1. Insufficient emphasis is placed on using learners’ starting points to set targets against which progress can be measured and success celebrated.
   1. Initial Assessment
      1. Robust IAG Involve NCS in process to give learners advice Conduct an initial needs analysis to be able to develop SoW Mini survey learners initially Challenge learner on their conversations about their hopes and plans for learning Effective tracking of starting points and progress Trust and rapport development to build foundation for conversation re needs Conversational approach to needs assessment and clarification of feedback Allow learners to set their own goals and targets and adapt lesson plans to accommodate these Encourage learners to set their learning skills as wide as possible to make the most of their course Discuss more individual targets/achievable to encourage all leaner to increase their skills. Robust feedback to show a positive challenge with progression and achievement Set a positive challenge going forward It is OK if personal goals are NOT smart (?) Adapt SoW to initial assessment Determine the main concerns and goals of the learners and gear lesson plan accordingly Initial assessment asking students to talk about why they are here Cite specific individual learning objectives and show how this influences and changes the SoW Tutors to ensure learners’ aims are challenging as the course progresses so as not to become a club Adapt to learners need and balance First steps in pathway to become a counsellor Continue to improve through use of SoW More details from learner to identify goals personal to learner More details from learners to identify goals personal to learner – specific targets SMARTER – many too vague Identify and gather more detail on individual goals. So initial goals cab be set to individual needs Set out skills – RAG at points during course self-assessment/tutor validations Discussions with learners – explore aspirations, share ideas Identify goals and set them more clearly Set goals clearly at the start
2. Other ideas
   1. Marketing and Partnerships
      1. ESOL more directed to those at a very low level not just educated professionals Not aiming for outstanding but for learner /customer satisfaction Learner events to encourage people to come along and see what’s going on – art shows, displays, good example at Cottenham Advertising needs to improve – social media (such as Facebook)– family learning share this way to promote class Good example- strong links with library (Ramsey) attracting learners (Buddy Plus) End of year art exhibition – showing learner work Have a yearly celebration event for ALL learners and invite the local papers to celebrate success. Add this to the calendar at the start of the year so that all learners and staff know that it will be happening. Move location to a different part of the county each year. Promote success stories in the local paper Try and develop engagement events Exhibitions – celebration of learning – a job – family days – certificates, picnics
   2. Training/CPD
      1. More training on timely feedback and how to do it Continuous tutor/manager training Recruitment and selection Shadowing/Peer observation Themed CPD for tutor – questioning techniques, assessment etc Share good practice, ideas and resources Learn from those who are outstanding in this field Shadowing other tutors – valuable to be able to learn from each other
   3. Data monitoring
      1. Show value in the ‘data’ that is collected. E.g. With funding you can employ a tutor Use visual feedback to measure comparative feedback
3. In a few instances, tutors intervened or made suggestions too quickly, thereby not allowing learners to work independently to complete their task.
   1. Teaching methods
      1. Don’t intervene too quickly Space and time to work out by themselves Pause for answers for allowing learners answering time Pose questions differently if not answered To stop tutors intervening – pause and wait for answers, give hints first before going in with correct answers. Open up to the class; give opportunity to do pair work and feedback afterwards Give them more time to practice so that they reach their full potential – more activities – more creativity Understand individual needs and challenges more – be more receptive to individual needs Elicit learners’ voice – group work, teacher prompt Let the students think as long as they are relaxed (some were anxious) Create name cards for each learner all them to talk to one another Use a “hook” statement at beginning of the session, relevant to it Promoting independent learning beyond the class. Plenaries at the end of each lesson to shape further planning Promoting independent learning beyond the classroom – for example, signposting to websites Tutors to create greater learner autonomy Reiki and psychology – offer the chance to present and case studies Set a good/bad discussion going as a session ice breaker. Choose and image that is not perfect and discuss the good and bad with a view to painting Facebook groups – established by learners themselves One tutor arranged a social evening for 3 of his classes which learners were able to record for wider impacts – improved relationships – less feeling of isolation Encourage learners to mix with difference ability levels to increase learner confidence and social relationships Peer learning - groups learning together Use Vision boards Journaling Photographs and observation notes whilst learners are engaged in “club” atmosphere” – pose question to guide discussion Link practical activities to learner personal likes/hobbies etc to allow them to open up to aspirations or continuation of learning ie. They like take-away curries - Cooking curries to explore tastes and ignite passion to build confidence to make their own for their families. Then look at budgeting and reducing food waste by using left overs Practical workshops – it’s easier when people are making/cooking (and this is like a club atmosphere). This allows discussion of goals, tutor to record learning, take photos etc. Recognising and breaking down barriers promptly To make sure all the learners are engaged (quizzes to encourage more shy learners) Keep the good balance between “delivering” and student activities Sharing experiences from “language trips” – very inspiring for other learners Developing ice-breakers to ensure participation of all Mix the ability levels to inspire and challenge and avoid isolation of lower ability learners and improve learning Rather than having a “club” atmosphere” plan for future progression of groups into self-help club Using case studies and student experiences to celebrate success in class and inspire others Having extra resources to input as required to keep continuity A happy class will learn better – discuss and share learners’ history/culture/background Teaching skills and knowledge for independence Encourage friendship and discussion to build ESOL – degrees in own language Encourage role play Allow learners to share in group discussions, development of ideas, Share common break times with different classes expand and share experiences to encourage learner social skills and confidence
   2. Classroom environment
      1. Make friendly atmosphere in a class and relax Make tea breaks active in the class Use volunteers Co-tutor/TA – more likely to happen due to resources
4. Too few individual learning plans include personal, short-term targets or objectives.
   1. Wider Impacts
      1. Monitor wider impact – tracking learners’ confidence, health, relationships Wider impacts – tracking – impact Encourage the wider – starting of the wider uses for the course re completion of the tracker. Tutor mixing up their learning group to ensure ability is balanced Balance social and learning time results in productive learning Follow up learners – later to track changes to life Wider impacts – hard to gather data – case studies and share outcomes and successes – more of track down 1 year later – how has life changed? Be more transparent about the importance of paperwork and value of setting monitoring aims – can system be streamlined online etc?
   2. Time
      1. Having specific time to look at course criteria and reflective learning tasks
5. Goal and target setting can be improved. The results from establishing learners’ starting points and personal information are not used by tutors or learners routinely to inform the development of individuals’ goals and aspirations.
   1. Reflection
      1. Reflect at appropriate times and useful times such as mid-course review and write on SoW Regular learner feedback throughout the session itself – is this working? Planning as a ‘live’ process – continually amending according to learners needs. Use constant and ongoing feedback from learners at all points of the course to tweak the course including it on the SoW Carry out regular reviews of first term plans/objectives at least every three weeks Give learners time to reflect on the objectives Give learners feedback Build tutor evaluation built into SoW Assess continually to ensure learners are achieving their goals Ensure feedback is a balance between celebrating progress and achievement and giving indicators of what learners need to do next Continue to improve through use of SoW Evaluate SoW for individuals – keep it adaptable Could we have a VLE-type environment so learners can track programme regularly? Find out from learners about their progress from their starting point
6. In a minority of lessons, tutors do not give sufficient consideration to basic teaching methodology and a ‘club’ type atmosphere exists rather than a focus on assessment, learning and progression.
   1. Paperwork
      1. Paperwork needs to be enjoyable and quick Integrate into each session? Briefly! Emphasis the benefits – attracting funding! When learning a language I wrote 2 or 3 sentences in my learning diary everyday. Try every strategy as everyone is different. Review individual learning plans regularly and adapt course moving forward. Relevant trackers for the subject and duration of course Tutor to explain benefits of tracker to learner New paperwork to be sent in May – before the term ends please. New paperwork change brought out ASAP Eg May/June to help people prepare before September Relevance of all questions to all subjects? Can annoy some learners if it seems less relevant. 3 term-tracker? Revised paperwork available by May rather than August as some tutors prepare SoW in July ready for September Trackers – use same tracker for 3 terms with allowance for 3 terms spaces/boxes More open questions from tutors More emphasis on course trackers Incorporate trackers / mix with end of course feedback. Persuade learners of relevance of trackers Keep up to date with growing SoW MIS – expand on the objectives set out by the trackers. Using basic tasks and skills ad assigning it to values that you are able to quantify. I use them at the beginning of the first lesson to give me an idea of how to plan the sessions. Explain core sentences or grammar clearly Use of ILPs or trackers, wider impacts Usual diary for progress measuring Trackers limiting? Tutors want more information on learners Keep up to date with paperwork Ensuring progress is demonstrated even if group has a strong social element,. More than a “club” Noting what each student does on a weekly basis in order to indicate where they are for next session Form to express what has been accomplished Each lesson individual sheet – helps planning Tutors to encourage learners to complete paperwork by remembering that this is the learner journey and helps to ensure that they are learning what they want need Important to see things from a learners point of view – why fill in this form etc> Good to explain the learner journey County Version of Leonie Dawson Style Diary/Planners http://leoniedawson.com/free-downloadable-pocket-gratitude-diary Diary to set short, medium and long-term goals Show outcomes Structured well-planned SoW