced some teaching strategies that I will use.
• Walked across the carpet
• Think differently how I approach each sessions.
• Don’t use the phrase “to understand”
• I’ll definitely think about my learning objectives and try and get student’s curiosity burning.
• Change the rooming arrangements.
• Made me think about the purpose of learning outcomes in greater detail.
• Consider colours and what LO really are
  I will use the learning outcome builder when planning my lessons. Plan objectives before I create the lesson. Use Blooms more within my planning and lessons.
• More confident in developing an effective learning outcome.
• Use learning outcomes that involve more body and attitude as opposed to just brain when teaching maths and English.
• Made me reflect on what I was doing and look at things with fresh eyes and a new perspective.
• Use ‘skill’ in my mind rather than thinking of the verbs.
• My learning outcomes have been transformed from arpeggios to cadenzas! I’m definitely using the learning outcome builder strategy – very helpful.
• Learning is like housework. It is never done! I will revisit my learning outcomes to make them reflect how I want them to ‘feel’.
• Really good course, it was something I didn’t know I needed.

Learning Theorists and the Emotional Learning Journey

• Lightening in a bottle.
• (Saying) ‘Less experienced’ rather than ‘less able’ will focus on preparedness to reduce fear and anxiety.
• Sunshine. Differentiating approach not expectations – reinforcing this to staff.
• Focus on emotional state of learning – addressing that before the lesson.
• That the learning journey is the most important. If they are happy, they will achieve.
• I liked the idea of Blendspace, scaffolding – differentiation and taxonomy teams.
• Switching on a light!
• To implement theories in own practice – explore ‘fifty shades of teaching’ in more detail focusing on the less-experienced learner.
• Caterpillar to butterfly.
• (Produce) ‘Learning experiences’ not ‘lesson plans’. Blendspace.
• Great to see Tony again. Very knowledgeable – look forward to the next time.
• Meerkat moments
• More student-centred learning, Blendspace was interesting/really useful resources/text transformations.
• Really interesting / engaging session.
• Good activities. Use of space outside rooms to build vocabulary.
• Liked some of the ideas – scaffolding for differentiation / word distillery – will definitely use in class. Blendspace is good!
• Pointing my ship in the right direction.
• Blending learning theories and considering smaller teaching and learning strategies.
• Another great session Tony!
• Seeing the world from the trees.
• A number of interesting activities that prompt re-thinking about practice. Thank you!
• As happy as Larry.
• Blending and adapting strategies for learner autonomy.
• After this training, I might use different teaching strategies with my students and experiment more as well. I’m going to pay attention to the emotional learning states to help the student with their challenges.

Perfecting Self-Assessment Writing

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

Perfecting Development Plan Writing

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

Recruitment: increasing the impact

• Inspiring.
• To imagine the ideal and then work out how it’s do-able.
• Thought provoking.
• Aspirational recruitment process.
• Very good morning of CPD.
• Light at the end of the tunnel.
• Aim high, create experiences, be exciting!
• “Bloody marvellous!”
• Awakening.

The Art of Using Target Setting

• The cogs have started to turn!
• Thank you I intend to use ‘project management’ instead of SMART and will start to input this into my Schemes of Work.
• Like a doomed explorer lost in the desert, we didn’t realise how far off course we were.
• Target setting is more of an in-lesson ongoing skill than a one-off/infrequent SMART target tutorial.
• It will help me to reflect on how I support students create targets.
• Eye-opening.
• Use the template for developing targets and developing Blendspace.
• Tony, as ever, helps you see possibilities that are innovative and will answer old problems.
• Will make me think more about setting targets together with students – involving them more fully.

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