WKC Interactive Teaching Programmes

1. WKC Interactive Teaching Programmes Our response to OFSTED Case Study 2003-2005

2. Background • Brief WKC overview -Large tertiary multi-site (5) institution -x000 students -x00 teachers -x0 courses • Inspection April 2002 • OFSTED report highlighted a number of areas which could be improved

3. Areas to Address • Differentiation • ILT • Integrating key skills • Attendance and punctuality • Independent learning Inspectors highlighted Part Time & Agency teachers • Difference in lesson observation grades

4. Overall Objective to address • To raise the standard of teaching and learning across the college However, like many institutions we faced a number of challenges…

5. The Challenges at WKC • High % Part Time & Agency teachers • They also work for other institutions • Generally difficult to attend courses • 5 sites creates logistical stretch for all • Usually solved by travelling to a course but scheduling to suit everyone is a major headache

6. Method: Develop a programme that’s • Generic • Easy to use • Accessible from anywhere • Flexible • Credible and Relevant i.e. examples that used actual classes with WKC teachers and students

7. Programme Considerations • Be suitable for team discussion • Reflect best practice • Allow for independent learning • Encourage active learning

8. How was it developed? • With some external expertise: Well Drawn Productions and Echelon Learning • Developed in tune with WKC’s on-line induction programme • Overseen and driven by WKC Professional Development Manager –Tahmina Maula

9. We involved people at WKC • Collaboration on detailed script • Project Team comprised a cross section of curriculum staff • Performing arts students - participated in classroom management, attendance and punctuality modules

10. 6 Modules • Differentiation • Integrating key skills • Classroom management • Attendance and punctuality • Integrating ILT • The Wow factor

11. Key Features of the Programme • Scope for Differentiation • Interactivity • Potential for Individualisation

12. DEMO • Let’s see what it looks like!

13. Scope for Differentiation • Useful for all staff, new and established, to confirm good practice • Can be used by individuals or groups or a combination of both • Pause points for discussion • Replay facility allows individuals to go at their own pace or focus on areas of individual need/interest

14. Interactivity • Promotes active learning • Inbuilt tasks with immediate feedback

15. Potential for Individualisation • Scope to vary individual learning objectives • Suited to different learning styles

16. How are the programmes used? • Independent learning by teachers • By advanced practitioners remotely • As part of 1:1 support • At curriculum team meetings • College planning and development days • Area of learning days • Centre days • Cross college day

17. Evaluation • Evaluation forms • Informal feedback • Lecturers, CTLs, HoDs • Advanced Practitioners • Senior Management Team • Tracked number of hits to programme • Use on P&D days (AoL, Centre & College) • BECTA & JISC

18. WKC Online Resources • Questions?

19. Future Challenges • Embedding the use of the programme with new and existing staff • Broader and deeper utilisation • Enhancing and updating the programme based on learnings and successes