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One to One Tuition Introductory training for tutors. Agenda/Objectives. Understand the context, parameters and impact of One-to-One tuition. Define effective partnership working to ensure the sustained impact of tuition Target setting and progression maps

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slide1

One to One Tuition

Introductory training for tutors

agenda objectives
Agenda/Objectives
  • Understand the context, parameters and impact of One-to-One tuition.
  • Define effective partnership working to ensure the sustained impact of tuition
  • Target setting and progression maps
  • Explore the methodology of one to one tuition –”What does good tuition look like?”
  • Plan effective personalised intervention.
  • Further sources of help and support
slide4

Progress for all

One to one Tuition

Wider intervention

Tuition – the

wider context

Progression Targets

Quality First Teaching

Planning and teaching for progression

Assessment

& Pupil Tracking

overview the parameters for 1 1 tuition
OVERVIEWThe parameters for 1:1 tuition

One to one

10 hours (plus funding for 2 hours liaison/planning/training)

Suggested minimum of one hour per session – though can be flexible, for example to fit in with lesson periods

Delivered by a qualified teacher

Based on targets agreed between class

teacher, tutor and pupil

Not a replacement for other intervention strategies

Can be delivered within or outside the school day

who is tuition for

Who is Tuition for?

The proposed pupil guarantees should act as selection criteria.

Importance of tuition in “Narrowing the Gap” for under-achieving and vulnerable groups.

ks3 and the 2010 11 allocations
KS3 and the 2010-11 allocations
  • The KS3 guarantees were:
    • every pupil beginning secondary school behind national expectations in English and mathematics (i.e. below L4) receives one-to-one or small group tuition, and their learning is assessed through a progress check, which is reported to parents. (i.e. the guarantee would have applied to Y7 pupils in 2010-11)
    • All Looked After Children qualify for the Guarantee regardless of whether they meet all the criteria.
  • Pupils who did not qualify under the Guarantees could have been offered one-to-one tuition in Years 8 and 9 if they:

I) entered the key stage behind the expected level; and/or,

2) are not on trajectory to reach national expectations, or to make at least 2 levels of progress

slide8
KS2
  • In 2010/11 the following pupil guarantees related to one-to-one tuition would have applied
      • every pupil aged seven to eleven who has fallen behind national expectations and is not making good progress, receives one-to-one tuition in English or mathematics to get them back on track
      • All Looked After Children qualify for the Guarantee regardless of whether they meet all the criteria.
  • Pupils who did not qualify under the Guarantees could have been be offered one-to-one tuition if they:

I) entered the key stage behind the expected level; and/or,

2) were not on trajectory to reach national expectations, or to make at least 2 levels of progress.

who can benefit from one to one tuition
Who can benefit from one-to-one tuition?

Pupils:

who have been taught a skill but have failed to secure it

who have difficulty grasping a concept and transferring it into practice

whose learning has been hampered by a previous misconception

new to English, those with a limited vocabulary or who have not had much opportunity to participate in sustained talk or reading

contribution of tuition to strategic la priorities 1
Contribution of tuition to strategic LA priorities (1)

2009 KS2 attainment of pupils in MGP schools

receiving one-to-one tuition in English

  • This chart demonstrates that:
  • Pupils who didn't achieve the expected level at KS1 and went on to receive tuition outperformed their peers at KS2.
  • Pupils who were likely not to make level 4 or make 2 levels of progress and received tuition were able to keep up with those who were on target to meet national expectations.
slide11

Contribution of tuition to strategic LA priorities (2)

2009 KS2 attainment of pupils in MGP schools

eligible for FSM and receiving one-to-one tuition in English

  • This chart demonstrates that:
  • Pupils eligible for FSM who didn't achieve the expected level at KS1 and went on to receive tuition outperformed their peers at KS2.
  • Pupils eligible for FSM who were likely not to make level 4 or make 2 levels of progress and received tuition were able to keep up with those who were on target to meet national expectations.
local successes
Local successes
  • “I used to sit there waiting for the lesson to be over. Now I sit down and take part.” (KS3 pupil)
  • “In class, when you don’t know, you hide. When you do know, you flaunt it” (Y9 pupil)
  • “I think that one-to-one tuition should be provided through the school because I think it could change people for ever.” (Y6 boy)
  • “The growth in X’s self-confidence in class has been amazing” (KS2 teacher)
  • “Y has made a whole level’s progress in writing in one term” (referring to a Y5 pupil)
tuition model
Tuition Model

Class teacher identifies

targets

Pupils identified for tuition

Class teacher

liaises

with tutor

Tutor and teacher

review

On going tuition

the processes
The processes
  • The importance of APP – the Assessing Pupil Progress materials
  • Targets – the ITP Individual Tuition Plan
  • Liaison with the teacher (DVD)
  • The process of the tuition session – remember, model etc
  • Teacher and tutor review
  • Monitoring of tuition by the school and the LA
setting the targets and the initial meeting with the class teacher
Setting the targets and the initial meeting with the class teacher
  • Crucial part of the process.
  • Can’t be skimped
  • Pupil Passport to Success
considerations for personalisation
Considerations for Personalisation
  • Sharp, focussed targets
  • BUT: flexibility to adapt as the session (s) evolves and indicate different problems
  • Consideration of the pupils’ preferred learning style – see visual map
  • Innovative approaches to tuition
  • Not more of the same
practical issues
Practical Issues
  • Liaison with teacher & school
  • Agree protocols, e.g. absence
  • Learning environment
  • Safeguarding
    • Location of tutoring
    • Disclosures
  • Important policies: e.g. child protection, calculation policy
guidance for tutors
Guidance for tutors
  • The handbook
  • Resources to support tutoring
learning and teaching strategies
Learning and teaching strategies
  • Enquiring into prior knowledge
  • Drawing pupils into a modelled process
  • Prompting pupils to share their thinking
  • What to say when a child is stuck
  • Praise
  • How to draw attention to weaknesses and errors
what does good tuition look like
What does good tuition look like?
  • A distinct methodology
  • Pace and focus – but not didactic
  • Short, manageable steps
  • Personalised
  • Pupil and tutor think aloud
  • Variety of activities and strategies
  • Opportunities for evaluation and feedback
  • Tutor/pupil relationship crucial
  • Effective questioning and prompting
what does good tuition look like25
What does good tuition look like?
  • Preparation
  • Increasing pupil independence
  • Pupils ask more questions
designing the structure one to one teaching sequence
Designing the structure One-to-one teaching sequence

Introduction

Remember

Model

Try

Apply

Secure

Review and reflect

introduction
Introduction

Description:

The tutor shares the objectives and learning outcomes

with the pupil to give an overview of the session

Strategies could include:

We are going to be looking at xxx today because…….

By the end of the session you will be able to ……..

We are going to build on what you have learned so far about…..

remember
Remember

Description:

Identifies prior knowledge and makes explicit the knowledge, strategies and skills that will be used and built upon. Helps pupil see links between this learning and their own experience.

Strategies could include:

Sorting statements on cards into true and false

Matching possible definitions of words with descriptions

Using multi-sensory entry points into learning.

model
Model

Description:

Tutor acts as expert by demonstrating the process to be developed and talking it through

Strategies could include:

Showing different ways of carrying out the task

Discuss/ articulate choices – ‘thinking out loud’

Modelling common errors

Compare prepared examples to identify criteria for success (What is good about this example? How do you think they…?)

slide30
Try

Description:

The pupil explores the activity independently and the tutor observes and interacts with the pupil, identifying strengths and areas (of misconception) for attention and discussion. Pupil builds confidence to review and revise their work.

Strategies could include:

The pupil articulating their thinking throughout

Establishing a ‘safe’ environment where ‘risks’ can be taken, weaknesses and gaps in understanding exposed and errors seen as learning opportunities

apply
Apply

Description:

Tutor returns to activity to address misconceptions at the point of misconception. In discussion, they revise the work and pupil’s knowledge, understanding and skills. Pupils must see the discussion as an essential part of learning, not criticism.

Strategies could include:

Scaffolding a further example by beginning and then allowing the pupil to take over

Providing examples for pupil to sort into relevant categories

secure
Secure

Description:

An opportunity to consolidate learning through further practice and discussion with the tutor

Strategies could include:

Writing your own (word problem)

Discussing examples from work in the session in detail

Explaining the method we have used to someone else

Linking to ‘homework’ and parental partnership

review and reflect
Reviewand reflect

Description:

Invites the pupil to reflect on the progress they have made towards the objective, the strategies they have used and how the skills and knowledge may be applied back in the classroom. Further targets for learning may be set.

Generic guidance p.15

designing the teaching
Designing the teaching

Think about:

  • The ratio of talk – 1 part tutor: 3 parts pupil
  • Plan the stages of learning in manageable steps
  • Independent work
  • Relate to interests
  • Practical/hands on exercises
  • Alternative to pen and paper or book
  • A range of approaches to come at an objective
slide35

7.   Review and reflect

6.   Secure

5.   Apply

4.   Try

3.   Model

2.   Remember

1.   Introduction

the nature of activity within a session
The nature of activity within a session
  • Explaining
  • Hypothesising
  • Modelling
  • Problem solving
  • Questioning
  • Reviewing
  • Visualising
  • Classifying
  • Coaching
  • Demonstrating
  • Direct teaching
  • Discussing
  • Empathising
  • Enquiring
  • Evaluating
national strategies findings from ecar ecc and ecaw
National Strategies: Findings from ECaR, ECC and ECaW

The pedagogy of one-to-one tuition:

  • is underpinned by detailed diagnostic assessment
  • builds on prior learning and makes links between what is known and next steps
  • supports the development of independent learning
  • is child-focused with an emphasis on talk, to support the child to articulate their thinking, justify their reasoning and make decisions
  • encourages self-assessment and involves the child in evaluating their own learning and setting appropriate goals
  • complements quality-first teaching through clear links between the skills learned and applied back in class
your turn
YOUR TURN!
  • Chose one of the following activities:
    • Have a look at the ITP you have brought with you. Chose one of the targets to plan the first session.

Or:

    • In your subject group, have a go at writing a session plan. Assume that for Maths “What to teach” is
  • How to interpret and link information in a bar chart and in a frequency table.
  • How to form simple statements from conclusions, using appropriate mathematical language, from the data represented
  • English. Assume “What to teach” is”
  • How to organise related content into sections or paragraphs and sequence information for writing.
  • How to sequence information in a coherent or interesting way for the reader.
making progress
Making Progress
  • www.nationalstrategies.standards.dfe.gov.uk
  • Assessing Pupil Progress (APP)
  • AfL
  • Progression Maps
  • Support for Writing
  • Overcoming barriers in mathematics
  • Securing level 4 in mathematics
useful websites with free materials and teaching ideas
Useful websites with free materials and teaching ideas:
  • http://nationalstrategies.standards.dfe.gov.uk/node/42856progressionmaps
  • http://www.tes.co.uk
  • http://www.prometheanplanet.com
  • http://www.english-teaching.co.uk £20 registration fee
  • www.teachit.co.uk
  • www.bbc.co.uk/schools/ks3bitesize/ English and maths
  • http://www.bbc.co.uk/skillswise
  • Waldo http://www.waldomaths.com/
  • Mr Barton http://www.mrbartonmaths.com/
  • Kangaroo maths – Kenny’s Pouchhttp://www.kangaroomaths.com
  • nRich http://nrich.mayhs.org/public/
  • MEP http://www.cimt.plymouth.ac.uk/projects/mep/default.htm
  • Tarsia – card-sort making resource http://www.mmlsoft.com
some more useful websites
Some more useful websites:
  • Wordzone – www.leics.gov.uk/literacy_wordzone
  • http://www.woodlands-junior.kent.sch.uk/interactive
  • http://www.coxhoe.durham.sch.uk/curriculum/Literacy.htm
  • www.bbc.co.uk/schools/ks2bitesize/english/writing.shtml
quality assurance
QUALITY ASSURANCE
  • Monitoring and Evaluation (School, LA, DCSF)
  • Documentation: ITPs, Session Plans, Pupil Passport.
  • Help and support
next steps
Next Steps
  • Further support for tutors

- SLN website

- Networking meetings with Lead tutors

  • What other support do you feel would be helpful?