Entry-level immersive technology has reached a price and complexity point where it is now accessible to the average classroom, but how can teachers effectively integrate immersive technologies into their lessons? It's this question that a partnership of Sussex training providers sought to answer in 2018 through the Outstanding Teaching, Learning and Assessment programme (OTLA 3).
This 2017/19 GBMET Outstanding Teaching, Learning and Assessment (OTLA 3) project used digital technology to improve teaching and learning by generating greater awareness of the use of Google tools for education and of digital technologies. Through the project, they created resources and services, including instructional videos, a study skills site and drop-in sessions for students, as well as staff templates and face-to-face training and a G+ Community.
In response to the new 9-1 grade English GCSE, this Outstanding Teaching, Learning and assessment (OTLA 3) project in 2017/19, Greater Brighton Metropolitan College (GBMET) wanted to raise standards in post-16 English. They wanted responsibility for developing English skills to be shared across curriculum areas by making a core group of staff confident of improving students' reading, research, planning and assignment writing skills.
A project aimed using research evidence and employer collaboration to improve student success rates in GCSE maths and English resits and reduce the risk of learnerspeople not being in education, employment or training (NEET).
This outstanding teaching, learning and assessment (OTLA) project developed a series of projects for use in the training of Civil Engineers and Building Services Engineers.
In their Outstanding Teaching, Learning, and Assessment (OTLA 3) project in 2017/18 Kendal College and HMP Haverigg built on a previous Education and Training Foundation (ETF) project piloting the 'Effective Practice Guidelines' (EPGs) for assessment and tracking. They tested EPG-recommended approaches, such as ‘limiting assessment to what is necessary’ and ‘assessing for self-belief and motivation’. They focused on GCSE maths progress (or lack of it) at a microscopic level to enable learners to recognise, record and ‘own’ their progress.
Using action research to promote more effective partnerships between teachers and student support assistants.
This Outstanding Teaching, Learning, and Assessment (OTLA 3) project in 2017/18 sought to prompt adult GCSE and Access students to make more effective use of feedback from teachers. Since learners enrol at college with a variety of academic starting points, the project team hoped this would help them set meaningful stretch targets for learners and enable learners to set their own short-term goals and take greater control of their learning.
This action research project, which trialled new exemplar Functional Skills maths and English activities, was part of the ETF Phase 3 Outstanding Teaching, Learning and Assessment programme in 2017/18. The aim was to investigate the newly created activities, to evaluate their effectiveness, and to identify training other teachers might need before using them. The project found that an experienced subject specialist teacher would be able to use the activities but an inexperienced teacher would struggle without guidance.
All seven prisons in the North East of England and Cumbria took part in this NOVUS offender learning Outstanding Teaching, Learning, and Assessment (OTLA 3) project in 2017/18. The aim was to design and implement a “teach-meet” approach to promoting outstanding practice through teach-meet events, focusing on maths, English and ICT. Participants included maths and English teachers, learning support specialists, managers and vocational trainers, representatives from the prison and probation services, and prisoners.
