Teaching – Learning – Assessment & its Observation

Meeting the Demands of the Common Inspection Framework

This one-day course considers all of the above and helps participants understand the latest requirements and demands the common inspection framework places on teaching, learning, assessment and its observation.

The process of Teaching, Learning and Assessment (TLA) is at the heart of the Further Education and Skills sector. However, do we truly understand what good TLA looks like? It is much more than the day-to-day activities in the classroom or workshop. The focus of the Common Inspection Framework now places a much greater emphasis on the wider aspects of the learner journey through college, such as constructive feedback, individualised learning, the development of mathematics and English. The list goes on; the teacher’s job has expanded to cover these wider tasks. TLA as part of a good quality programme of learning is now much more than that required to develop the knowledge needed to pass an exam.

The observation of teaching and learning is an established feature at most colleges. The best colleges link this to staff appraisal and performance review and at inspection, the Ofsted expectation is that observation will have been used to best effect to improve teaching and learning. How good are your observation arrangements? In addition, do they have a correct and current focus? Assessment has taken on an increased profile and here too there is a need to use observations and other quality improvement measures to establish the extent to which it is effective.

Feedback to teachers is often infective in making the improvements it should. Is the feedback meaningful? Does it prioritise the key areas for improvement? Does it “duck” the big issues? Does it provide mentors and coaches with the information necessary to help them work with teachers to improve practice? Does it lead to improvement, and what is the impact?

Delegate Feedback

For Whom
This workshop is suitable for those looking gain advice and guidance on improving their observation processes and developing best practice in teaching, learning and assessment in line with the demands of the latest inspection framework.

If you are a curriculum manager, a teaching and learning coach, member of the internal observation team, or a manager of quality and improvement, then this course is for you.

Aims and Objectives
This workshop helps participants understand better:

  • excellence in teaching, learning and assessment and how to spot it.
  • the wider learner journey in the context of teaching, learning and assessment
  • the link with learner outcomes, personal development, behaviour and welfare
  • interpretation of the 2015 Common Inspection Framework
  • the process of observation including formal observations
  • typical areas for improvement observed in teaching, learning and assessment
  • how to reach effective solutions to address poor teaching, learning and assessment
  • how to prepare and deliver effective feedback
  • the process of peer review (with colleagues from the sector)
  • different approaches to observations, effective feedback and action planning
  • to improve teaching, learning, assessment and learner outcomes.

Content
The workshop is split into 7 distinct knowledge sessions that inter-relate and build to provide clear guidance and support for those developing and improving teaching, learning and assessment practices

  1. Introduction
  • The CIF focus on teaching and learning
  • What are inspectors saying about teaching, learning and assessment?
  • What are the hot topics?
  1. Group Work/Getting to know each other – Paperwork, Proformas and Quality Systems
  • Sharing arrangements for graded observation
  • Sharing arrangements for non-graded peer review observations
  • Learning walks and “walk through” observations
  • Sharing of best practice in paperwork and systems
  • Discussing common pitfalls and challenges
  1. Defining Excellence in Teaching, Learning and Assessment.
  • What is “outstanding” teaching, learning and assessment?
  • Judging the impact of teaching, learning and assessment on learner outcomes (including personal development behaviour and welfare).
  • Dealing with differentiation and individualisation
  • ILP,s, Reviews, Target setting, Assessment, Feedback
  1. Drilling down into the detail of the 2015 Common Inspection Framework
  • Exploring the application of the CIF 2015 criteria in terms of the overall Learner Journey
  • Exploring “cause and effect” and evaluating “impact”
  • Triangulation of evidence and linking back to self-assessment
  1. Practice Observation – applying the CIF 2015 focus
  • Evaluation of teaching
  • Evaluation of learning
  • Evaluation of assessment
  1. Group Work and Discussion – What have we seen?
  • Discussion of findings
  • Separating strengths from normal practice
  • Reaching a judgment and deciding the grade
  • Identifying key improvement actions
  • Prioritising improvement
  • Deciding an improvement strategy
  • Writing meaningful feedback
  1. Current Challenges in Teaching, Learning and Assessment
  • Personal development, behaviour and welfare in teaching and learning
  • Teaching and learning in terms of the “study programme”
  • Making Q&A effective
  • Embedding English and Mathematics
  • Teaching, learning and assessment for apprentices – what is different?