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The Reading Influencer Project - Wakelet

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Angie Lenton Northampton College A collaborative project between English teachers, academic coaches and vocational staff to boost the reading confidence of GCSE English Language students in FE using audio extracts. It enhanced English teaching methodology, had a proven impact on student reading ages, highlighted a focus on reading and brought together college staff from a number of disciplines.

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ESOL IA Presentation Final Dissemination Event RH FINAL VERSION

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ELATT  Enabling learners to reflect and give constructive feedback

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Gateshead ACL also did a fascinating project on mindfulness a few years back.

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Improving Lives: exploring the effects of mindfulness training - Gateshead Council | Excellence Gateway

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Five project partners ( Gateshead Council learningSkills, ALD Hair and Beauty Academy, Foundation of Light, North East Counselling Services and Darlington Borough Council ) were keen to explore ways in which they could further support learners, many of whom had complex social and emotional needs, in their struggle to manage the additional pressures of attending a learning programme.

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Organisation: | Newcastle City Learning
Presenters: | Garry Nicholson
Project Title: | Assumptions and Anxieties: Learners Feelings about Applying Digital Skills in Workplace Contexts
NCL investigated learners' feelings about digital note-taking in health and social care with both ESOL + English cohorts. The team discovered that the learners’ anxieties were based around the content of the notes themselves rather than the digital skills required to undertake the task. In response, they developed supportive time-limited tasks that modelled real-life scenarios whilst developing their learners’ digital literacies.

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Organisation: | Manchester Adult Education Service
Presenters: | Kate Lindley
Project Title: | There’s an app for that!
MAES explored how far their existing learning app could be used as a remote bridge course to develop the (ESOL + literacy) learners’ digital skills in preparation for blended learning. Learners have responded positively to the content the team have created for the app and the project has inspired more teachers in the department to get on board with it.

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Organisation: | Islington Adult Community Learning
Presenters: | David Coleman + Laureal Lawrence
Project Title: | Developing Essential Digital Skills Amongst Elementary Level Learners of ESOL
This team have developed a short Essential Digital Skills course for entry level ESOL learners to enable them to confidently access email and Zoom across a range of devices. The project team believe that the key to its success was the way in which it was delivered by ESOL teachers rather than IT teachers.

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Organisation: | Barnsley Adult Skills + Community Learning
Presenters: | Susie Wall
Project Title: | Using visual resources to support Entry 2 ESOL learners' understanding of instructional language and digital terminology
The presentation will focus on the journey taken to support E2 ESOL learners in the development of their digital skills. We will highlight the advantages of collaborative working, the development/”take-aways” from both tutors, the learners’ achievements and ways in which we will embed the learning in the future.

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Organisation: | The Sheffield College
Presenters: | Neil Carruthers and Adam Clark
Project Title: | A flipped approach to engaging, supporting and building confidence
This project investigated if a more nuanced approach to undertaking weekly electronic diagnostic assessments prior to attendance at a weekly GCSE Mathematics Resit class improved learner motivation, confidence and learning experience. The aim of the project was to identify if the use of technology as a key aspect of the delivery was beneficial to the students and the tutors.

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Organisation: | College of West Anglia (CWA)
Presenters: | Aga Heisig and Carl Bramham
Project Title: | Investigating how misconceptions and anxiety impact on maths learning
This project started with an aim to develop our team’s ability to deliver remote learning for 16-18-year olds studying Maths.  As the project progressed, the work evolved, and we report on our research into maths anxiety and the misconceptions that learners can have around maths symbols, procedures and exam questions.

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Organisation: | Bishop Burton and Riseholme College
Presenters: | Karen Matthews and Leigh Kellaway
Project Title: | Introducing an online platform for FS maths and English
It makes us happy when students give a wrong answer! This project gave us the opportunity to take a holistic approach to Functional maths. We developed a blended learning environment that helped to give students the confidence to risk being wrong, and created a hands up culture where a comfortable classroom allowed deeper thinking and discussion around misconceptions.

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Organisation: | Basingstoke College of Technology (BCoT)
Presenters: | Joe Wydrzynski and Sophie George
Project Title: | Using technology to motivate and engage GCSE maths learners
This project’s premise was to use an action research approach to investigate digital learning and the effectiveness of learner-led digital activities. This includes not just what programs and software work best, but also which methods and approaches. We’ve used technology with our learners for a number of years but we aimed to refine it, with promising results.

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Organisation: | New City College
Presenters: | Ozay Yavuz
Project Title: | Developing the descriptive vocabulary of high needs learners
Teachers introduced students to new vocabulary using a Kahoot at the start of every other lesson which were linked to thematically selected prompts. Students were encouraged to use the newly acquired vocabulary by applying the words to a short writing activity and marked on the number of new words they used and how accurately they used them.

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Organisation: | Petroc
Presenters: | Kate Bentley and Michelle Atkinson
Project Title: | Does integrating additional learning support and coaching into lessons improve attendance and outcomes?
Adopting a 'team around the student' led to a more cohesive support network that helped students through lockdown and the return to campus; the success of the project rested on excellent communication and a united interest in providing optimum opportunities for our students to succeed.

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Organisation: | South Essex College
Presenters: | Jo Styles
Project Title: | Curriculum approaches to improve engagement in GCSE Maths
It is universally recognised that the comprehension element of Maths questions often present a barrier to students being able to 'do the maths'; in this project, English and Maths teachers paired up to implement a number of strategies to overcome this. The report presents the strategies and their impacts.

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Organisation: | Leeds City College
Presenters: | Jessica Margiotta and Jonny Diamond
Project Title: | Feedback in GCSE English during remote delivery
We will share our journey of exploring the different ways to improve the quality of feedback in GCSE English sessions during remote delivery. From the initial plan of using visualizers to the end result of utilising ‘Mote’, we will explore the teacher and learner view on this feedback strategy and why we will be upscaling this method in the next academic year.

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Organisation: | Suffolk New College
Presenters: | Mark Pluck/Suzy Haynes
Project Title: | Visualise with a visualiser (part ii)
A collaborative project between the maths and ESOL team to engage learners and build skills through modelling. In maths the project initially focused on building learner confidence to improve responses to multi-step questions before moving on to creating a video bank of revision materials. For ESOL the project focused on the pre-ESOL learners to teach them core skills, such as holding a pen and letter formation.

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Organisation: | Develop
Presenters: | Mark Pike and Janet Annets
Project Title: | Learner Support Assistants = Learner Success and Attainment
We intend to provide an overview of how impactful the role of the LSA is in supporting learners to better access the maths curriculum. We were initially too ambitious and this was addressed, and even these plans changed again due to Covid lockdowns. We will present data from questionnaires and two case studies to illustrate what we have learned and now recognise the need to develop specialist LSAs within FE.

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Organisation: | West Suffolk College
Presenters: | Rachel Williams
Project Title: | How can we help learners build social connections whilst studying online?
This project aimed to find ways to enable learners to connect with each other whilst studying online. We will share how opportunities for collaborative working in small groups and a whole department approach to induction led to learners getting to know each other better, increased confidence and improved learning outcomes.

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Organisation: | Sheffield Lifelong Learning
Presenters: | Rachel Greenslade
Project Title: | Developing Grammar in Writing Through Speaking
This project aimed to address the disconnect between the speaking and writing skills of many of our adult learners, particularly those from an ESOL background. The project enabled them to use innate grammar instincts, gained from their everyday use and experience of spoken English, to build stronger, clearer sentences on the page.

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Organisation: | Liverpool City College and Hopwood Hall College
Presenters: | Nicola McLean and Sian Walker
Project Title: | Developing Creative Writing for Young Male Learners
This project aimed to challenge the stereotype of male learners not engaging in the process of creative writing, by removing the constraints of the old exam style pedagogy and instead introducing an alternative and encouraging environment to express thought, feelings and build confidence through the written word.  We learned that creative writing which is not teacher assessed can break down barriers to young males’ expression.

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Organisation: | Westminster Adult Education Service (WAES)
Presenters: | Jaspal Dhaliwal and Maysie Brown
Project Title: | Supporting LDD learners using Microsoft Teams
This project developed a session strategy and supporting resources for tutors working with learners who are accessing a Microsoft Teams webinar for the first time. The session and resources helped learners use cameras, microphones, chat features and emojis and have been trialled successfully with positive feedback from learners both over the phone and in learning resource centres.

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Organisation: | Coventry Adult Education Service (CAES)
Presenters: | Sandra Smith and Neil Murphy
Project Title: | Developing colleagues’ digital communication and collaboration skills
This project took a diverse approach to Coventry Council colleagues’ digital skills development. Individual tutors experimented with use of Google Jamboard, Forms and Sheets and the setting up and managing of Zoom webinars. The council staff learners used the resources and commented via video feedback that they had expanded their skills and gathered some very useful evidence for their Essential Digital Skills (EDS) portfolios.

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Organisation: | Haringey Adult Learning Service (HALS)
Presenters: | Ecaterina Bright, Andrew McCafferty, Caitriona Fitzsimons
Project Title: | Embedding wellbeing approaches in EDS programmes
This project explored the real impact misinformation is having on women who are disproportionately affected in COVID-19 times. A co-design element was at the heart of the project. Learners created video diaries and community messages explaining how the raised awareness of misinformation types and identifying signs of misinformation has positively impacted on their wellbeing.

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Organisation: | TCHC Group
Presenters: | Nicole Farnham
Project Title: | Embedding Maths
In this presentation we will show you how we overcame a problem we had with embedding Functional Skills Maths within Apprenticeships.  We will show you not only how we overcame this, but also, the benefits for the Apprentice and the employer

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Organisation: | Springboard Sunderland Trust
Presenters: | Louise Rought
Project Title: | Raising Learner Participation
This project examined how learners were able to benefit from taking more ownership of their learning. The project was carried out across different sites, with different learners, with an emphasis being put on outdoor activities and teamwork.

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Organisation: | Haringey Adult Learning Service
Presenters: | Samantha Hobbs
Project Title: | Using audio and embedded phonics in online Functional Skills and ESOL classes
In this presentation, Samantha will show examples of resources and approaches they used in their online Functional Skills and ESOL classes over the course of the project. Learner feedback will be shared in the form of short videos, audio clips and quotations to give other practitioners an insight into what worked for the learners and why.

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Organisation: | Islington Adult Community Learning
Presenters: | Simon Fuller
Project Title: | Did you finish that sandwich? Using the phonics programme “That Reading Thing” to improve adult learners’ literacy
This project tested the use of That Reading Thing (Millar, 2020), a linguistic phonics literacy intervention for teens and adults, in one-to-one sessions with Entry Level two literacy learners during the Covid-19 pandemic both online and face to face. In this presentation, Simon will discuss how That Reading Thing seemed to help the learners and how it is going to influence their approach going forward.

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Organisation: | Redcar and Cleveland College, part of the Education Training Collective
Presenters: | Rebecca Maynard
Project Title: | Phonics in the vocational classroom
We worked with vocational teachers at the college to introduce and encourage them to use phonics-based approaches to support learners in improving their vocational literacy. Rebecca will share some key discoveries including insights about the long-term benefits that phonics can bring to learners as well as recommendations for others who would like to see phonics used more widely in their own organisations.

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Organisation: | Macclesfield College
Presenters: | Claire Ashworth
Project Title: | ‘It’s the little things’: developing supportive strategies to enable students to attempt and solve Functional Skills maths questions.
A presentation about how working collaboratively with students in both 1:1 and group sessions increased learner buy-in, confidence and achievement in Functional Skills maths. Claire will share some key reflections and learning points about strategies that helped learners. Learner work and participant feedback will also be shared.

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Organisation: | Weston College
Presenters: | Theresa Moore, Richard Hammond and Tara Noe
Project Title: | Developing an assessment tool to support accurate planning and allocation to courses  Foreign Nationals in prison education classes
Are ESOL learners best served by the BKSB English Initial Assessment?  The disconnect between learners’ levels at assessment and their performance in classes suggested there might be a better approach.  This project developed an Initial Assessment specifically for ESOL learners.

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Organisation: | ELATT
Presenters: | Evie Ackuaku, Imtiaz Shafique, Helen Rankin
Project Title: | Enabling learners to reflect and give constructive feedback
How can supportive tutor-learner relationships be strengthened, especially with online and blended learning? This project by ELATT devised a survey tool for tutors to elicit actionable feedback directly from learners.

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Organisation: | ACL Essex
Presenters: | Sonia Dignum and Jo Loss
Project Title: | Creating a bespoke Initial Assessment’
By creating our bespoke initial assessment with the opportunity to adapt to specialist sectors, we will share how we have not only saved time and gained consistent results but empowered learners to take ownership of their results, future targets and progress.

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Organisation: | Westminster Adult Education Service
Presenters: | Jaspal Dhaliwal & Ruth Lennard
Project Title: | The challenging topics in Maths for ESOL learners
This project actively engaged ESOL learners to stimulate intrinsic motivation so that they were able to work through maths, understanding and realising the relevance of it in an applied sense, and thereby enabling them to value and overcome some of the challenges studying the subject can pose.

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Organisation: | Grantham College
Presenters: | Tina Pringle
Project Title: | Interpretation of performed text.
We will explore our experience with the development of performed video extracts for GCSE EnglishTina will be reflecting on key discoveries particularly around challenges faced and positive benefits to learners and the way forward for the next academic year.

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Organisation: | Northampton College
Presenters: | Angela Lenton
Project Title: | The Reading Influencer Project
A collaborative project between English teachers, academic coaches and vocational staff to boost the reading confidence of GCSE English Language resit students using audio extracts. Angie will share an example of one of the audios, show the impact on both staff and students (including the amazing reading age data results) and a short section from her FE Research Meet Podcast interview.

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Organisation: | Leicester College
Presenters: | Michelle Bilby and Caroline Weedon
Project Title: | The benefits and challenges of flipped learning.
We will share our experience in introducing flipped learning to reluctant learners, who were completing a forced resit of GCSE English Language , through a pandemic. There were challenges galore but we learned, we adapted and our whole way of working has been revolutionised for the next academic year.

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Organisation: | City of Stoke on Trent Sixth Form College
Presenters: | Catherine Ream
Project Title: | Math Stories
This project identified and addressed aspects of motivation, confidence and attainment in post 16 GCSE Maths. We created opportunities for students and their parents to tell and reflect on their maths learner journeys.  Their stories told how past experiences had, in the main, deeply and negatively affected their motivation, confidence and attainment.  The stories and reflections revealed ways in which we could help them to succeed with their maths GCSE re-sit.

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Organisation: | Solihull Sixth Form College and University Centre
Presenters: | Holly Bayliss and Sarah Bellard
Project Title: | Busy on the Bus in Solihull - small changes make a big difference
The aim of this project was to enable students to engage successfully in online learning in between their maths lessons. We changed “homework” to “preparation”, consulted with our students, adapted the tasks. Class norms changed; students expected one another to prepare; they enjoyed the lessons more; worked harder and results improved.

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Organisation: | Novus
Presenters: | Gillian Greenlaw and Nicola Masterson
Project Title: | Good workbooks make a difference!  What happened when we designed workbooks especially for women prisoners.
We carefully designed workbooks to enable women prisoners to work independently on their underlying maths skills. The workbooks were designed to encourage a conversation about maths learning between learner and tutor.  All learners can become more independent but it is easier for the higher level ones.  Good workbooks make a difference but in-person contact is essential.

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Organisation: | Chesterfield Further Education College
Presenters: | Ben  Riley
Project Title: | Using on-line assessment and learning to improve feedback to students, empower learners and focus teaching on the ‘gaps’.
As a whole department we experimented, shared our experiences and helped one another explore and use the on-line assessment and teaching site Dr Frost.  We changed the way we taught to focus on the gaps.  We made a video and discussed effective ways of on-line learning with our students.  Some of the students took much more ownership of their learning, setting personal goals and engaging in on-line learning.

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Organisation: | Hull College
Presenters: | Nadine Foxon- Munawar
Project Title: | Ready to Send and Receive? Improving Adult ESOL learners’ English through email.
Hi Tech do you get my message?The first lockdown saw some of our learners struggling to communicate electronically which impacted on motivation and progress. Equipping our ESOL learners with the language and technical skills needed to communicate via email proved a good way to tackle this, while improving written skills. Success! We’ve now built this training into our new ESOL induction programme.

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Organisation: | New College Durham
Presenters: | Bridget da Silva
Project Title: | Exploring Strategies for Improving Vocabulary Retention in ESOL Learners
We found that many of our ESOL learners experience difficulty remembering new vocabulary. This was particularly true among those who have experienced trauma. In a bid to overcome this, we used various memory strategies alongside relaxation techniques to help students feel secure in themselves and their knowledge.

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Organisation: |  Wakefield College
Presenters: | Kath Oldroyd and Lucy Palmer
Project Title: | Helping ESOL Learners to Access Remote Learning Opportunities
The obstacles faced by ESOL learners were never more evident than when Covid hit Britain, with teachers and learners alike thrown in at the deep end.  This project enabled us to experiment and develop remote teaching methods with inspiring results. We are now ready for the next global catastrophe!

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Organisation: | SHIPLEY COLLEGE AND WALTHAM FOREST COLLEGE
Presenters: | JAN CALVERT AND MATT GORDON
Project Title: | ONLINE LEARNING APPROACHES
In our collaborative project we reveal new ways of working to promote learning and progress in GCSE re-sits.  We created joint resources, organised cross college peer feedback and facilitated students from both colleges to interact digitally with each other. Surprisingly, it was the old fashioned letter writing task that captured the imagination of our students the most!

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Organisation: | UNITED COLLEGES GROUP
Presenters: | AZMOL HUSSAIN AND NORA HOLDER
Project Title: | EFFECTIVE TEACHING ONLINE THROUGH REFLECTION, COLLABORATION AND EXPERT INPUT
Covid-19 lockdown led us to urgently address online teaching and learning. Having established clear starting points with our team, we devised an intensive CPD programme to address specific areas of pedagogy and use online tools effectively. Teachers then collaborated to reflect on their learning and how they were applying it in their online classroom to improve practice, which resulted in positive outcomes for both learners and teachers.

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Organisation: | The Sheffield College
Presenters: | Emma Noonan and Thomas Barrett
Project Title: | Strategies to build student resilience in the learning of English
We will explore our student resilience action research project, discussing the techniques we used to develop students' confidence and self-belief in the learning of English. During the session we'll share the extent to which it proved to be highly effective in developing many students' confidence in their abilities. We'll also consider the impact of the approach on teachers' practice, their relationships with students and their perceptions of themselves as practitioners.

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Organisation: | Warrington Vale Royal College
Presenters: | Adam Tudor
Project Title: | Increasing interactivity in English and maths
We explore how the use of interactive textbooks, such as Kerboodle, and audio-visual tools can improve the quality of remote activities and learning in GCSE resit groups. In the session we will explore how these tools supported and enhanced learners’ progress, enabling them to gain confidence and develop their skills, knowledge and understanding

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Organisation: | Reaseheath College
Presenters: | Anne Chester and Sophie Smithdale
Project Title: | Developing learners’ vocabulary: the Power of Lean
We explore the strategies used to enrich learners’ vocabulary and develop their confidence both orally and in written work, thus improving attainment. We introduced a list of high value words which learners were regularly exposed to and encouraged to use in their own work.  Parental involvement was encouraged which further supported learner engagement.

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Organisation: | Newcastle College
Presenters: | Kieran Stevens and Lynsey Elliott
Project Title: | Gamification and Closing the Feedback Loop
This project aimed to study and develop rich feedback within the classroom using the tool of gamification.  The project set out to assess how gamification can develop the teachers’ activity tool kit and create fulfilling, deep and rich feedback which empowers the students.

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Organisation: | Novus (HMP Liverpool)
Presenters: | Esther Kelly
Project Title: | Do they want to learn what we are teaching? Learner feedback in prison education.
This project originally intended to link reflections on learning to improving target setting in English and maths.  It found surprising and unexpected responses from learners and tutors and used these to develop a blended approach to classroom teaching.

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Organisation: | North Yorkshire County Council
Presenters: | Julie Firth and Caroline Burnell
Project Title: | Supporting Hard to Reach Adult Learners in the Community
How do you reach learners who can no longer access classroom based learning and lack digital solutions?  Our project aimed to provide access to learning for these forgotten learners.  Using an informal non-accredited six-week program of one-to-one support, we achieved some amazing results!

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Do they want to learn what we are teaching? Learner Feedback in Prison Learning What we learnt and how do we know? Learning “...target setting was weak in most lessons…Tutors…did not set clear or challenging targets to inspire prisoners to progress and achieve their full What's

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The Big English, Maths + EDS Action Research Programmes Sharing Event - Wakelet

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Welcome to the #OTLA + #EDS_ar 2021 Final Dissemination event delivered by ccConsultancy in partnership with That Reading Thing and The SfL Network, on behalf of the Education + Training Foundation. This Wakelet will form the landing page for the day, so please do bookmark it and keep referring back to it as you would a conference programme.

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Organisation: | Moulton College
Presenters: | Kirsty Powell
Project Title: | The Apathy Antidote: how using hand-written examples helped students to improve their writing and draw on their life experience.
A presentation about how showing students hand-written example pieces, written by their peers, improved their writing and their motivation. Kirsty will share some key reflections that prompted this project as well as their key learning points. Learner work will be shown to illustrate the journey.

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Organisation: | City of Wolverhampton College
Presenters: | Ray Truby and Bob Hale
Project Title: | Beneath the Trees: from acorns of imagination to a forest of creativity
We have learnt that learners need spaced practice to develop their imaginative writing. Our project involved three distinct stages spaced across the year and using varied stimulus materials. Learners built on prior learning by incorporating strategies and approaches used in previous tasks, developing both convergent and divergent thinking in tandem.

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Organisation: | Cambridge Regional College
Presenters: | Cassandra Webb
Project Title: | The Toolbox of Horrors
Ever been scared to go to your lesson even though you designed it? How writing in a specific genre that suited the majority of our learners was the key to escaping the stereotype of a tedious English lesson and humdrum writing task, along with building stamina and writing ‘fitness’.

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Organisation: | Lakes College
Presenters: | Rebecca Pearson
Project Title: | Developing Writing
English tutors worked with vocational tutors to teach learners how to plan writing vocational tasks.. Learners were reluctant to plan writing and were not applying learning from their GCSE to tasks on their vocational course. Focused teaching of planning resulted in improvements in learners’ writing on vocational courses and in the GCSE classroom..

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Organisation: | Kendal College and South Lakes Community Learning
Presenters: | Tina Alderson
Project Title: | Emojis in English and ESOL
This project looked to see whether using emojis to annotate texts, plan writing and develop ESOL learners’ vocabulary would improve learner engagement by utilising something that learners use in their everyday lives. Learners were motivated to engage with learning and this had a positive impact on their progress.

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including story of the day with further links, resources and tweets in a chronological format

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The Big English, Maths + EDS Action Research Event 20-21 (Curated Programme) - Wakelet

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Welcome to the #OTLA + #EDS_ar 2021 Final Dissemination event delivered by ccConsultancy in partnership with That Reading Thing and The SfL Network, on behalf of the Education + Training Foundation. This Wakelet will form the landing page for the day, so please do bookmark it and keep referring back to it as you would a conference programme.

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This Padlet is organised by mentor cluster + theme

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This Padlet is organised by mentor cluster + theme

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If you were able to attend the event, this was how the event was organised on the day

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Final Dissemination Event July 2021 without audio links

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Using audio to did the teaching of Phonics

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Onboarding Interactive Resource for Pre-E3.ppsx