One to One Tuition Introductory training for tutors
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One to One Tuition
Introductory training for tutors
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Objectives
Delegates will Understand the context and parameters for one to
one tuition (Section1) Discuss and define effective partnership working to
ensure the sustained impact of tuition (Section2) Explore the pedagogy of one to one tuition and be
enabled to plan effective personalised intervention (Section 3)
Be aware of information regarding the LA systems and structures for delivering tuition (Section 4)
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Section1 Context and parameters for one to one tuition
“There will be a widespread expansion of one-to-one tuition so that all children have the support that in the past has been the preserve of those who can afford to pay for it.”
Children’s Plan, December 2007
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Pla
nnin
g an
d te
achi
ng f
or p
rogr
essi
on
Assessment & Pupil Tracking
Progress for all
Wider intervention
One to one
Tuition
Progression Targets Quality First
Teaching
Tuition – the wider context
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Activity
Sharing what we know and dispelling the myths
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The 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 flexed, for example to fit in with lesson periods Delivered by a qualified tutor 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
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Selection Criteria
Pupils who entered the key stage below age related expectations
Pupils who are falling behind trajectory during the latter stages of a key stage
Looked after children who would particularly benefit from this support:
* This selection must not exclude pupils because they are considered harder to reach and/or are considered to have behaviour issues.
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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
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When is one-to-one tuition not appropriate?
Where several pupils fail to grasp a new idea or skill
As a replacement for specialist help which is part of the school’s existing provision
As a replacement for poor quality first teaching
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Pupil voiceHow do I feel about my tutor and tuition?
You get a good amount of time to consider and get to
grips with one thing without pressure … You
don’t mind getting it wrong.
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Section 2Working in Partnership
Class teacher
Parents / carers
Pupils
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Steps to support effective planning and delivery of one-to-one tuition
Pupils identified for tuition
Class teacher identifies targets
Class teacher liaises with tutor
Tuition takes place
Tutor and class teacher review progress
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Pupil voiceWhat do I want from my tutor and tuition?
Find out a bit about me first. Because then you
know what I’m like.
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Knowing the pupil : personalisation
We expect that in tuition, tutors will spend time talking to pupils about how they learn. The tutor needs to get the pupil to recognise the strategies they use so that they are able to replicate what they do in tuition independently back in the classroom. This will ensure that tuition has sustainable impact
Find the visual map ‘Let’s Talk About Learning’ Strategies on the maps are suggestions – the child and tutor can amend
statements or add to them to personalise it. This can be used as an ongoing review tool and also shared with parents. This is a particularly useful resource for class teachers to use with external tutors.
Discussion In your experience, which of these factors are most significant and
which strategies have worked for you?
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Pupil voiceWhat do I need?
...ask me what I struggle with and
give me more help on that… so
I can catch up with the others…
…give me constant updates on my
targets and tell me what I can do to meet
them and when I complete them…
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Knowing the pupil: subject focused use of Assessing Pupil Progress (APP)
Take the sheet of maths and English ‘targets’ and the A3 APP grids.
On your tables discuss:- A] the use these targets would be to a potential tutor B] where these targets sit in the APP grids for English
and mathematics Feedback
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Planning for tuition: the role of the Individual Tuition Plan and SMART targets
Turn to page 20 or 32 in your tutor handbook. Examine an ITP for either maths or English Do you consider whether the information on the ITP provides a
clear overview of the needs of the pupil, the focus for teaching and opportunities for ongoing evaluation and assessment?
Feedback
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Tutor’s voiceWhat makes tuition effective?
As it’s one to one you can personalise it and arrange
lessons around their interests. You can focus
around hobbies. It is about getting them motivated.
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Continuing the partnership: sharing information
Teachers report: that during and following tuition pupils are more willing to
have a go, ask questions, put their hand up etc. seeing the transfer of skills from tuition to the classroom that pupils who have finished tuition show improvements in
attainment as recorded through termly teacher assessments an emerging factor …helping others
Overall tuition data in the MGP pilot indicates that a higher proportion of pupils who have tuition make expected progress than those who don’t
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Teacher voiceHow do pupils respond to tuition?
These are not normally very engaged children but they voluntarily come back to school after the day has
finished; they have even been at home for an hour and still come back. They have made a real commitment and that is not because the parents tell
them to.
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Partnership with parents and carers
Discussion:
A How do we currently ensure we work in partnership with parents and carers?
B What additional strategies are available for further enhancing partnerships eg Pupil Passport, Individual Tuition Plan
Looked After Children: LA protocols and procedures tutors need to be aware of. www.lancsngfl.ac.uk/1to1tuition/ DCSF toolkit
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Parental voice What does tuition mean to my child?
My child was quite happy with his tuition. I was more than happy; a brilliant programme. The teacher kept me informed of the progress,
very professional. One to one tuition in any subject can only improve a
child’s knowledge and confidence – well
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Partnership with pupils
Agreeing the targets : what do I need to learn?
Learning to learn maps : how I learn
Assessment for learning : making me a partner in learning throughout the session
Reviewing learning : making me aware of my progress and what I could do next
Pupil voice : is it working for me?
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The role of the pupil in one-to-one tuition
Pupils need to: understand why they are having tuition and how this will help them
with a particular area of difficulty feel confident to take risks during sessions understand that making mistakes is an important part of learning
and that the tutor corrects their errors to help them to understand ideas and concepts
work independently to think through strategies and problem solve for themselves
reflect on their learning during the session, make self assessment and recognise their own progress
appreciate that what they learn in tuition can be used back in class
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Pupil voice Reviewing my tuition
I used to be shy at maths but now I’ve come alive and put my hands up to answer
questions.
I used to get stuck but now I get ideas for stories OK and how to structure it
and how to add key words and adjectives
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Section 3 :One to One PedagogyDesigning the structureOne-to-one teaching sequence
Introduction
Remember
Model
Try
Apply
Secure
Review and reflect
A possible model for successful practice
Watch, you have the slide insert to help you
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Generic teaching strategies – pages 7-10
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
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The role of the tutor in planning tuition
The Tutor: has a thorough understanding of what the pupil needs to
be able to do to move forward plans for a range of varied activities to engage the pupil
and support learning approaches planning flexibly to respond to changing pupil
needs as learning develops
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Role of the tutor during the session
models and articulates good learning which focuses on both process and effective strategies
provides opportunities for pupils to talk, rehearse ideas and ask questions
involves the pupil in assessment which will help them acquire self- checking and self-help skills
praises successes
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What makes one-to-one tuition particularly
effective for pupils?One to one tuition: engages pupils in their learning in a way which is not
always possible in the classroom provides highly tailored sessions, designed to meet
individual needs, delivered by a qualified tutor is delivered at a pace that is appropriate to the pupil builds on what the pupil already knows ensures misunderstandings are quickly identified and
addressed at the point of misconception increases pupils’ understanding of what they need to
improve and why they need to improve
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Pupil voiceWhat works for me?
You get a good amount of time to consider and
get to grips with one thing without pressure…
It’s fun... We do fun things like
writing to Man U and Girls Aloud.
Don’t tell me the answer if I get stuck because that is just like cheating. Just advise me...
But every now and then there has to
be something serious to make sure I’m making
progress
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Section 4Systems and structuresLocal Authority
LA tuition delivery structure will rely on face to face sessions for generic training but more advanced and focused training will be via the Moodle. Discussions are underway about crediting these courses via Edge Hill
Lancashire will not match tutors to schools or become involved in any way in the employment process. We publish your details securely on our website but that is all we can do.
Support available is mainly in the form of the One to One Tuition Support Teachers and in the Networks. Lead One to One Tutors will be identified and available for more personalised support from Summer 2009
QA and monitoring will be conducted in the first instance by the school. The LA team will conduct a number of required visits and observations during the 2 year cycle. The DCSF may wish to observe you, as might OFSTED
Examine the website for answers to HR queries or contact ASKHR.
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School systems and structures
What do you need to know about the school you are tutoring in?
Spelling, calculation and handwriting policies Rewards and sanctions Safeguarding guidance Disclosure policy Information re Looked After Children Key contact in school and how to get in touch out of
school hours
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LA contacts
Tuition lead Hilary King at [email protected]
ONE TO ONE TUTOR DROP-IN SESSIONS (4.00 – 6.00PM)
Tuesday, 16 March 2010 Garstang Golf Club Wednesday, 17 March 2010 Clayton Park Conference Centre Thursday, 18 March 2010 Woodlands Conference Centre Monday, 14 June 2010 Garstang Golf Club Tuesday, 15 June 2010 Clayton Park Conference Centre Wednesday, 16 June 2010 Woodlands Conference Centre
Moodle Training on February 2nd, 3rd and 4th 4-6 Venues to be notified. Check website.
LA Website www.lancsngfl.ac.uk/1to1tuition/
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Plenary
Any questions remaining?
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And finally …….
If you don’t understand
something, you know there’s one
teacher just for you