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Identify and research / create resources that you could create to develop resilience and study skills within your specialist areas

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In  your groups discuss and add to the padlet common issues we face in trying to develop resilience and study skills with learners

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In  your groups discuss and add to the padlet common issues we face in trying to develop resilience and study skills with learners

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Is resilience a skill we develop or something we are born with? 

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Is resilience a skill we develop or something we are born with? 

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Resilience is developed by setting goals which are realistic and achievable.

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Add thoughts to the chat.
Give an example when you or a student of yours has shown resilience.

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Wider link to personal, social and emotional development and the wider world

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Wider link to personal, social and emotional development and the wider world

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Character building

Linking beyond the College and work place

Resilience in learning, as in life, is about being able to persevere through setbacks, take on challenges and risk making mistakes to reach a goal.  Learning from setbacks can empower students with their learning, help them build self-awareness and self-advocacy skills. It can also help them develop new strategies and tools for solving problems, boost their motivation and self-esteem.

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Ask students to reflect on a period or expereince which they found challenging.
You can ask questions such as:

What were the challenges?.

How did they feel at the time?.

How did they over come?.

What was the drivers to keep going until they succeeded?.

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How do we support students to learn from mistakes?

How do we motivate learners to keep trying again?.

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Activity ideas to develop resilience for learners. 

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Activity ideas to develop resilience for learners. 

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According to John Hattie, our role as educators is to develop a positive relationship with students so that they feel safe to try, to have a go and to make mistakes in our classroom. Lack of motivation in the classroom can often hide a fear of failure, and the behaviours the student displays may have saved them embarrassment in the past.

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Study skills are transferable - you will take them with you beyond your education into new contexts. For example, organisational skills, time management, prioritising, learning how to analyse, problem solving, and the self-discipline that is required to remain motivated. Study skills relate closely to the type of skills that employers look for.

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Are there any specific training sessions which you would like us to consider delivering?.  

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Are there any specific training sessions which you would like us to consider delivering?.  

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Managing time and developing learning strategies

Reading  texts critically and effectively

Taking notes in class and from hard or electronic copy

Planning and writing essays and reports

Developing an academic writing style

Improving spelling and grammar

Preparing and delivering presentations

Revising and sitting examinations

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15 Minute Timer (No Music_Alarm Sound at the End)

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10 Minute Timer with Colorful Backgrounds

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Please upload your discussion points here. Just click the plus button to add your comments. 

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Please upload your discussion points here. Just click the plus button to add your comments. 

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Please upload your discussion points here. Just click the plus button to add your comments. 

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Please upload your discussion points here. Just click the plus button to add your comments. 

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Create your own images to develop students emotional responses to their situation and how they feel about college / studies etc/ You can direct the questioning and help them see where they and where they would like to be.

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Buy The Emotion Cards (Draw On) 1 by Sunderland, Margot, Armstrong, Nicky (ISBN: 9781138070981) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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In the chat describe how you have developed positive relationships with your students so they feel safe to try and have a go.

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Quality of Education and Personal Development

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Quality of Education and Personal Development

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Intent -

leaders take on or construct a curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life

the provider’s curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment

Implementation -

over the course of study, teaching is designed to help learners to remember in the long term the content they have been taught and to integrate new knowledge into larger concepts

Impact -

learners develop detailed knowledge and skills across the curriculum and, as a result, achieve well. Where relevant, this is reflected in results from national tests and examinations that meet government expectations, or in the qualifications obtained

learners are ready for the next stage of education, employment or training. Where relevant, they gain qualifications that allow them to go on to destinations that meet their interests, aspirations and the intention of their course of study. They read widely and often, with fluency and comprehension.

Personal development:

the curriculum extends beyond the academic, technical or vocational

the curriculum and the providers wider work enables learners to develop character

the provider prepares learners for life in modern Britain

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This framework sets out Ofsted's inspection principles and the main judgements that inspectors make.

Details

The education inspection framework sets out how Ofsted will inspect state schools, further education and skills providers, non-association independent schools and registered early years settings in England.

You can also read individual handbooks for:

We ran a consultation on the framework and draft handbooks between January and April 2019.

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This framework sets out Ofsted's inspection principles and the main judgements that inspectors make.

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students feeling over loaded or tired, but facing imminent deadlines.

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students feeling over loaded or tired, but facing imminent deadlines.

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how to develop resilience and problems faced

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how to develop resilience and problems faced

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one problem is to keep learners motivated especially when they are nearing the end of their study program

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Students tired working late shifts and find it difficult to focus in the lesson. 

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Students tired working late shifts and find it difficult to focus in the lesson. 

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To Developing Critical thinking helping students to connect between logistics and concept.

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To Developing Critical thinking helping students to connect between logistics and concept.

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short talk on time management establishing priorities. 

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short talk on time management establishing priorities. 

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the difficulty with ALS is that the students don't process information in the same way as mainstream learners, so traditional methods tend not to work, or can exacerbate the situation.

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the difficulty with ALS is that the students don't process information in the same way as mainstream learners, so traditional methods tend not to work, or can exacerbate the situation.

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I got some ideas to develop student's resilience and study skills. Totally great session.

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I got some ideas to develop student's resilience and study skills. Totally great session.