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One to One Tuition Introductory training for tutors 21 st October 2009, 7pm-9pm 10 th November 2009, 4pm-6pm Bob Basle PowerPoint Presentation
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One to One Tuition Introductory training for tutors 21 st October 2009, 7pm-9pm 10 th November 2009, 4pm-6pm Bob Basle

One to One Tuition Introductory training for tutors 21 st October 2009, 7pm-9pm 10 th November 2009, 4pm-6pm Bob Basle

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One to One Tuition Introductory training for tutors 21 st October 2009, 7pm-9pm 10 th November 2009, 4pm-6pm Bob Basle

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  1. One to One Tuition Introductory training for tutors 21st October 2009, 7pm-9pm 10th November 2009, 4pm-6pm Bob Basley, Personalisation Strategy Manager Richard Hanks, Teaching and Learning Adviser (Personalisation and Intervention)

  2. Objectives Delegates will Discuss and define effective partnership working to ensure the sustained impact of tuition Explore the pedagogy of one to one tuition and be enabled to plan effective personalised intervention Be aware of information regarding the LA systems and structures for delivering tuition

  3. Tuition – the wider context Progress for all One to one Tuition Wider intervention Planning and teaching for progression Progression Targets Quality First Teaching Assessment & Pupil Tracking

  4. The parameters for 1:1 tuition • One to one • 10 hours (plus funding for 2 hours liaison/planning/training) • Suggested minimum of one hour per session – though can be flexed, for example to fit in with lesson periods • Delivered by a qualified tutor • Based on targets agreed between class teacher, tutor and pupil • Not a replacement for other intervention strategies • Can be delivered within or outside the school day

  5. Dispelling the myths • An hour is too long • Pupils would prefer one to two or three • Withdrawing pupils from a lesson to do tuition in the school day reduces their entitlement to the curriculum. • Pupils will not want to stay after school or have sessions at the weekend • Young pupils will be too tired at the end of the day • Pupils will be stigmatised • You can’t send a tutor to the pupil’s home

  6. Selection Criteria • Pupils who entered the key stage below age related expectations • Pupils who are falling behind trajectory during the latter stages of a key stage • Looked after children who would particularly benefit from this support: * This selection must not exclude pupils because they are considered harder to reach and/or are considered to have behaviour issues.

  7. Who can benefit from one-to-one tuition? Pupils: • who have been taught a skill but have failed to secure it • who have difficulty grasping a concept and transferring it into practice • whose learning has been hampered by a previous misconception • new to English, those with a limited vocabulary or who have not had much opportunity to participate in sustained talk or reading

  8. When is one-to-one tuition not appropriate? • Where several pupils fail to grasp a new idea or skill • As a replacement for specialist help which is part of the school’s existing provision • As a replacement for poor quality first teaching

  9. Pupil voiceHow do I feel about my tutor and tuition? You get a good amount of time to consider and get to grips with one thing without pressure … You don’t mind getting it wrong.

  10. Section 2Working in Partnership • Class teacher • Parents / carers • Pupils

  11. Steps to support effective planning and delivery of one-to-one tuition Pupils identified for tuition Class teacher identifies targets Class teacher liaises with tutor Tuition takes place Tutor and class teacher review progress

  12. Knowing the pupil : personalisation Activity: Let’s talk about learning. A visual map set identifying access needs of pupils and self help strategies Discuss: Which of these factors have been significant in your experience and which strategies have worked? Discuss: • How might the class teacher and tutor use the visual map during their initial and review liaison meetings? • How could the visual maps be used with pupils during their tuition sessions? • How could you share this information with parents?

  13. Knowing the pupil: subject focused use of Assessing Pupil Progress (APP) Look at the APP grids. Identify the possible focus for 1-2-1 tuition.

  14. Planning for tuition: the role of the Individual Tuition Plan and SMART targets • Quality Individual Tuition Plans (ITP)? • Appropriate targets?

  15. Tutor’s voiceWhat makes tuition effective? As it’s one to one you can personalise it and arrange lessons around their interests. You can focus around hobbies. It is about getting them motivated.

  16. Continuing the partnership: sharing information Teachers report: • that during and following tuition pupils are more willing to have a go, ask questions, put their hand up etc. • seeing the transfer of skills from tuition to the classroom • that pupils who have finished tuition show improvements in attainment as recorded through termly teacher assessments • an emerging factor …helping others Overall tuition data in the MGP pilot indicates that a higher proportion of pupils who have tuition make expected progress than those who don’t

  17. Partnership with parents and carers Discussion: • How do we currently ensure we work in partnership with parents and carers? • What additional strategies are available for further enhancing partnerships eg Pupil Passport, Individual Tuition Plan • Looked After Children: LA protocols and procedures tutors need to be aware of

  18. Parental voice What does tuition mean to my child? My child was quite happy with his tuition. I was more than happy; a brilliant programme. The teacher kept me informed of the progress, very professional. One to one tuition in any subject can only improve a child’s knowledge and confidence – well

  19. Partnership with pupils • Agreeing the targets : what do I need to learn? • Learning to learn maps : how I learn • Assessment for learning : making me a partner in learning throughout the session • Reviewing learning : making me aware of my progress and what I could do next • Pupil voice : is it working for me?

  20. The role of the pupil in one-to-one tuition Pupils need to: • understand why they are having tuition and how this will help them with a particular area of difficulty • feel confident to take risks during sessions • understand that making mistakes is an important part of learning and that the tutor corrects their errors to help them to understand ideas and concepts • work independently to think through strategies and problem solve for themselves • reflect on their learning during the session, make self assessment and recognise their own progress • appreciate that what they learn in tuition can be used back in class

  21. Pupil voice Reviewing my tuition I used to be shy at maths but now I’ve come alive and put my hands up to answer questions. I used to get stuck but now I get ideas for stories OK and how to structure it and how to add key words and adjectives

  22. Break During coffee please identify useful resources on the post-it notes provided so they can be disseminated to the group

  23. Section 3The pedagogy of one to one tuition Activity: Think about a time when you had a positive learning experience • What made it work for you? Now think about a time when you had a less positive experience • Why was it less successful? Discuss with a partner

  24. Designing the structureOne-to-one teaching sequence Introduction Remember Model Try Apply Secure Review and reflect A possible model for successful practice

  25. Introduction Description The tutor shares the objectives and learning outcomes with the pupil to give an overview of the session Strategies could include: • We are going to be looking at xxx today because……. • By the end of the session you will be able to …….. • We are going to build on what you have learned so far about…..

  26. Remember Description Identifies prior knowledge and makes explicit the knowledge, strategies and skills that will be used and built upon. Helps pupil see links between this learning and their own experience. Strategies could include: • Sorting statements on cards into true and false • Matching possible definitions of words with descriptions • Using multi-sensory entry points into learning. Examples • English pp 42/43 and pp 48/49 • Generic p7

  27. Model Description • Tutor acts as expert by demonstrating the process to be developed and talking it through Strategies could include: • Showing different ways of carrying out the task • Discuss/ articulate choices – ‘thinking out loud’ • Modelling common errors • Compare prepared examples to identify criteria for success (What is good about this example? How do you think they…?) Examples • English pp 36/37 • Mathematics pp 21/22

  28. Try Description The pupil explores the activity independently and the tutor observes and interacts with the pupil, identifying strengths and areas (of misconception) for attention and discussion. Pupil builds confidence to review and revise their work. Strategies could include: • The pupil articulating their thinking throughout • Establishing a ‘safe’ environment where ‘risks’ can be taken, weaknesses and gaps in understanding exposed and errors seen as learning opportunities Examples • English pp 45/46 • Maths pp 28/29

  29. Apply Description Tutor returns to activity to address misconceptions at the point of misconception. In discussion, they revise the work and pupil’s knowledge, understanding and skills. Pupils must see the discussion as an essential part of learning, not criticism. Strategies could include: • Scaffolding a further example by beginning and then allowing the pupil to take over • Providing examples for pupil to sort into relevant categories Examples • English pp 33/34 and pp 39/40 • Mathematics pp 25/26

  30. Secure Description An opportunity to consolidate learning through further practice and discussion with the tutor Strategies could include: • Writing your own (word problem) • Discussing examples from work in the session in detail • Explaining the method we have used to someone else • Linking to ‘homework’ and parental partnership

  31. Review and reflect Description Invites the pupil to reflect on the progress they have made towards the objective, the strategies they have used and how the skills and knowledge may be applied back in the classroom. Further targets for learning may be set. Generic guidance p.15

  32. Generic teaching strategies – pages 7-10 • Enquiring into prior knowledge • Drawing pupils into a modelled process • Prompting pupils to share their thinking • What to say when a child is stuck • Praise • How to draw attention to weaknesses and errors Discussion : Share one of the above strategies which works effectively in your experience Why has this been effective?

  33. The role of the tutor in planning tuition The Tutor: has a thorough understanding of what the pupil needs to be able to do to move forward plans for a range of varied activities to engage the pupil and support learning approaches planning flexibly to respond to changing pupil needs as learning develops

  34. Designing the activity Activity: Choose either a Maths target from page 19 Or an English target from page 31 • Which teaching approaches could you use in designing the detail of the learning experience from pages 13-14 • What influenced your decision in making these choices?

  35. Role of the tutor during the session • models and articulates good learning which focuses on both process and effective strategies • provides opportunities for pupils to talk, rehearse ideas and ask questions • involves the pupil in assessment which will help them acquire self- checking and self-help skills • praises successes

  36. What makes one-to-one tuition particularly effective for pupils? One to one tuition: • engages pupils in their learning in a way which is not always possible in the classroom • provides highly tailored sessions, designed to meet individual needs, delivered by a qualified tutor • is delivered at a pace that is appropriate to the pupil • builds on what the pupil already knows • ensures misunderstandings are quickly identified and addressed at the point of misconception • increases pupils’ understanding of what they need to improve and why they need to improve

  37. Section 4Systems and structures • Training: introductory training to familiarise tutors with structure and pedagogy • Sharing good practice: networks organised for tutors to share experiences and support issues • Quality assure the tutoring process through sampling of schools • Provide the schools with funding • Handle queries re pay from schools and tutors

  38. School systems and structures What do you need to know about the school you are tutoring in? • Spelling, calculation and handwriting policies • Rewards and sanctions • Safeguarding guidance • Disclosure policy • Information re Looked After Children • Key contact in school and how to get in touch out of school hours

  39. Plenary Any questions remaining?

  40. What other national support is available? • DCSF guidance on the pedagogy of one to one • Developing 1-1 Tuition Guidance for Tutors • HR guidance for tutors • Supporting Looked After Children • DCSF LA toolkit includes: • Developing 1-1 Tuition Guidance for Local Authorities and Schools • HR Guidance for LAs • Video extracts on DVD www.teachernet.gov.uk/teachingandlearning/schoolstandards/mgppilot/onetoone/

  41. LA contacts • Tuition leads: Bob Basley (Secondary) Bob.basley@southglos.gov.uk Richard Hanks (Primary) Richard.Hanks@southglos.gov.uk • HR link: Ron Bull (Personnel) Ron.bull@southglos.gov.uk • Support networks: • Monday 11th January, 5pm – 6.30pm (Locality 1) • Tuesday 12th January, 5pm – 6.30pm (Locality 2) • Thursday 14th January, 5pm – 6.30pm (Locality 3) • LA Website: www.learningwithsouthglos.org.uk for materials to support teaching of reading, writng and mathematics.