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Report into FE

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Teaching, learning and assessment in further education and skills

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Outstanding teaching, learning and assessment in the further education and skills sector and the factors that contribute to them.

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- The Lazy Teachers Handbook
- Engaging Learners
- Teaching Backwards
- 100 Ideas for Secondary School Teachers

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Villiers Park| Improving social mobility by empowering young people

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Published: 13 Jan 2015

Richard Gould, Chief Executive

I recently spent a day tracking Year 13 students at a school with an outstanding Ofsted rating. I sat in on four classes and spoke to several students after each session in an attempt to get a student perspective on lessons. I came away with ideas about what can be done to improve the level of student engagement in the everyday classroom. I appreciate that four classes don't constitute a number sizeable enough to base conclusions - what follows is merely a feeling based on what I observed.

1. Create the right learning environment

Each lesson was well structured with a variety of activities and an appropriate pace. There was a relaxed atmosphere conducive to a positive learning experience, this being an essential starting point for effective learning in any classroom.

2. Reduce references to exams

Although I appreciate that it is the A-level year and examination performance must be central to study, my observations took place a full half year before the examinations were to be held. There were frequent references to examination grade requirements, standards, levels of achievement, key words to look for in questions. I do wonder how many times an A-level student needs to be told the difference between words like describe, list and illustrate as opposed to evaluate, analyse and assess. Grids with marking schemes were handed out, similar information was put up on whiteboards, and students were asked to identify where even their shortest response would be placed. While an individual teacher might think this is a valid thing to do in a lesson, the fact that all teachers seemed to be doing it in every lesson (I know four is a small sample), to me dulled the learning experience. The excitement of investigating interesting topics, of getting into the 'flow' of learning, was hampered by such frequent reference to A-level grades so early on. Heads of sixth form could encourage their teachers to refer to examination standards perhaps no more than once a week until much nearer the exam period.

3. Provide time for reflection

There are dense examination specifications to work through - time is tight. Although all teachers endeavoured to involve each student through directed questioning and some workshop activities, the time given for responses was too short to foster reflection and higher order thinking. Heads of sixth form could encourage their teachers to build into lessons periods of silence, and certainly not to fear them, giving students time to reflect. They should feel confident about making suggestions with the knowledge that getting something wrong can be an important part of the learning process.
4. Encourage active participation
Active participation by every student is essential. For this to happen there needs to be a significant element of flip learning or front loading of homework to enable students to come into a lesson with something to contribute. Any claim that it is hard to get the students to do the work in advance of a class cannot be used as an excuse for not establishing it. During sixth form inductions, heads of sixth form need to take responsibility for setting this as the norm.

5. Foster a learning community

Any student participation that I saw was generated and directed by teachers through asking questions - conversation went from teacher to student. Heads of sixth form must help their teachers to foster a learning community. This will enrich the classroom experience for both students and teachers, as well as improve the learning experience, increase motivation, and build in stretch. Teachers need to encourage questioning by students, including the challenging of a teacher's viewpoint. An important further step occurs when students begin to question and challenge their peers' opinions without needing the teacher as a conduit. There are techniques to establish such an environment, for instance if there is some form of presentation after a group activity, get others in the class to formulate a question to ask.

For me, an outstanding lesson is one when it is evident that most (all?) students have a recognisable passion for learning and they are combining with the teacher to foster interest, curiosity and excellence.

If you would like to discuss these ideas, please contact Richard Gould .

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Our next post, appearing in early February, will cover how schools/colleges can help to improve social mobility. To sign up to receive notifications on forthcoming blogs please fill in this .

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Villiers Park| Improving social mobility by empowering young people | How to Engage your Students in Post-16 Learning

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Richard Gould, Chief Executive I recently spent a day tracking Year 13 students at a school with an outstanding Ofsted rating. I sat in on four classes and spoke to several students after each session in an attempt to get a student perspective on lessons.

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Please post any questions you have for this afternoon.