Sample Teacher Notes on Encouraging Achievement
| Screening | We use the standard literacy and numeracy initial assessments. They’re not the Holy Grail, but they give me a starting point to work from. |
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| Introducing the new learner into the literacy and numeracy group | E2E is a roll-on-roll-off programme, so this is a crucial part of the process. I always do icebreakers, such as hangman or 20 questions, to help new learners settle into the group. |
| Diagnostic assessment | I observe the new learner over several sessions. I look at their social skills as well as their literacy and numeracy skills. If, for instance, they are very shy, this can affect their learning. When they have settled in, I do a formal diagnostic assessment. At the moment I am trying out two different diagnostic tools; the one from the DfES and one called the Basic and Key Skills Builder. I’m going to see which one works better. Up until the first review, at four weeks, I focus on gathering information to diagnose the learner’s needs. I share an office with the rest of the E2E team, so we constantly discuss individual learners’ needs. It’s ongoing. |
| Planning group and individual learning | I go through the general scheme of work with the learner and identify which bits are going to be most useful. I currently have a 26-week rolling plan for the group sessions covering all elements of the core curricula from Entry to Level 1. But the cycle is too long. I may go over to an 8-week cycle or devote more of each session to individual work. Each learner has an individual learning plan. It shows the learners’ targets – SMART, of course, and cross-referenced to the core curricula. Also target dates and a column for ‘date achieved’. I have lesson plans for each session. These include how I will differentiate the sessions to make sure all the levels are catered for. I feel I generally manage to resolve the tension between group needs and individual needs. |
| Preparing learning materials | I make a lot of materials that can be easily adjusted to the level of the individual learner. For instance, I use a lot of flashcards. A card with the number 20 can be used at Entry 1 or 2 to get the learners doubling or halving. The same flashcard can be used with a Level 1 learner to prompt a question such as, ‘what’s 50 per cent of 20?’ A lot of my materials are very simple. I also use ready-made materials. For instance, our local university has sent us some CDs with computer games that cover specific parts of the core curricula. I try to bring in ‘real world’ examples and link what I am doing to the vocational areas. For instance, I do an activity about making up baby feeds for learners who are interested in childcare. But I know there is still a lot to do here. I need a lot more information about the placements that the learners are doing. |
| Reviews of learners’ progress | Reviews take place monthly. We discuss the work they have done in the past month. I also ask them how they feel about the scheme of work and about the individual tasks I give them. |
| Setting and monitoring targets | We discuss progress towards targets and set new ones. The targets are very specific and broken into small steps. A target might be something really small, such as learning the sequence of the months of the year. We also look at additional support needs. For instance, we might identify whether coloured paper or using an audio recorder might help. |
| Overcoming specific barriers to learning | Many of my learners have complex needs. I have learners with dyslexia, dyspraxia, Aspergers, epilepsy and narcolepsy. I currently have a volunteer who helps me. She’s at university and is dyslexic herself. She’s really useful. With learning difficulties it’s especially important to find out how each learner learns best. I try to be flexible and creative. If one method doesn’t work, I try another. I believe in visual and kinaesthetic techniques. If I’m talking about fractions, I bring in apples and we cut them up. |
| Assessment | At an informal level, there’s constant feedback. At a more formal level there’s the marking of work. I always make it clear what the marking criteria will be. Sometimes I say ‘I’m not looking at grammar or spelling today’. Then there’s formal assessment. We have assessment on demand. Learners are assessed when they are ready. |
| Reflective practice | I have a template for this. I keep a record of how many learners attended and where we were in the scheme of work. Then I ask myself: were the objectives met? Is there anything I need to change? I also note things about individual learners’ needs. During self-assessment, I look back through my notes when drawing up an analysis of the strengths and weaknesses of the programme. It is important to draw on actual experience, not just give opinions. |
Back to 1A: How to achieve success with learner achievement
