Learning issues wiki | Centre for Creative Quality Improvement by · September 13th, 2021 · Edit Visual Text <h3>Instructions for contributing to the wiki</h3> <ul> <li>Click the 'Edit' tab just above and to the right of this text.</li> <li>When in edit mode, ensure the 'Visual' tab is selected over on the top-right of the form.</li> <li>Type in your contribution to the list of learning issues.</li> <li>Click save, underneath the form window, bottom left.</li> <li>Any problems, do please drop me a <a href="https://ccqi.org.uk/contact">line</a>.</li> </ul> <ol> <li><strong>Over-contributors: </strong>Learners who want to answer every question.</li> <li><strong>Bystanders: </strong>Learners who don't sufficiently engage in Q&A and/or discussions.</li> <li>Unable to <strong>remember information in the short term, </strong>e.g. within the lesson and/or until the following week.</li> <li>Unable to <strong>remember information over the longer term</strong>.</li> <li>Poor <strong>attitude to primary research</strong>.</li> <li><strong>Learned dependence: </strong>learners over rely on feedback from teachers to move their work forward.</li> <li>Poor attitude to <strong>learning between lessons</strong>.</li> <li>Lack of <strong>motivation</strong>.</li> <li>Lack of <strong>resilience</strong>.</li> <li>Find it difficult to <strong>critically reflecting </strong>on their own work.</li> <li>Poor at <strong>problem solving</strong>.</li> <li><strong>Homework</strong> not completed [flipped learning]</li> <li>Does not want to/won't/can't <strong>collaborate</strong> due to learning difficulty [eg Asperger's]</li> <li>Feel they need to attend college, rather than <strong>want</strong> to.</li> <li>Easily <strong>distracted.</strong></li> <li>Difficulties tra<strong>nsferring information</strong> between formats/contexts - auditory, written text, practical.</li> <li>Students who <strong>struggle to respond to formative feedback; </strong>they struggle to activate resources in order to respond and move their work forward.</li> <li>Students who <strong>lack confidence</strong>.</li> <li>Students who say "I don't do Maths/English, <strong>I've never been very good</strong> at it/them."</li> <li><strong>Employers not understanding</strong> ways that apprentices can learn.</li> <li>Apprentices who have <strong>historical negative learning experiences</strong> especially <strong>written work and theory</strong> sessions.</li> <li>SEND students who are <strong>over-reliant on support</strong> which impacts upon their independence.</li> <li><strong>Low aspirations</strong> which affect motivation and engagement.</li> <li>High level of <strong>anxiety</strong> (especially post COVID lockdowns), leading to <strong>low self-esteem & low confidence</strong> to fully engage and to try new things.</li> <li>Students<strong> lack the independence</strong> to drive their own learning forwards.</li> <li>Students <strong>struggle to see the 'real' benefits</strong> of developing their maths and/or English skills development.</li> <li>Students are <strong>not able to identify/articulate </strong>what they are good at, and what they need to do to be better.</li> <li>Student lack the <strong>ability to speak to each other respectfully</strong> in either formal and/or informal situations.</li> <li>Students may be subjected to <strong>peer pressure</strong> and have unrealistic goals.</li> <li><strong>Accessibility issues</strong> to get into the college, financial difficulties and lack of access to information sources.</li> <li>Students with childcare and <strong>other commitments</strong> (employment) that compete for attention.</li> <li>Students achieve progression offer (such as University <strong>unconditional offer</strong>) allowing them to switch off from high grade achievement.</li> <li>Students unwilling to engage through <strong>fear of failure</strong>/not achieving as well as peers.</li> <li>Students <strong>can't answer questions</strong> confidently.</li> <li>Students are <strong>uninterested and passive</strong>.</li> <li>Students display <strong>poor behaviour for learning</strong>.</li> <li>Students that rush to complete tasks resulting in poor quality work, is this due to <strong>boredom</strong> or <strong>not understanding high quality work</strong>.</li> <li>Students do not have <strong>critical writing skills</strong>.</li> <li>Students do not have <strong>skills or strategies to reflect</strong> on areas of development.</li> <li>Students who have missed lessons/have <strong>poor attendance</strong>..</li> <li><strong>One learner requires much more support</strong> than the rest of the class.</li> <li><strong>Memory</strong> retention.</li> <li>High experienced learner in a <strong>practical</strong> lesson, but low experienced in <strong>theory</strong> lessons.</li> <li>Quantity over quality.</li> <li>Some students have a strong mind set, not keen to embed new coping mechanisms to make positive changes to improve/move forward.</li> <li>Reduced student-teacher contact hours – rushed & challenging to deliver required curriculum</li> <li>From reduced teacher - student contact hours -students replace independent study hrs with part time jobs, this taking priority over their college studies - resulting in attendance/punctuality issues.</li> <li>Increased number of high need students with many complex behaviour/wellbeing/health problems –college support is limited - further challenges for teachers to navigate through.</li> <li>Strategies employed to get out of study rather than engaging or trying to learn.</li> </ol> Cancel share this: Comments No comments yet The comments are closed.
Comments
No comments yet
The comments are closed.