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WKC Interactive Teaching Programmes

This case study details how WKC, a large multi-site tertiary institution, responded to OFSTED's 2002 inspection report, which identified key areas for improvement. Faced with challenges including a high percentage of part-time and agency teachers, logistical difficulties, and diverse student needs, WKC developed an interactive, flexible online teaching programme. Collaborating with external experts, WKC created modules focusing on differentiation, key skills integration, and classroom management, fostering independent and active learning. Future goals include enhancing the programme's use among staff and continual updates based on feedback.

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WKC Interactive Teaching Programmes

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  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

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