Quality Improvement Agency (QIA) Skills for Life Quality Initiative - PowerPoint PPT Presentation

Loading...

PPT – Quality Improvement Agency (QIA) Skills for Life Quality Initiative PowerPoint presentation | free to view - id: 270e5c-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Quality Improvement Agency (QIA) Skills for Life Quality Initiative

Description:

an understanding of different models of collaborative working ... To create an embedded co-teaching session for. an activity or topic ... – PowerPoint PPT presentation

Number of Views:62
Avg rating:3.0/5.0
Slides: 34
Provided by: auth159
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Quality Improvement Agency (QIA) Skills for Life Quality Initiative


1
  • Quality Improvement Agency (QIA) Skills for Life
    Quality Initiative
  • Working in Partnership to Embed Literacy,
    Language and Numeracy

2
  • Aim
  • To support collaborative working in the design
    and delivery of more effective embedded
    teaching and learning sessions

3
Objectives
  • Participants will have
  • an understanding of different models of
    collaborative working
  • a basic understanding of how to use co-coaching
    approaches to find solutions to difficult issues
  • practised basic co-coaching skills
  • analysed the experiences of practitioners who
    successfully co-teach in an embedded vocational
    programme
  • a checklist of critical success factors for
    effective collaborative teaching
  • planned, presented and evaluated a co-teaching
    session that embeds literacy, language and/or
    numeracy in a vocational or other programme.

4
Research evidence for embedding LLN in vocational
or other programmes
  • In a sample of 1,916 learners, in the most
    embedded provision
  • Retention was 16 higher
  • Vocational success rates were higher e.g.
    26 higher at Level 2
  • 92.8 achieved literacy/ESOL qualifications
  • 93.4 achieved numeracy qualifications
  • (National Research and Development Centre for
    Adult Literacy and Numeracy, 2006)

5
Features of effective embedded provision
aspects of teaching and learning
  • LLN teaching directly linked to vocational
    context
  • Use of diagnostic and formative assessment to
    integrate LLN into vocational teaching
  • Differentiation to meet learners needs
  • Presenting LLN as integral to learners
    vocational aspirations
  • (National Research and Development Centre for
    Adult Literacy and Numeracy, 2006)

6
Features of effective embedded provisionteamwork
  • Commitment to collaborative team work from
    vocational and LLN staff
  • Formal and informal shared planning
  • Team identity e.g. shared staff rooms, joint
    activities
  • (National Research and Development Centre for
    Adult Literacy and Numeracy, 2006)

7
Features of effective embedded provisionteam
values
  • Shared commitment to learners vocational
    success
  • Respect for, and understanding of, each others
    specialisms
  • Commitment to learn from each other
  • (National Research and Development Centre for
    Adult Literacy and Numeracy, 2006)

8
Features of effective embedded provisionwhole
organisation approach
  • Organisational policies and managers support
    embedded provision in principle
  • Senior and middle managers support embedded
    provision in practice
  • Organisational arrangements support embedded
    provision
  • Resourcing and working conditions support
    embedded provision

(National Research and Development Centre for
Adult Literacy and Numeracy, 2006)
9
Dual-skilled or specialist teachers?
  • The embedded approach failed to work only when
    vocational teachers were also expected to teach
    literacy and numeracy.
  • (National Research and Development Centre for
    Adult Literacy and Numeracy, 2006)

10
Team teaching research findings
  • Literacy, language and numeracy has to be
    subsumed into the overall vocational objective
    for the learner.
  • (National Research and Development Centre for
    Adult Literacy and Numeracy, 2005)

11
Team teaching research findings
  • Qualities possessed by tutors and
    relationships between them were more important
    than general curricular models of embedded
    provision.
  • (National Research and Development Centre for
    Adult Literacy and Numeracy, 2005)

12
Moving forward
  • The key is for vocational and literacy, language
    and numeracy teachers to plan and work genuinely
    together and share responsibility for the
    course.
  • Tutors own fears of the unknown other need to
    be dissipated through team working. Embedding
    seems to require shared working over intensive
    periods.
  • (National Research and Development Centre for
    Adult Literacy and Numeracy, 2005)

13
The challenge
  • Embedded provision is likely to be
    professionally more demanding and more
    time-consuming for tutors than traditional
    models, but also more rewarding.
  • (National Research and Development Centre for
    Adult Literacy and Numeracy, 2006)

14
Implications for staff development
  • While short formal courses may be useful for
    either group, extended opportunities for informal
    learning (and learning from each other) chime
    well with models of adult learning. Staff need
    time to work together developmentally in teams.
  • (National Research and Development Centre for
    Adult Literacy and Numeracy, 2005)

15
Approaches to collaborative working where are
you now?
  • Aim
  • to reflect on your current working relationship
    and to consider how to move forward
  • Objectives
  • to identify some models of collaborative working
    arrangements
  • to review current ways of working together
  • to consider the advantages and disadvantages of
    adopting different ways of working together
  • to generate questions to support successful team
    working

16
Where are you now?
  • In pairs, consider
  • where your working partnership is now
  • the advantages and disadvantages of these
    approaches for your own context. What might
    work? What might not work?
  • where you would like to be.
  • Share your findings with others.
  • Agree three key questions that will need
    answering to ensure successful team work.

17
Working together
  • Team workers need to spend 80 of their time
    performing excellent work and 20 supporting
    their colleagues. They will then build a good
    climate, generate ideas and produce
    results.(Pegg, Mike (1989) Positive Leadership
    How to Build a Winning Team)

18
A cycle for working together
Planning and Review                             
                         
19
Ground rules for working together
  • Build rapport and a working relationship.
  • Investigate your partners situation.
  • Identify strengths and problem areas.
  • Agree specific goals and outcomes.
  • Focus on solutions.
  • Review progress on goals and give feedback.

20
A cycle for working together
  • Planning and Review
  •                                                 
         

21
Co-teaching identifying and removing barriers
  • In pairs or small groups
  • List some of the barriers or problems that might
    arise during team-taught sessions.
  • For each barrier/problem, suggest strategies.
  • Record these on flipcharts and display.
  • View each others findings and comment or add to
    the strategies.

22
Making it work the power of positive thinking
  1. If it works, do more of it if it doesnt work,
    do something different.
  2. A small change in any aspect of a problem can
    initiate a solution.
  3. People have the necessary resources to change
    problems.
  4. A focus on future possibilities and solutions
    enhances change.

23
Making it work the power of positive thinking
  • 5. Co-operation enhances change.
  • 6. No sign-up no change.
  • The problem is the problem not the person.
  • Possibilities are infinite.
  • People have unique ways of solving problems.

24
Improving your performance in a partnership
Negotiate needs into a purpose. What do you
want to develop?
Review. What has worked? What hasnt
worked? Why? What remains to be done?
Develop a strategy. What actions will you take,
in what order? Break task down into achievable
steps.
Outcomes. How will you know when you have been
successful? What will have happened? What will
others notice?
25
To promote positive change
  • Enable your partner to
  • find their successful past what has worked well
    in previous situations
  • recognise existing useful skills and qualities
  • explain their vision and what the improved
    future will be like
  • think about doing something different
  • plan it
  • do it.

26
Scaling where are you now?
  • On a scale of 1 to 10, where 1 is the worst
    you can imagine and 10 is fine
  • Where are you this week?
  • How come?
  • How have you managed to get so far already? (Go
    for actions rather than feelings)
  • What did you do differently to get to this point?
  • 1 2 3 4 5 6 7
    8 9 10

27
Scaling where would you like to be?
  • When you are one more along the scale
  • What will you be doing differently?
  • What would I see and hear differently on a video?
  • Who will be the first to notice?
  • What will they notice first?
  • How will you know they have noticed?

28
Powerful questions to try
  • What do you want from your session?
  • Try to envision success. Can you describe it?
  • What will you have to do to achieve this?
  • What stops you?
  • What options have you got?
  • What else?
  • How will you or others know when its worked?
  • I wonder what would happen if you tried?
  • Suppose?
  • What would look like to the learners?
  • What would the learners be doing differently?

29
A cycle for working together
  • Planning and Review
  •                                                 
         

30
Problem-maintaining cycle
1. Identify the problem
2. Try out a solution
3. Failure
4. Acknowledge that something went wrong
5. Explore the cause of the failure
9. Reduced enthusiasm for change
10. No change
6. Why did it go wrong? Who was to blame?
7. Protect yourselves
8. Mistrust
31
Solution-developing cycle
1. Identify the problem
2. Try out a solution
3. Failure
4. Acknowledge that something went wrong
5. Visualise and share the preferred future.
What will change look like?
9. Improved enthusiasm for change
10. More change
8. Share the credit
6. Notice and identify the first signs of change
7. Explain the progress
32
Try it out
  • Aim
  • To put the theory of effective team teaching into
    practice
  • Objectives
  • To create an embedded co-teaching session for an
    activity or topic
  • To present your session (or micro-teach it) to
    another pair
  • To receive and give constructive feedback.

33
Structure of presentation
  • Content and learning objectives
  • How will you present it? Which teaching and
    learning methods will you use?
  • How will you work collaboratively?
  • What are your roles? Who will do what? Will it be
    seamless?
  • What resources will you use?
  • How will you assess learning?
  • How will you evaluate the outcomes of the session
    for a) the learners b) yourselves?
About PowerShow.com