2A:How to achieve success in teaching, training and learning

Developing the teaching team

Skills for Life managers face an ongoing challenge to raise teaching standards. The most successful focus much of their effort on the improving the quality of teaching and learning through activities such as:

• well-designed induction programmes and teacher guidance
• mentoring and support from expert practitioners
• a regular lesson observation cycle with feedback on every teacher’s ability to recognise and respond to Skills for Life needs
• peer and mentor observation and feedback
• regular opportunities to share skills and effective practice
• project-based developments to trial new teaching approaches and delivery methods.

Professional development is key to raising teaching standards. FE colleges usually have large and diverse teams responsible for teaching literacy, numeracy and language, delivering key skills and providing additional learning support. In time, we want every member of every teaching team working at Level 2 or below to be trained to recognise and respond to language and number development needs. Already, Skills for Life managers are supporting large teams, including many vocational specialists, with new responsibilities for language and number development. Inducting, training and resourcing these teams is a challenge.

A good starting point for colleges planning staff development activities is the training provided through the Skills for Life strategy.

Skills for Life Professional Development Centres offer a range of short course and tailored training and prepare teachers and support staff for the specialist Skills for Life qualifications at Levels 2 to 4.

These training opportunities (www.lsc.gov.uk/sflqi for further information) extend beyond the teaching team itself and support a whole-college response to Skills for Life. For example, front-line teams will often be the first to meet learners and they need to be trained to understand and meet their needs. This understanding, and a grasp of the learning processes that underpin an effective response, will be needed by a range of teams within the college marketing, business development, quality – if the Skills for Life offer is to be effectively delivered.

Each member of staff involved in teaching literacy, numeracy and ESOL skills should agree a personal development plan that offers a range of development activities related to the Skills for Life strategy. Professional training, both accredited and unaccredited, needs to be offered at different levels and should include those teaching and those supporting learning. For all those colleges that have significant local literacy, numeracy and ESOL skills needs – and that is most colleges – this should be a key professional development priority. The planning and resourcing of professional development need to recognise this priority. Development planning should be informed by lesson observation, teacher appraisal and other quality assurance processes that help to identify training needs. Successful colleges will have a long-term, costed Skills for Life training plan that is framed by clear information about individual development needs, strategic priorities, improvement targets and areas of growth.

Successful colleges also plan staff training in order to meet the particular learning needs in their communities. One college, for example, works with the local community and hospital-based Mental Health Trust teams to provide linked services for those with mental health problems. Staff are trained to recognise and respond to the needs of these learners. ESOL staff working with refugees have also received training on trauma and its effects.

New colleagues and those new to teaching literacy, numeracy and ESOL need particular support. A mentoring system is a good way of offering this. An established member of the teaching team could mentor new colleagues during their first year. Colleges may need to arrange some reductions in contact time for mentors and mentees to allow time for them to work together. It is usual to offer more time at the beginning of the mentoring scheme, with a slackening off during the year as the new teacher settles in.

Most colleges have seen a significant expansion of their Skills for Life offer and have not been able to recruit the experienced and qualified teachers they need. Effective providers have usually grown their own. This has huge implications for professional development as it requires a clear framework to develop and support new colleagues. In most cases there is a planned progression from a support role to a teaching role and from supported teaching, for example in an on-site team, to more self-reliant roles, such as outreach delivery. If the process is well-managed it can be enormously successful. New teachers are recruited from local communities and often bring prior learning and work experience which is relevant and motivating to Skills for Life learners.

Securing the learning ‘fit’

Effective learning in literacy, numeracy and ESOL:

• involves the learner
• makes sense to the learner and is recognised as something they need to learn
• fits with other learning
• takes the learner nearer to their goals.

Achieving this can be a real challenge for teachers or trainers when learners don’t see themselves as coming to college to work on their literacy, numeracy and language skills. Learners who think they’ve left all that behind and who want to concentrate on their vocational studies need to see the relevance of literacy, numeracy and ESOL provision for them.

A further challenge for teachers and trainers is likely to be the range of literacy, numeracy and language skills within a single vocational group. In many groups, learners will have come from very different backgrounds and have varied prior experiences. They will have different learning histories, different learning needs and different learning styles.

Both of these issues are about learning fit. Firstly, the learning needs to fit the vocational interests and goals of the group of learners. This means resources and activities must be accessible and engaging to particular learners. Secondly, the learning needs to fit the needs, goals and preferences of the individuals within the group. Often that means adapting resources to suit individual needs, but it can mean adapting them to suit a whole group. For some groups, that ‘fit’ means rethinking the way in which information is communicated and learning is acquired.

These are just some of the many ways of improving the fit between the learner and their programme. The following section discussed just two in more detail: an audit of literacy, numeracy and language skills, and the use of differentiated teaching.

Carrying out a skills audit

An audit of literacy, numeracy and language skills pinpoints the specific level and type of skill needed to succeed on a particular programme. It looks at all the ways learners have to use literacy, numeracy and language skills to follow the programme by examining:

• course handouts and worksheets
• textbooks and any standard reference books
• the use of specialist formats for presenting text or numbers, for example, reports, statistical tables, case studies, account ledgers etc
• the use of specialist terminology
• common teaching strategies, for example, lecture, practical demonstration, simulation
• the ways in which learners are expected to record learning points in class
• private study tasks
• group learning activities
• assignment tasks, assignment criteria and feedback
• other assessment tasks, for example, portfolio management, multiple-choice exam.

An audit recognises that literacy, numeracy and language skills are needed to make good use of all these learning experiences. The skills demanded of learners during the programme may need to be:

• demonstrated at entry before the learner joins the programme
• taught to those with some skills gaps through additional support, or
• taught to the whole group before or alongside the vocational activity that requires the skill.

The results of the audit should be used to:

• map literacy, numeracy and language skills to relevant activities on the main programme
• identify naturally occurring opportunities for developing and assessing literacy, numeracy and language skills through vocational activities
• develop teaching strategies and learning resources that support embedded development of literacy, numeracy and language skills
• plan integrated assignments that will allow learners to demonstrate achievement in vocational skills as well as literacy, numeracy and language
• focus the additional support given in order to allow timely development of the skills needed for particular activities on the programme.

An audit underpins effective joint planning and practical teamwork between teachers of literacy, numeracy and ESOL and vocational specialists. It must go beyond a simple referencing of vocational learning activities against the core curricula. This can have little impact on teaching and even less on learning. The audit must identify ways in which vocational learning activities can be designed to build as well as practise literacy, numeracy and language skills. Learning activities such as:

• childcare learners writing child observation and accident reports
• construction learners researching technical specifications and trade brochures
• hairdressing learners making up a dye formula or calculating a discount
• performing arts learners budgeting a performance and estimating sales
• can be designed to highlight the required language and number skills and develop these in a relevant and focused way.

A literacy, numeracy and language audit is unlikely to prompt only a one-way dialogue where literacy, numeracy and ESOL specialists simply fit their work around the vocational learning. By working with literacy, numeracy and ESOL colleagues, vocational staff may use the audit to change their practice. An audit can also prompt a review of:

• the entry criteria and entry assessment for the programme
• initial and diagnostic assessment
• the reading level, layout and presentation of handouts and worksheets
• the range of teaching strategies
• assignment design.

The audit can also ensure a better fit between the literacy, numeracy and language skills of the learners and the way these skills are taught and assessed on the programme.

Varying learning activities

People learn in different ways and a variety of approach is needed with any group of learners. Basic skills learners in particular, because they may have negative memories of traditional teaching, need variety. All course teams should draw on a range of learning activities including:

• whole-group teaching
• demonstration and exposition
• problem-solving and discovery learning
• the use of case studies, role play and simulation
• games, quizzes and puzzles
• individual and pairwork
• workshop learning
• groupwork
• the use of different media including ICT and interactive resources
• independent and resource-based learning
• individual coaching
• skills practice and rote learning
• integrated support within vocational provision.

Differentiation to meet individual needs

Variety needs to go beyond the use of different activities for the group as a whole and should offer differentiated activities for particular individuals. Initial assessment and the subsequent ILP have a fundamental role to play in differentiated teaching. Initial assessment outcomes will give information about the learner’s preferred learning style. The targets used in the ILP will take these preferences into account to plan activities and tasks that are relevant for that learner. Where learning takes place in groups or as a shared activity, separate tasks can be differentiated to meet the abilities of individual learners. This can lead to the innovative and productive use of differentiated learning that is valuable to learners at all levels of ability by, for example:

• the use of learning resources at more than one level of difficulty
• groupwork with mixed-ability groups where more advanced learners are providing peer support to their fellow learners
• groupwork with similar ability groups where the activity is simplified for some groups and extended for others
• group tasks with built-in support for some learners, for example, some learners could write a report independently while others complete a prepared format
• in-class support for individuals or small groups
• extension activities for stronger learners
• discovery learning and research activities that allow each learner to work at their own pace and level.

Differentiation also needs to take account of different learning styles. The aim is to help learners acquire the skills and confidence to learn in different ways, but it will help if they start to think about the way that learning feels most natural for them. For those who don’t see themselves as successful learners, it helps to know there’s no right or wrong way to learn. Successful teachers find out about their learners’ preferred styles by talking to them, watching them or using simple self-assessment tests. Self-assessment tests can be found on several websites, such as that at: www.support4learning.org.uk

Effective teachers also adapt their teaching styles to cater for the different learning styles in the group. Traditional learning usually suits the verbal learner, who is happy to listen to instruction or information and the sequential learner who is comfortable to take things in step-by-step. But many learners find it easier to take information from pictures or diagrams. Some need to see the big picture, not the small steps. Some will understand what is heard or read, but many more will need to be active and doing before it sinks in.

Visual learners need to be shown not told.

Colour, size and shape can be used to emphasise written information.

Diagrams, mind maps, pictures and cartoons will all have more impact.

Auditory learners make good use of verbal instruction, class discussion and listening to their colleagues. They usually like to talk as well as listen and explaining things in their own words will help learning.

Kinaesthetic learners are those who learn best when they’re active and doing. They will enjoy opportunities for hands-on learning: case studies, simulations, experiments and practical work. It may also help them to turn information from one form into another, such as turning a written handout into a table, using information from a demonstration to prepare a diagram or putting a spoken explanation into their own words.

Finally, all teachers need to check that the learning fit is relevant to the learner’s main programme and that it will help them achieve their learning goals. Success on the main programme and progress against the targets set in the ILP are essential indicators of course, but remember that learners are often the best judges of learning fit, and their opinions count. Effective practice ensures that the learner is closely involved in planning and reviewing what is learnt.

Using e-learning resources

Learners need access to a wide range of resources to participate fully in learning assessment and the life of the college. Colleges are increasingly recognising that one resource with great potential for successful literacy, numeracy and ESOL provision is e-learning. Most colleges are actively developing e-learning resources, but sometimes literacy, numeracy and ESOL learners are among the last to see the benefits. While there are particular challenges in using ICT with learners who have literacy, numeracy and ESOL needs, there are also very good reasons for using e-learning. These include:

• the negative memories some literacy, numeracy and ESOL learners have of school. For older learners, ICT is a new medium without these associations
• younger learners may be confident and competent ICT users, whatever their level of skill in literacy, numeracy and ESOL
• surveys suggest that literacy, numeracy and ESOL learners want to learn through ICT
• e-learning activities are suited to differentiated learning
• e-learning can provide the learner with instant feedback
• routine tasks, such as cloze, can be far more fun online
• simulations mean that literacy, numeracy and ESOL skills can be embedded in a wider range of activities
• the use of ICT to present work means that all learners can achieve a professional finish
• many learners find it easier to manage their portfolio and learning resources if these are online.

All literacy, numeracy and ESOL learners should have some opportunities for e-learning alongside other activities. E-learning does not mean abandoning the learner to the machine. It can be an opportunity to adjust the task to the individual learner and to provide more tailored support. Teachers of literacy, numeracy and ESOL can help by planning activities that use e-learning to:

• motivate, engage and challenge learners
• support differentiated learning
• apply skills to new contexts
• reinforce learning
• help learners to manage their learning
• help learners develop independent learning skills.

ICT resources should also be used to help manage learning, for example, by:

• analysing initial assessment outcomes to give a college-wide profile of needs
• analysing individual initial assessment outcomes to suggest individual learning targets for the ILP
• recording and monitoring individual support plans
• providing flexible access to external assessment
• tracking internal progression for first-rung learners.

Many colleges now have or are developing their own virtual learning environment (VLE). This offers flexible learning by allowing learners access to the VLE from home, during private study at college or during class activities. Each learner should be able to manage his or her learning through the calendar, task list and personal folders. E-learning certainly does not need to be an isolated or isolating activity. Used effectively, VLEs give access to email, chat rooms and space for teamwork, and actively encourage both independent learning and collaboration.

More information on the use of e-learning to teach literacy, numeracy and ESOL can be found in the companion guide Raising Standards: A contextual guide to support success in literacy, numeracy and ESOL: E-learning.

Assessment

Assessment is an integral part of learning, and Skills for Life teams are constantly alert to skills development in order to make decisions about individual learning targets and additional support.

Colleges with effective literacy, numeracy and ESOL provision make good use of opportunities to assess language and number skills through meaningful activities.

When learners are clear about why they need good language and number skills, and they see the difference that improved skills can make to vocational tasks, they are motivated to perform at their best.

Where assessment shows poor or falling performance by a course group, individuals or a specific group of learners, this must trigger planned and effective action. College basic skill teams know that poor performance on vocational courses is often rooted in language and number difficulties, and this may well be where action needs to be taken.

Assessment outcomes should be a tool for improvement. This means the learner needs to understand what the assessment outcome means and that significant outcomes need to be shared across the teaching team.

Feedback that supports learning

All learners need to understand exactly how they will be assessed and how their achievement will be recorded. Learners who are preparing for external accreditation need to know exactly what will be involved. This is an important aspect of induction. The first assignment of the programme is a good opportunity to clarify what learners need to do, how their work will be judged, what standards will be used in assessment and marking and what feedback they can expect. If they are preparing for a qualification, they need to know the standards they will be expected to reach and how their achievement will be demonstrated. On most courses, learners can expect regular assessments during the programme and they should have plenty of notice of assessments to help them plan and prepare to do their best.

Assignment planning and design

Where learners are following a structured programme that is internally assessed, each course team needs to agree a calendar of assessments that is sensibly sequenced throughout the programme’s duration. It is also useful to have a common marking code so that learners are clear that a tense error, for example, will always be indicated in the same way. There should also be a common format for assignment design that:

• says exactly what learners need to do
• lists the evidence they will need to provide
• gives the criteria against which the assignment will be assessed
• gives a deadline for handing the assignment in and says when it will be returned
• tells the learner about any opportunities to re-do an assignment that does not reach the required standards.

The college needs to support teachers in the design of assignments through training, mentoring and its internal verification or moderation processes. The college also needs to have a policy about the kind of support a learner can be given while working on an assignment. This is particularly important for colleagues providing additional support to individual learners or small groups. Assignments can provide a very focused and motivating context for skills development, but the work must be the learner’s own.

Feedback and progress reviews

Course teams need to make sure that learners understand the feedback they receive. This can mean adapting feedback for specific groups of learners.

All feedback must signpost improvement. It needs to tell the learner exactly what they need to change or develop. Feedback should:

• show how well the learner has done, using the agreed criteria
• explain the outcomes against the criteria
• make positive comments before criticisms
• be given promptly
• tell learners how they can improve
• give guidance in the areas learners need to rehearse
• take account of particular learning difficulties and/or disabilities and any special requirements or circumstances.

Each assignment will contribute towards the achievement recorded on the learner’s ILP and be part of the evidence that is considered at the regular review of progress against the ILP. The progress review meeting should put this into a wider context and also ask:

• are the interim achievements on the programme taking the learner nearer to their long-term learning goals?
• what is the learner’s view of his or her progress?
• does the learner’s self-assessment match the views of the teaching team?
• if not, why not?
• what is the learner finding easy and difficult?
• what help has proved useful to the learner?
• which resources were useful, and which less so?
• what new targets should be set?

Feeding back to other stakeholders

For younger learners, parents or carers also need to be informed. Their involvement can reinforce the work done by the teaching team. In effective provision, parents or carers receive regular reports on the learners’ progress review. They are invited to parents’ evenings, and are alerted to any concerns where appropriate and where this is in the best interests of the learner.

Some literacy, numeracy and ESOL learners, including young asylum seekers, are less likely than other learners to have a parent at home. The course team should still report progress to elder siblings, hostel key workers, the Leaving Care team, social workers etc. It is also necessary to be aware of cases, including actual or potential parental violence, where the interests of the learner would not be served by sending out reports.

Where literacy, numeracy and language learners are sponsored by their employers or, as is increasingly the case, learning in the workplace, employers will also need feedback about progress. It will be helpful to agree the level and type of progress reporting before the programme begins. This allows teachers to manage sensitive and confidential issues and to make the feedback process transparent to learners.

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