Quality Improvement Fund
Final Report
Activity Title / Stretch and challenge – establishing supported experiments to model and share good practice in implementing innovative and aspirational teaching and learning methodologies that foster stretch and challenge.Name of Organisation / Coleg Gwent, The College@ Merthyr Tydfil, Coleg y Cymoedd, Bridgend College
Key Words / FE, Professional Learning Community (PLC), Stretch and Challenge, Marzano, Assessment, Numeracy.
Background and Activity Description / The participant colleges are three large general FE institutions and one FE/HE college, all operating within SE Wales. They have an established record of collaboration based on effective local benchmarking and the sharing of good practice, in particular in relation to improving teaching, learning and assessment (T/L/A).
At a sectoral level, insufficient or ineffective stretch and challenge has beenidentified as a situation which contributed to the fact that,by November 2012 - when this QIF bid was submitted - no institution had received an ‘Excellent’ judgement for Teaching (KQ2.2) under the current Estyn inspection cycle: Estyn (2012).
The need to focus on improving stretch and challenge for all learners in teaching and learning activities remains a quality improvement priority common to the four participant colleges: (2011/12 and 2012/13 Self-Assessment Reports/ Quality Development Plans (SAR QDPs). Improving assessment practice and learners’ numeracy skills have also been identified as common areas for development.
The overall aim of the project was to build upon existing collaborative activity and informed expertise in the four colleges,by:
- establishingtargeted supported experimental activities designed to create an inter-institutional PLC, based on excellent teaching and learning practice,
- developing a catalogue of videos and supporting materials capable of motivating tutors to adopt and experiment with teaching and learning strategies that provide stretch and challenge for all learners,
- incorporating a complementary emphasis on assessment and numeracy via production of relevant Toolkits, and
- creating innovative methods of communication and resource-sharing between participating institutions.
Activity Outcomes / At institutional level, the most significant outcome has been the creation of a regional T/L/A-focused PLC within the four participant colleges. Regular meetings have been held to steer the project towards achievement of its aims and to plan future collaborative activity following its formal conclusion. Across the institutions, engagement in supported experiments has been a catalyst for increased innovation in teaching and learning, with particular emphasis on stretch and challenge. Formal evaluation data(Annex F) and feedback within video outputs provides cogent evidence of learner benefit. A final dissemination event has been held (19/2/14) to showcase project outputs and outline expectations for future resource creation and sharing good practice. This will be supported via an online interactive repository for resources and requests (Leading Learning website).
In total,24experiments were conducted in 34 classes, involving 21 staff and 209 (Merthyr), 106 (Coleg y Cymoedd), 118 (Coleg Gwent) and 191 (Bridgend) learners(624 learners overall). Evaluations conducted both pre- and post-experiment have yielded comprehensive qualitative and quantitative data, allowing the project team to assess the relative impact of each and to identifyareas capable of further development. The project has allowed participants both to formalise and raise awarenessof stretch and challenge activitiesthat would otherwise be too unspecific to quantify and/or influence each college’s improvement priorities in this area.
All participant colleges now have Learning Mentors whose support and direction has encouraged staff to conduct experiments. One college decided to engage staff in this role after assessing the many advantages achieved by this model in the other institutions. These will be retained beyond the life of the project to ensure good practice is shared, consolidated and further developed amongst the widest possible range of staff.
It is intended that the four colleges will continue to work collaboratively and symbiotically after the project’s conclusion to produce T/L/A resources via regular validation and sharing good practice meetings, periodically updating and populating the Leading Learninge-platform. A more detailed evaluation of the impact of Numeracy and Assessment for Learning Toolkits will also be undertaken between February and June 2014 and outcomes applied to revise these, as appropriate.
Evaluations indicate that participating staff have developed greater confidence in modelling and delivering Marzano strategies. Skills associated with ‘experimenting’ – notably, innovation and creativity – are evident within a culture of formal and informal staff development and increased professional dialogue. Managers, college ‘Lead’ personnel and Learning Mentors have also gained considerable expertise in progressing supported experiments via consultant support (J.Miles).
Activity Outputs / Planned outputs were
- a suite of video clips of tutors demonstrating how specific Marzano T/L/A strategies can improve stretch and challenge
- a Numeracy Toolkit
- an Assessment for Learning Toolkit
- a series of classroom-based Assessment for Learning supported experiments (some with control groups)
- a ‘hosting agent’ Leading Learning website for project outputs which would also be a platform for future resource creation and sharing of good practice.
Each college provided a ‘Lead’ individual to attend project meetings, several of which were also attended by college Vice-Principal personnel. There will be some continuity between the current Project team and the cross-institutional Leading Learning group being proposed to take forward future resource creation and sharing good practice outcomes.
Strengths and Weaknesses / Strengths at strategic level
The predominant quality improvement focus at each of the participating colleges is to improve T/L/A - their core business. The basis of the joint submission reflected common goals - identified through self-assessment - to establish greater stretch and challenge in the T/L/A dynamic for all learners, to enhance learners’ Numeracy skills and to improve the effectiveness of assessment practice. Senior management (Vice-Principals) were actively involved in supporting the project from inception to conclusion, a fact reflected in their attendance/input in several of the scheduled college QIF ‘Leads’ meetings. The collaborative aspect of the project provided a natural extension of the joint working (benchmarking, sharing good practice re: quality procedures) already established in the participant institutions. All of these factors constituted inherent strengths.
Another intrinsic strength was the clarity and robustness of the project proposal, the summary format of which informed all levels of progress and assisted in keeping the initiative ‘on track’. It was perceived that the aims and proposed outputs allowed flexibility within the wider remit; for example, all colleges contributed to the production of Marzano-themed videomaterials, whilst two also progressed their specific institutional focus on Numeracy and Assessment for Learning. College teams applied their strengths to meet T/L/A priorities whilst creating resources that were compatible with wider project aims and of practical use to all.
Activities within the project were based firmly on established research: filmed sessions designed to foster stretch and challenge incorporated strategies from Marzano`s Top Ten Teaching Methods: Marzano, R et al (2001) Classroom Instruction that Works. Alexandria Virginia ASCD. The Assessment for Learning classroom-based supported experiments at the College, Merthyr were predicated upon college-wide staff development informed by research:Black, P. and Wiliam, D. (1990) Inside the Black Box: Raising Standards Through Classroom Assessment. London: G. L. Assessment
The Merthyr experiments were conducted within a realistic and coherent timeframe. A July launch allowed teachers to plan their strategy for the new intake of students in September. The experiments were carried out between September and Christmas, allowing sufficient time for staff to embed their strategy and to monitor the student response. Classroom-based experiments involved some use of control groups. The project was overseen by the QIF team leader alongside two teaching and learning mentors. The group met at the start of the project and staff were then supported individually as the experiments progressed.
The timeframe for video-clip evidence was more flexible due to variations in available resource at each college, but - in general - awareness raising of the project aims, the potential of incorporating Marzano strategies into sessions and on-going developmental support took place during the period January to July 2013, with piloting and actual capture of video evidence following in the autumn term of 2013/14. Effective developmental discussion took place at successive ‘Leads’ meetings based on viewing video prototypes, and sharing original staff development materials developed by Learning Mentors to encourage maximum awareness and fully informed experimentation by staff who chose to participate. This approach constituted a further strength.
Senior managers, Leads and Learning Mentors from each college derived practical knowledge and skills in project management/evaluation and in supporting staff from consultant input. Joanne Miles provided clear scaffolding for both on-going practice as well as the activities supporting the QIF bid. Again, this provided clarity and structure that will continue to be applied in future developments.
Strengths at team level
A steering group of personnel from each college (QIF Leads) was established early in the project timespan. Regularmeetings took place cross-institutionally (8 in total) between January 2013 and February 2014, chaired by a ‘Lead’ with project management experience. Members of this team in turn disseminated agreed actions and kept the project on track at their respective colleges. College Vice-Principals provided additional direction and support in several of the scheduled meetings. This arrangement worked well in terms of enabling the project outputs to be delivered within deadlines. Also, as each college was at a different stage of maturity with regard to supporting teaching and learning activity, the steering group encouraged more experienced teams to provide valuable support to the newer teams. Sharing continuous professional development opportunities and holding collective meetings has deepened working relationships to a stage where colleagues now act as ‘critical friends’ regarding the practices of another institution.
Strengths of the outcomes
Whilst the overriding focus has been to secure increased stretch and challenge for all learners, there has been commensurate gain in terms of developing experimental confidence amongst teaching staff, as catalysts for ensuring all learners achieve their potential. Outcomes (Activity Outcomes, ante p.2) have been measured against objectives and have been validated in terms of their potential as practical and accessible resources. Formal evaluations conducted to date confirm positive influences on learning potential and on the confidence of staff to add to their repertoire of effective stretch and challenge methodologies (Annex E/Annex F).
From its inception, each participating college promoted the project aims and opportunities across its constituent campus sites through campus staff briefings and individual curriculum area team meetings. Prior to the formal conclusion of the project, a dissemination event (19/2/14) allowed a range of relevant staff from the four colleges to review the outputs holistically and to assess their current and future potential. The video- and classroom-based experiments are sound and easily replicable. Toolkits have considerable potential to influencetutors’ inclusion of effective strategies to improve learners’ Numeracy skills and to incorporate more adept assessment for learning/effective feedback into their delivery.
As stated earlier, the aim of establishing a professional learning community - facilitated by an e-platform - as an additional ‘output’ has been achieved. The challenge for the colleges is now to sustain the creativity and enthusiasm generated throughout the project. Plans have already been made to carry forward work begun beyond the formal confines of the project timescale: effectively, the end of one phase will be the beginning of another.
Weaknesses
More negative aspects can also be identified. The team acknowledge that they had little conception at the start of the project of the complexities attendant upon video production. The logistics of what and how to film effectively and of how to avoid production quality issues were completely underestimated. The impact of this was that piloting stages were drawn out and somewhat ‘hit and miss’ due to over ambitious expectations about the optimum length and the televisual quality of the finished clip. Some early attempts to capture good practice could not be included in outputs due to technical flaws. The team countered this by revisiting aims and expectations and seeking internal and external expert advice.
As a result, timescales were revised and the original plan to utilise Media staff and learners to assist filming did not progress to the anticipated extent at all of the colleges.
The revised timescale for completing the Project (Nov 12 – Feb 14) was welcomed by the team. In hindsight, it would not have been possible to produce the range and level of quality of outputs if the Project had followed itsoriginal duration (Nov 12 – Oct 13).
The team derived considerable benefit from external consultancy input on conducting, tracking and evaluating supported experiments: (J.Miles). Whilst common tracking points and evaluation instruments were jointly agreed, some differences in the focus and format of experiments meant that original templates were slightly amended. As a result, the collection, collation, analysis and presentation of impact data for inclusion in the final report proved more time-consuming than originally anticipated.
Recommendations /
- Engage an expert facilitator to produce and edit footage should further filming of T/L/A take place post-project
- An effective instrument should be devised and used consistentlyacross institutions to secure evaluation data re: implementation of Numeracy and Assessment for Learning Toolkits.
- Ensure that project management knowledge and skills acquired from consultant input continues to be applied to manage post-project aims and developments systematically and effectively.
Supporting Documents / Annex A: Glossary
Annex B: Video-clips – Marzano Stretch and Challenge strategies (hyperlink)
Annex C: Numeracy Toolkit (weblink)
Annex D: Assessment for Learning Toolkit (weblink)
Annex E: Sample evaluation summary: individual experiment level
Annex F:Overview evaluation summary – all experiments
Annex G: External consultant validation comments
Information on supporting documents / Annex B: suite of video-clips for use by relevant staff to encourage replication of experimental ‘stretch and challenge’ strategies in T/L/A, based on Marzano`s Top Ten Teaching Methods.
Annex C: Numeracy Toolkit for use by relevant tutors to facilitate adoption of optimum methods of delivering Numerical skills within sessions
Annex D: Assessment for Learning Toolkit designed to provide practical advice and guidance to tutors on incorporating effective assessment for learning into their planning and delivery, in a variety of contexts
Annex E: Sample evaluation summary (post-supported experiment) – sample from 1 participating tutor, including learner feedback summary
Annex F: Evaluation of all experiments undertaken within the Project timescale, identifying participant tutor, course/subject area, description of strategy, summary learner feedback, outcome, tutor comments and future recommendations (per experiment)
Annex G: Validating critique of video outputs from external consultant (Geoff Petty)
Next steps /
- Promote and publicise the project aims and outputs at the pan-Wales ColegauCymru dissemination event (27/3/14)
- Request that senior management provide support and strategic direction to sustain the emergent PLC
- Develop a ‘Quality Assurance’ group to oversee the production and validation of resources from the PLC, and to encourage active sharing of good practice – within and beyond the PLC
- Develop clear protocols to regulate the categorisation and hosting of all resources created by the PLC
- Implement a realistic and time-constrained evaluation and review procedure to assess the effectiveness of the Numeracy and Assessment for Learning Toolkits, to include sampled staff from the four colleges (over 1 academic year)
Contact Details / For further information, please contact:
Name:Jan Hiscox
Job title: Manager (Development and Quality)
Telephone: 01495 333593
E mail address:
Annex A
Glossary
FE: Further Educarion
HE: Higher Education
PLC: Professional Learning Community
QDP: Quality development plan
QIF: Quality Improvement Fund
SAR: Self-assessment report
T/L/A: Teaching, learning and assessment
Annex B
Video-clips – Marzano Stretch and Challenge strategies (weblink)
(Teaching Tips/Marzano/Videos)
Annex C
Numeracy Toolkit (weblink)
(Learning/Supporting Learners’ Numeracy/Numeracy Toolkit)
Annex D
Assessment for Learning Toolkit (weblink)
(Assessment/Assessment for Learning/Resources)
1
QIF Stretch and Challenge / 25.02.2014 11:07Annex E
Sample evaluation summary: individual experiment level
Supported Experiment – Tutor Review
Mentor / Tutor-Hayley Hunt
GROUP / Level 2 Beauty Therapy Aberdare
SUBJECT / Anatomy and Physiology
EXPERIMENT / Co-operative learning strategies
Please read the questions below and tick the appropriate box with red being the low grade and
green the high grade
RED / AMBER / GREEN
Has the experiment resulted in ………….. / Improved learning and understanding of the subject / Y
Improved confidence/performance in speaking tasks / Y
Improved confidence/performance in written tasks / Y
Improved confidence/performance in practical tasks / Y
Increased motivation and participation / Y
Improved grades / results / Y
Improved feedback to the teacher / Y
Better attendance / punctuality / Y
Did you find it useful / Y
Was it easy to follow / Y
Could it be used to develop any other subjects on your course / Y
Could you see the relevance of the activity / Y
Would you be happy to use it in the future / Y
How would you rate the overall experience / Y
Please add further comments below
All enjoyed the participative nature of the strategy which facilitated the development of relationships within the whole class and enabled learners to participate with varying levels of confidence. Improvement in learning and understanding was varied; some found other strategies for learning of more benefit.
The activities for this subject did not focus on writing skills; therefore it is difficult to fully recognise improvement of this skill area in this experiment.
While the activities were not focussed on practical performance, improvement in practical tasks was noted in other sessions as communication skills with each other developed.
The strategy became easier to follow with continued use.
Supported Experiment - Tutor Reflection – Co-operative Learning