Video Case Studies
Excellence in Teaching, Learning & Assessment.pdf
In order to improve their TLA outcomes, the leadership at John Ruskin college tasked all staff (teaching and support) and learners were consulted as to what they thought constituted outstanding TLA. The results were collated and placed at the heart of the John Ruskin College Learning Model. In the model all college staff were encouraged to undertake supported experiments to develop their own skills as a means of moving beyond existing TLA delivery models, supported by a Solution Focussed Coach. Building on the successes of Year 1, in the second year staff were encouraged to adopt new teaching approaches using a trial and error methodology with the aim of improving their confidence and professionalism and thereby improve the outcomes for learners. Experiments were based on three main areas: Professional behavior of students (work skills, work ethic, taking responsibilityfor learning, appropriate dress and behaviour, time and workload management, students valuing time at college for themselves), assessment methods (tasks, use of video, differentiated models of assessing criteria) and punctuality and attendance (strategies to improve these). In the final stage, staff were encouraged to broaden their range of knowledge, understanding and insight to issues such as employability, IT and other such broader areas which are crucially relevant to student success.
To improve TLA outcomes
To create a culture of innovation and risk taking
To place TLA at the heart of the organizational culture
To engage all stakeholders in talking and thinking about TLA
What Worked Well:
Benefits for Learners:
Benefits for Staff:
Benefits for the organisation: Teaching and Learning: retention improved 10.3% in comparison to 2010/11 to 91.7%; 84.3% of lessons observed were judged good and outstanding teaching and cumulative attendance reaching 88.6% in 2011-12 compared to 82.5% in 2010-11.
Who is it for?
Assessment for Learning