The Little Book of How
From the GC Teaching and Learning Team
The Little Book of How
Introduction
The GC “Little Book of How� provides you with exemplars and the documentation you are required to use while teaching at GC with hyperlinks to blank copies online. If you have printed out this booklet there is also an appendix with short URLs to the online copies. This little book also contains useful tips for teachers. The online version has been designed with a cream background. If you want to print this out please choose the colour of paper that suits you.
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Index
Crib Sheet for Planning ...........................................................................4 Scheme of Work (exemplar and template) .......................................6 Lesson Plan (exemplars and templates) .............................................8 Learner/ Group Profile ......................................................................... 12 Initial Assessment ................................................................................... 14 Examples of Targets .............................................................................. 20 Marking and Feedback....................................................................... 24 Support Students to Improve Outcomes ......................................... 30 Observation Readiness ........................................................................ 32 Observation/ Action Plan Follow-Up ................................................. 36 Learning Support ................................................................................... 38 Contact Details ..................................................................................... 40 Appendix ................................................................................................ 42
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The Little Book of How
Crib Sheet for Planning
Aim/s
A broad overview of the session.
Outcomes
What the learners should have learned by the end of the session. Not just set by lecturers - could be set by learners. You could use a question.
Objectives
The steps the learners will take to learn and meet the outcomes, e.g. produce, create, make etc. Again, not just set by lecturers.
Assessment for learning
How do you know they know? (Use a variety of formative and summative e.g. questioning, selfassessment, end of unit test)
Wider skills/ personal and social development/ employability
Bring the wider world into the session. Naturally embed maths, English, equality and diversity and British values. Make links to employability skills, world of work, Higher Education. Use of digital technologies where relevant.
Learner feedback and evaluation
Gather, keep and use for future planning; e.g. What went well? Even better if‌
Meeting the needs of all of your learners.
How do you support and challenge learners with varying abilities? (Lower, average and higher). How do you ensure they know how to learn?
Learning targets for each session.
Set by both lecturing staff and learners.
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Should contain initial assessment and for some learners, diagnostic results, value added data eg ALIS ALPS, teaching strategies for individual learning, support and progress over the year. Always keep updating.
Detailed Scheme of Work
Please use college template. All schemes to be complete by August for the next academic year.
Lesson plan
Please use one of the three templates provided.
Support staff
How do you direct the support staff? How do they support the learning?
Are you ready for study? Libraries@GC can prepare you for independent study and assignment work. We can help with all of these: Library tours - introduction to the Library Getting logged in - setting your password Virtual Library and Office365 FollowMe printing eBooks and eJournals & online resources Referencing and plagiarism Planning and writing your research project Pop in to your campus Library to meet the team, send us an email to library@gloscol.ac.uk or follow us on Twitter @LibrariesGC 5
Crib Sheet for Planning
Learner Profile
The Little Book of How
Scheme of Work
The basic format of the GC Scheme of Work is shown to the right. A scheme of work is a very important planning tool and when completed provides you with a fantastic planning device for the whole year. It is a live document which you will need to amend throughout the year based on student feedback and your own experiences of what works and what doesn’t. It should reflect not only the qualification but also wider skills and should be used alongside other planning documents. A short course may have a scheme of work that also acts as lesson plans. It must be available on the J drive and should not have any personal information. The exemplar scheme of work is too large to include in this document but a link is included in the resource list below (for those who have printed this booklet a full list of short links is in the appendix).
Click to download resources Blank Scheme of Work Template Exemplar Scheme of Work for 2013: BTEC Health and Social Care Short Course SoW combined with Lesson Plan
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A quick look at Page 2 of the Scheme of Work Template
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Scheme of Work
A quick look at Page 1 of the Scheme of Work Template
The Little Book of How
Lesson Plan At GC we have a standard lesson plan template, which comes in a few versions. The basic lesson plan template is shown to the right, and on the next page there is an additional template which includes a SmartArt feature for anyone who prefers to include Bradley’s Balls in their lesson plan. We also have a version with a box structure if you prefer a less linear structure. The exemplar lesson plan is too large to include in this document but a direct link is included below and in the appendix.
Click to Download Resources
Basic Lesson Plan Lesson Plan With Bradley’s Balls Boxes Lesson Plan
Exemplar Basic Lesson Plan
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Quick look at Basic Lesson Plan:
Lesson Plan
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Quick look at Basic Lesson Plan with Bradley’s Balls:
The Little Book of How
Lesson Plan
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Quick look at Boxes Lesson Plan:
Lesson Plan
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The Little Book of How
Learner/ Group Profile In most cases the learner/ group profile will be held on ProMonitor and updated through the course of the year. The instructions on how to download a copy are below. Please remember that the purpose of the learner/ group profile is to identify teaching strategies against individual students or groups of students. This exemplar (on the right) is for courses where ProMonitor is inappropriate. Speak to your Head of School for more information about which profile tool you need to use. Group Learner Profile on ProMonitor can be accessed through: 1.
Group page (Purple)
2.
Custom reports
3.
Student Group—Profile Report 2
4.
Click on the top button on the right
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Click to download resources Class Profile Template Class Profile Exemplar
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Learner/ Group Profile
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The Little Book of How
Initial Assessment (English) How to embed English following initial/diagnostic assessment results Entry level 1:
Reading: Use short texts on familiar topics and experiences, ensuring understanding of content and simple regular words (see Dolch List*) Writing: Encourage the use of simple sentences with capital letters and full stops, ensuring correct spellings of simple regular words (see Dolch List*)
Speaking and listening: Encourage students to take part in a simple discussion/exchange with one other person.
Entry level 2:
Reading: Promote understanding of simple instructions and directions, as well as that of high-frequency words and words with common spelling patters. Encourage using knowledge of alphabetical order to locate information. Writing: Encourage the use of common conjunctions (e.g. and, but, because, or) in compound sentences with capital letters, full stops and question marks, ensuring correct spellings of high-frequency words.
Speaking and listening: Encourage students to take part in a discussion/ exchange with at least one other person.
Entry level 3:
Reading: Expose students to texts of more than one paragraph and presented in different formats including diagrams or graphical representations. Scan texts and use organisational features to locate information. Encourage detailed reading and understanding of main points. Writing: Expect a plan, draft and logical organisation (organising paragraphs), including appropriate verb tense and subject/verb agreement as well as correct spelling. Encourage proofreading for accuracy.
Speaking and listening: Encourage students to take full part in formal and informal discussions/exchanges.
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Reading: Encourage understanding of texts in detail, looking at
the main points and ideas and how they are presented in different texts. Get students to reflect upon taking appropriate action.
Writing: Encourage clear, logical and coherent writing using a wider range of connectives (e.g. however, nevertheless, consequently). Remind learners of correct use of language, format and structure suitable for purpose and audience (i.e. formal and informal) and encourage proofreading for correct grammar, punctuation (i.e. commas, end of sentence punctuation, apostrophes) and spelling.
Speaking and listening: Encourage students to take full part in formal and informal discussions and exchanges that include unfamiliar subjects.
Level 2:
Reading: Offer a selection of different types of texts in order for students to obtain information, identify purposes of text and reflect upon how effectively meaning is conveyed. Students should be able to detect point of view, implicit meaning and/or bias and should actively respond to different texts. Writing: Information and ideas must be presented concisely, logically, clearly and persuasively on complex subjects, using a range of styles of writing for different purposes. This should include a range of sentence structures, including complex sentences. Encourage proofreading for correct grammar, punctuation (i.e. commas, end of sentence punctuation, apostrophes and inverted commas) and spelling.
Speaking and listening: Encourage students to make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and to make effective presentations.
*A Dolch List is a list of 220 most commonly used words (originally put together in the 30s!)
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Initial Assessment
Level 1:
The Little Book of How
Initial Assessment (Maths) The embedding of maths after initial assessment results. A lot of learners have maths anxiety which has to be conquered before any maths can be learned. By giving maths a purpose and with simple explanations the learner can be encouraged to see maths in a new, positive light. As the learner progresses through the levels, it is the complexity of the problem that increases, not the maths. Level 2 doesn’t require much more maths than level 1; the main difference is in the complexity of the tasks, e.g. a 3-stage calculation rather than a single-stage calculation required for level 1. Each question requires the learner to identify and use several topics and techniques to solve the problem.
Entry 3 Rounding Round to the nearest £1. E.g., estimating the cost of a shopping list, or a list of tools by rounding each price to the nearest £1.
Round to the nearest 10; for example round to the nearest 10p, 10 miles, or the nearest cm.
Round to the nearest 100, e.g. distance in miles or kilometres.
Dividing This will be practical: it is important to differentiate between the quantity being used and the quantity being bought. In these circumstances rounding down will result in not having enough. The following examples illustrate this: A baker needs to make 38 cakes. How many trays will he need if each tray holds 6 cakes? (answer: 7 trays will be required, but only 6.3 trays will be used).
A gardener needs 110 litres of compost. How many 25 litre bags does he need to buy? (answer: 5 bags must be bought, but only 4.4 bags will be used).
Reading scales This can be combined with rounding, e.g. finding the weight of a parcel to the nearest 20g
Reading the weight of something on a set of scales.
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Reading the capacity of a liquid in ml or cl in a measuring jug.
This is usually scaling up and can be combined with rounding: A recipe for a cake requires 250g of butter. How much butter is required for 5 cakes? How much butter must be bought if packs come in 1kg, 500g and 250g sizes?
Naming shapes Learners must recognise and know the name of shapes such as: circle, cylinder, rectangle and triangle. No calculations are needed and correct spelling is not vital. Interpreting a very simple plan Give students a plan of a restaurant with the tables and tell them how many chairs are required for each table: Ask how many chairs will be needed in total.
Calculating the cost Calculate the cost of a meal & a drink from a menu.
Calculate the change from £5.
Recognising odd and even numbers or multiples of 5 Identify winning raffle tickets ending in 5 or 0 in a given range e.g. between 25 and 48.
Identify rooms with a sea view if odd numbered rooms have a sea view.
Reading bar charts Learners must be able to draw a bar given its value.
Reading the quantity (height of a bar) from the scale on the ‘y’ axis. There is usually one bar that is half way between two numbers, e.g. between 34 and 36, so the value is 35.
Calculate the difference between two values.
Time The learners must know the 12 hour clock using am and pm, e.g. 9:15am, and the 24 hour clock using the correct notation, e.g. 09:30. They will be expected to carry out calculations involving time. A meeting starts at 09:30, but you must be there 90 minutes beforehand. What time do you have to arrive?
A chicken takes 90 minutes to cook. What time must it go into the oven to be ready by 13:00?
Taking information from a calendar All workings must be shown. Neatness cannot be overemphasised. Each calculation must start on a new line. Reading a bus timetable or price list 17
Initial Assessment
Proportion
The Little Book of How
Initial Assessment (Maths) Level 1 In addition to Entry 3, include the following: Fractions, decimals and percentages Take a poll in the class, e.g. what fraction of the class agreed/disagreed with a hypothesis? Convert to a decimal and then convert to a percentage.
Simple probability, e.g. a 1 in 4 chance of an event occurring.
Calculate a fractional part of a quantity, e.g. 7/8 of £56.
Calculate a percentage of a quantity, e.g. VAT at 20%.
Simplify a fraction.
Ratio & Proportion Write a ratio in the form x:y.
Split a quantity in a given ratio.
Increase quantities in a given proportion, e.g. recipes for 4 people made up to cater for 10 people.
Measurements Convert between mm, cm, m and km.
Convert between ml, cl and litres.
Convert between mg, g and kg.
Perimeter and Area How many fence panels are required to go round a rectangular garden?
How many fence posts are required if they are set ‘x’ metres apart?
How many seeds can be planted in a seed bed?
What number of square tiles is needed to cover a rectangular room?
Preparing a Schedule Schedule 4 activities to be undertaken.
Produce a timetable for a college trip.
Graphs and tables Extract information from a graph or table.
Draw a graph from given data.
Mean and range Calculate the mean of a set of data.
Calculate the range of a set of data.
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In addition to E3 and L1: Fractions Add and subtract proper and improper fractions.
Calculate the sale price, e.g. 1/3 off.
Write one quantity as a fraction of another.
Percentages Increase/decrease a quantity/price by a given percentage.
Write one quantity as a percentage of another.
Ratio and Scale Write and simplify ratios.
Calculate quantities in a given ratio.
Produce a scale drawing.
Measurements Convert cm3 to ml or vv in a problem involving capacity.
Perimeter, area and volume Calculate perimeter and area of a composite shape.
Calculate the volume of a cuboid.
Calculate the volume of a shape being given a formula to use.
Formula Use a given formula by substituting numbers for letters.
Interpret the result.
Mean, Mode and Median Use the mean, e.g. given the required mean for 6 months sales figures and 5 months actual sales figures, calculate the required sales figure for month 6 to achieve the target mean.
Analyse a set of data using mean, mode or median.
Scheduling and timetabling These are more complex problems than level 1 involving at least 6 activities with constraints and stipulations, requiring a table of events, e.g.
Start time
Activity
End time
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Initial Assessment
Level 2
The Little Book of How
Examples of Targets/ Feedback A target is an ambitious and realistic end goal and needs to be broken down into how-to steps that are timely.
“Teachers who truly understand what they want their pupils to accomplish will almost always be more instructionally successful than teachers whose hoped for results are murky.” James Popham
Learning targets are statements of what we want students to learn and be able to do. They need to connect to success criteria and can be in the form of questions.
They need to be focused, clear, appropriate and reflect a bigger plan over time. Students must be able to answer “Where am I going?” “Where am I now?” “How do I close the gap?” “How will I know I’m getting there?” “How can I keep going?”
Example: A-Level English Literature Example of long term target Move from a C to a B in A-Level English Literature.
Example of session target Engage in debate around structure and form of Robert Frost poetry to improve critical analysis. Reflect on how you can extend your vocabulary and what technical terms you should be using.
Example of general target Use relevant evidence from the text and answer the whole question:
Be detailed and specific. Use quotes to show how you have understood the key points but do not repeat parts of the original text. Ensure you have a good range of ideas and explain them. Use a range of vocabulary to subtly express thoughts and feelings. Check your use of apostrophes. 20
Make sure you explore through critical analysis how Robert Frost uses winter to shape meaning. Contextualise The Great Gatsby in its historical setting and comment on the influence of the historical period.
Example: Catering—Target as questions Quality points of poultry (L2) Recognise quality points of poultry. When selecting a chicken, what are the key features you should be looking for in the perfect chicken and why are you looking for them. How can you be sure?
Example: Business Business: Measuring and increasing profit Be able to explain the relationship between profit and cash flow and extrapolate from this the most successful methodology. Check unfamiliar words in a dictionary. Identify 7 ways to increase profit. Calculate the next profit margin and cash flow. Evaluate the effectiveness of the steps taken by a company to increase profitability. Create and justify a model you consider to be the most productive. Reflect carefully on your language when you want to present this argument.
Example: Arts and Media Arts and Media: Different stages of Pre-Production Identify the key roles in pre-production and set targets for individuals. Why is pre-production important? Research your current role in pre-production and a range of other roles. When creating a pre-production schedule use good examples of apostrophes, semi-colons and rich vocabulary for your advert. 21
Examples of Targets
Feedback on a piece of work
The Little Book of How
Examples of Targets/ Feedback Example: Building Building: Roles on a building site (L2) Define and explain varying roles of staff on a building site and why and how effective collaboration is crucial to a successful project Identify the key roles on a building site. How do they plan working with each other? What are the key issues to consider with timing? A building company is struggling to complete on time. Why might this be? Devise a recovery plan. Check all your spellings either online or in a dictionary.
Example: Beauty Therapy Group target To pass Body Massage by the end of June. Examples of differentiated individual targets based on areas for improvement identified.
Learner 1: Learn all the movements (90+). Learn 5 movements at a time. Practise them in the air if necessary. Set aside time (reminder on phone) 10 minutes a day to learn them.
Learner 2: Know who it is safe to work on and who is contra-indicated. Mind map the contra-indications and their reasons. Use colour and pictures if it helps. Next day do the mind map from scratch without looking at the notes. Fill in the blanks with a different coloured pen. Next week repeat the exercise. Next practical session go through the consultation and explain the medical reasons where necessary to a paying client.
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Discuss with a colleague and bring into class next week list of personal attributes you would want the therapist to have when you pay for a treatment. Include a minimum of three in next practical session. Target for stretch and challenge: When and how does the desire to improve commission by using hard-selling techniques become intrusive?
You don’t always need someone else to tell you what’s going on in your classroom. You can gain great insight by using video to observe yourself and reflect privately on teaching and learning. Having time for teacher reflection is vital for improving schools with effective teaching. You can use IRIS Connect:
Through an easy-to-use web platform you can sit down any time, anywhere to stop, start and replay your lessons
Spot the things you might have missed or can’t recall
Gain a deeper understanding of the learning taking place
Revisit the same lesson to gain perspective over time and recognise improvements
Make small changes to your practice that can make a big difference to your students
Self-reflection is essential for improving practice, but it’s equally important to share with colleagues. By welcoming other teachers to watch your videos and being able to dip into theirs, you can gain expertise, as well as share your own, improving outcomes for everyone. For video lesson observation to be effective it’s vital that teachers are 100% in control of the process and on IRIS the classroom observations that “The beauty of IRIS Connect is that you create are all yours. Talk to Rebecca Wilson for more information.
teachers don’t have to leave the college site so there’s no expensive travel costs and no discontinuity of contact with the students.”
Alan Yellup, Executive Head, Wakefield
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Examples of Targets
Learner 3: Improve client skills during practical assessment.
The Little Book of How
Marking Strategy Gloucestershire College is committed to developing all our students’ English. When marking work we let the learners know what is good and how they can improve.
This strategy’s aims are to be:
The objectives are:
Consistent
To consistently use this marking scheme across college so that learners’ work is marked fairly and in a way that helps them to improve their English regardless of which department they study in or at what level. To set out clear responsibilities between teacher and student and where further support may be found if needed.
Usable and used Effective
To give marked feedback that is constructive and clear. Learners have the choice of further instruction and support and/or web links to help them improve. For the feedback to be used by learners in their individual targets and goal setting to improve their English.
Supporting Documents GC Student Marking Policy GC Student Marking Policy for Foundation Studies/ LD1 Correction Symbols for Lecturers Correction Symbols for Students Guidelines for D.I.R.T. (Dedicated Improvement and Reflection Time for Teachers and Students) GC Assessment Policy 24
Students
Have access to the marking criteria and correction symbols and know the meaning of the marks/grades they receive. Proof read all work. Develop and maintain high standards for presentation of work. Read comments written by teachers. Use the feedback in planning individual targets. Catch up on work after absence. Self-assess or peer assess using the criteria fairly and responsibly.
Teachers
Explain the assessment and marking system to the students. Not all work needs detailed marking. It will depend on the nature of the task. As a minimum teachers should correct at least 5 errors when marking students’ work. (3 for Foundation Studies.) Use the correction guide attached to this strategy. Written comments (and stamps for Foundation Studies) can be used alongside. Staff may initially talk to the learner and give oral feedback. This could be to correct understanding or extend learning. Comment on the learning which summarises and acknowledges what has been achieved. Give feedback that can be easily understood. Return work to students within 10- 15 working days depending on level or type of work. Maintain accurate records for tracking and recording progress of learners. Use marking feedback to help learners plan individual targets for improvement. Use feedback to plan for differentiated teaching strategies and improvement time (D.I.R.T.) - see page 28. Encourage peer and self-assessment.
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Marking and Feedback
Responsibilities
The Little Book of How
Marking Strategy Support Staff
Use marking criteria consistently in line with whole college approach referred to earlier. Read through comments and feedback written by teachers to best work with any learners receiving support.
Managers, Observers and Internal Verifiers
Line Managers to look at marking during learning walks. Observers to check for and comment on marked work during observations. Obtain feedback from learners during observations, surveys and from the learner observation team. Internal verifiers to check for and comment on consistency of marked work. Teaching and Learning team to monitor the implementation of this new strategy in its first year to see how effective it is.
Success Criteria of Strategy
Clarity for all involved. Consistency of marking across the college. Students knowing their individual targets and how to make improvements. Dedicated improvement and reflection time given in lessons and schemes of work. Evidence of marking feedback being embedded into individual targets that are achieved. Accurate peer and self-assessment by students.
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SYMBOL
EXPLANATION
C
Change to upper or lower case
G
Grammar
P
Punctuation error
Sp
Spelling error
WO
Word order incorrect
WW
Wrong word used
/
New sentence
//
New paragraph needed
?
Unclear / explain more
^
Something’s missing / incomplete sentence
✓✓
Exceptional points/use of language
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Marking and Feedback
CORRECTION SYMBOLS for MARKING
The Little Book of How
DIRT Guidelines (from TES)
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Marking and Feedback
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The Little Book of How
Support Students to Improve Outcomes How to support students to improve their grades
Ensure students are clear about exactly how to achieve a high grade and understand the criteria and what concepts such as analyse/synthesise mean. Provide additional 1-2-1 tutorials with really good questioning using the voSpeak as you expect students cabulary required at the higher level. to write and encourage the Provide problems for solving with same from them worked examples. Provide exemplars of A grade/ Distinction grade assignments/assessments. Encourage students to self-assess against criteria and against exemplar material. Encourage students to redraft and correct work. Use DIRT (dedicated improvement and reflection time) to allow students to read and correct work. Encourage a ‘feed forward’ approach i.e. students should set themselves targets and goals for their next assignment based on feedback from the last. Peer coaching/mentoring – use second year students to mentor first year students. Ensure students proof read work and encourage them to proof read Encourage students to peer each other’s work. Use the GC assess against criteria and marking strategy. against exemplar material and Contact the learning resource adviagainst the work of more sors with the assignment criteria successful students. etc. and they will support students. 30
Provide additional work on the VLE that students can undertake in directed study. Encourage the students and staff to log on to the Virtual Library ‘Yes I can’ page where there will be materials and resources to support and encourage students. Set up a helpline for your students – contact the Digital Learning team to support this. Encourage students to use Twitter during your session and outside of your session. Focus on distinction criteria.
SKILLS4STUDYCAMPUS Access via the Virtual Library, the VLE, by going to http://bit.ly/1EUgHTJ or by scanning here:
Use your student number and college password to login Get 20% off study skills books Gloucestershire College students can get 20% off Palgrave study skills books including:
Go to www.palgrave.com/gloscol and enter gloscol20 at checkout
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Support Students to Improve
The Little Book of How
Observation Readiness Before you plan – reflect on the following Know your students. How are you using their initial assessment
How often do you check spelling in class or introduce new vocabulary? Do you use online dictionaries?
Are you passionate about your subject? Is your enthusiasm
Think: What are students learning as opposed to doing?
Create thought-provoking starter activities – have them ready as soon as the students arrive either on tables or whiteboard – get them to start while you are taking the register.
Use tiered learning objectives: could be colour coded to help students realise progression from green to orange to red means difficulty increases.
define/recall/ describe/summarise
explain/compare discuss/compose
anaylse/evaluate/ investigate/create
(green L/O)
(orange L/O)
(red L/O)
Use learning objectives not task based objectives. Think about learning rather than doing.
Encourage students to set their own targets at the start of each session.
Refer to learning objectives consistently throughout the lesson – not just the beginning and the end. Constantly check learning.
An ‘outstanding lesson’ isn’t what the teacher does but what the learner learns.
Use questions to test understanding before allowing students to move on to the next learning objective. Use challenging questions. Check the 32
Ensure that you speak to every student in the room (use their names, say hello, ask them a question, praise their effort appropriately, comment on their work, expect high standards).
Step back from being the expert in the class and let students take over. Use peer assessment and self assessment against the criteria. Get students to write and ask questions.
Ask probing, open-ended questions – how, what, where, what is the impact of this, how does this compare with, what would happen if, how did you work that out, what is the link with …?
Allow enough time for an answer. Do not accept the first answer. Arrive at a consensus around the class. You could use mini white boards. Think ‘pose, pause, pounce, bounce’.
Be consistent with behaviour rules/discipline with every student in the class.
Ensure you know where the learners are with their progress in class. Always have an extension task or two ready – students should never run out of work to complete. Are the extension tasks appropriate – they should never be just more of the same. You may wish to challenge students to think or you may just wish students to consolidate. 33
Observation Readiness
prior learning – students need to make links - link to their daily lives if possible. Do they know why they are studying polygons?!
The Little Book of How
Observation Readiness
Ensure that you complete a plenary to find out which students have achieved which outcomes.
Ensure that written feedback is detailed and clearly states what students need to do to improve.
Never be afraid to deviate from the lesson plan if the occasion arises. Plan ahead for discussions around diversity. For example, in Construction if you are building arches think about arches in Churches, Mosques, temples etc. Seek feedback from students at the end of the session: what went well, even better if...
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What the inspector/ observer will need to see:
Scheme of work
Lesson plan (if appropriate)
Individual learning plans (if appropriate)
Individual targets for students – ideally students should be setting their own targets
Value added targets (where appropriate – e.g. A levels and BTECs)
Class profile
Support workers/TAs - good collaboration with teacher/not over supporting
Effective embedding of English and maths – e.g. new words, spelling, correcting grammar
REMEMBER—during observation/ inspection if something goes wrong, it is not what goes wrong that matters, it is what you do about it.
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Observation Readiness
Aide memoire – the basics for inspection/ observation
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Observation/ Action Plan Follow-Up
Following the observation it is your responsibility to arrange a meeting with your head of school to discuss and go through your action plan. During this meeting it would also be helpful if you consider discussing learner feedback, retention, achievement and success rates.
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Choose from the following 4 workshops: Spelling not EZ?
Do you know your words?
Learn simple spelling techniques to help learners break the spell
Play with meanings and discover ways to build learners’ vocabulary
What goes where?
What’s the rule of thumb?
Show learners how to punctuate correctly to avoid confusion
Help learners learn grammar rules with easy examples and fun activities
Email English.helpline@gloscol.ac.uk to arrange training
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Obs/ Action Plan follow-up
English Short and Sweet on Demand
The Little Book of How
Learning Support Study Support
Study support can be accessed by any student on a Level 1 programme as frequently as required.
Students can access drop-in study support in addition to their main timetable.
Students have access to quiet study spaces, interactive learning resources, computers and assistive technology to support with their learning.
We have a Study Support Mentor at each site who can support and facilitate learning around four core themes:
Study Skills
You can refer a student for study support by completing the referral request under ‘quick links’ on the staff intranet page or click here.
ESOL Support
Glos: C116 | Chelt: F001 | RFD: A03
Maths English
Access Arrangements for Examinations Students who have specific learning difficulties (SpLDs), special educational needs (SEN) or a disability may be eligible for access arrangements for their examinations. You will need to be able to demonstrate that a student requires specific arrangements as a normal way of working in their lesson in order to have the same opportunities to achieve as their peers on the course. Types of access arrangements can include:
25% extra time Reader / Scribe Individual Room Use of a word processor
A student must be assessed by one of our specialist Access to Learning Tutors in order to apply to an exam board for access arrangements. You can refer a student for access arrangements by completing the referral
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Glos: C116 ext. 3484 | Chelt: F001 ext. 2129 | RFD: A03 ext. 8493 Learning.Support@gloscol.ac.uk
| @GC_LearningSup
Autism Support Some students find communication and interaction with others extremely difficult. We have an autism coordinator who can support you with strategies to support students with autism and can work with individual students to develop coping strategies to enable greater access, inclusion and experience. For more information contact Leon Sheppard, Autism Coordinator: leon.sheppard@gloscol.ac.uk
Training and Support
teams with specific training sessions on a range of topics.
Want to learn more? Need ideas and Contact us for more information or to tips on how to support students with arrange a date. learning difficulties and disabilities? We can support small groups and
What support do my students get? You can find out all of the key additional learning support that any of your students get on ProMonitor under ‘Learning Support’. If your student has any of the following, you’ll find it on ProMonitor:
Education Health and Care Plan (EHCP)
Autism Support Study Support Mentor Learning Support Assistant Ways to support a student in class Access Arrangements for Exams Child in Care
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Learning Support
Connect with us…
The Little Book of How
Contact details Exams For information in relation to examination entries, or candidate registration with awarding bodies, please contact the Exams team.
PLEASE NOTE: the deadline for specialist exam arrangements is 21st March.
For any information regarding registers and timetables, please contact the Timetables and Registers team.
Please remember to allow time for your students to learn how to use their extra time and support assistant in advance of the exam period.
Both teams are part of Information Services and are located as follows:
Room
Extension
Cheltenham Campus
F300
2071
Gloucester Campus
C104
3236 / 3237 / 3238
RFD Campus
B06
8428 / 8498
Learning Support Email: Learning.Support@gloscol.ac.uk Twitter: @GC_LearningSup
Room
Extension
Cheltenham Campus
F001
2129
Gloucester Campus
C116
3484
RFD Campus
A03
8493
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The Teaching and Learning team consists of:
Teaching Improvement
Digital Technologies
Contact with requests for teaching support, development or improvement.
Contact for support with any digital technology in learning including training and support on all college systems.
Library Teams
Contact for support with Self Directed Study, information about available resources and to arrange purchase of new subject resources for libraries.
Teaching Improvement Ruth Evans Rebecca Wilson
Room
Extension email
C014/ 2102/ 3375 ruth.evans@gloscol.ac.uk F115 2102/ 3269 rebecca.wilson@gloscol.ac.uk
Library Cheltenham Campus
G025
2185
Gloucester Campus
C014
3272
RFD Campus
B001
8522
F115
2114
library@gloscol.ac.uk
Digital Technologies Cheltenham Campus Gloucester Campus RFD Campus
C014c 3244/ 3269 moodleadmin@gloscol.ac.uk B001
8504/ 8505
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Contact Details
Teaching and Learning
The Little Book of How
Appendix If you have printed this booklet, all the documents linked within it are listed here with short URLs for easy access; Scheme of work Document
Web Address
Blank Scheme of Work Template
http://bit.do/SoWTemplate
Exemplar Scheme of Work for 2013: BTEC Health and Social Care
http://bit.do/SoWExemplar
Short Course SoW combined with Lesson Plan
http://bit.do/ SoWLPCombinedExemplar
Lesson planning Document
Web Address
Basic Lesson Plan
http://bit.do/LessonPlanBasicTemplate
Exemplar Basic Lesson Plan
http://bit.do/LessonPlanExemplar
Lesson Plan With Bradley’s Balls
http://bit.do/LessonPlanBallsTemplate
Boxes Lesson Plan
http://bit.do/ LessonPlanBoxesTemplate
Class Profile Document
Web Address
Class Profile Template
http://bit.do/ClassProfileTemplate
Class Profile Exemplar
http://bit.do/ClassProfileExemplar
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Document
Web Address
Correction Symbols for Lecturers
http://bit.do/MarkingStrategySymbol sLecturer
Correction Symbols for Students
http://bit.do/MarkingStrategySymbol sStudent
Guidelines for D.I.R.T. (Dedicated Improvement and Reflection Time for Teachers and Students)
http://bit.do/DIRTGuidelines
GC Student Marking Strategy
http://bit.do/MarkingStrategy
GC Student Marking Strategy for Foundation Learners
http://bit.do/MarkingStrategyLD1
GC Assessment Policy
http://bit.do/GCAssessmentPolicy
Additional sites and resources Document
Web Address
Dolch List by level
http://bit.do/DolchListByLevel
Dolch List alphabetical
http://bit.do/DolchListAlphabetical
VLE
http://vle.gloscol.ac.uk
Virtual Library
http://ow.ly/MaI8p
Skills4Study campus
http://www.skills4studycampus.com/ StudentHome.aspx
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Appendix
Marking and feedback