157 & ifl scrapbook learning

SCRAPBOOK

What’s our challenge?

What’s our challenge?

What’s our challenge?

What is the “gold standard” for great teaching & learning in FE?

What are the “boosters and blockers” that enable/prevent that “gold standard”?

So, what can we practically do differently, or recommend, in order to improve teaching &

learning in FE?

AGREEMENTS

•FULLY HERE

•POSITIVE MINDED

•COMFORTABLY LOST

•SHARE

•RELAX AND HAVE FUN

TODAY – YOU COULD BE LIKE THIS

FAR BETTER TO BE LIKE THIS

Our Best Learning Experiences...

Our Best Learning Experiences...

Our Best Learning Experiences...

I remember the moment I stood in front of my late great grandfather, while he carefullydemonstrated the essential steps for the formation of my school tie. It was to be my first dayat secondary school; I wanted to look my best, so I hurried myself to his room. He alwayswelcomed me with a smile, shared a good word and then sent me off with a challenge;which would normally have me running back to demonstrate the accomplishment.On this occasion, I was particularly nervous; I didn’t think this was a task I could accomplishat alone. Doubtful, I walked into the room with a small, shaken voice, as I asked him toshow me how to tie my tie. He edged his frail frame out of the bed and pointed to one of histies situated on the cardboard door. “We are going to do the Full Windsor”, he saidcheerfully. I was to watch his first attempt and mirror his efforts the second time round. Iwas keen to know how this was done and he was certainly keen to show me. With curiosityI carefully observed and attempted the ‘up, under and over’, looking up for reassurance andnoticing the widening of his smile as I finally attempted to go across and down. After 3attempts, I had learnt to do it, simply from watching and listening to his every word. With asmall embrace, I felt calmed, prepared and assured that I was dressed, completely readyfor the new educational journey.It is this rare learning experience which demonstrates the core elements of my teachingidentity. I realised the importance of both simple and genuine tools for learning and certainlythe impact of enthusiasm every step of the way.

Our Best Learning Experiences...

Our Best Learning Experiences...

Our Best Learning Experiences...

Our Best Learning Experiences...

Our Best Learning Experiences...

Our Best Learning Experiences...

Our Best Learning Experiences...

WHAT COULD GREAT LOOK LIKE?

One flipchart, one breath...

•Discuss as a group what Great Teaching & Learning is.

•Express with one breath and one flipchart.

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

What is the Gold Standard of Great Learning & Teaching?

ANGELS & DEMONS/ BOOSTERS & BLOCKERS

What’s helping create better teaching and learning in FE right

now?

What’s stopping better teaching and learning in FE right now?

ANGELS & DEMONS / BOOSTERS & BLOCKERS

In your pairs:

•Person A rants for 90 seconds about all the stuff that’s getting in the way (of delivering better teaching and learning

in FE)

•Person B listens and takes notes

•Person A then waxes lyrical about all the things that actually help deliver better teaching/learning right NOW

•Person B listens and takes notes

2.Repeat with person B doing the talking and person A doing the listening/taking notes

LAND THE OUTPUT

Each pair capture 3 things blocking great learning/teaching

(one blocker per piece of red paper)

NO CASHLack of funds, budgets

are being cut again and again

Lovely LearnersMost learners are self-funded and therefore very

motivated

Repeat for the things helping/boosting great

learning/teaching (one per piece of green paper)

ANGELS & DEMONS / BOOSTERS & BLOCKERS

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View a separate slideshow of the Boosters and Blockers identified.

How to have great ideas

• In a team.

• One person captures: name it, describe it, draw it.

• One idea at a time.

• Ideas not thoughts. Ideas are actionable.

•Greenhouse; suspend judgement.

•Build ideas: “Yes, and...” not “Yes, but...”

•Go wild, have fun.

How to have great ideas

How to have great ideas

Ideas in three areas

Ideas in three areas

Ideas in three areas

Ideas in three areas

Sharing our ideas

Sharing our ideas

Sharing our ideas

Which are your favourite ideas?

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Every pink heart is a vote of passion / energy for an idea.

HOW DID WE FEEL AT 4PM?

The day was...

• A selection of anonymous feedback from participants at the end of the day describes how it felt to be part of the day and what they take away with them.

The day was...

The day was...

The day was...

The day was...

The day was...

The day was...

THE SO TEAMHUMAN CAPABILITY EXPERTS

30,000+ people From coffee in Israel to unlocking £billions for

a UK broadcasterCreating innovation cultures from Google to

KPMG

This event was producedby the SO TEAM.

To contact the SO TEAM:mat.freer@thesoteam.com

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Other photos