A good number of student summative assessments are still closed book, and rely therefore to a significant extent on the student, or learner, having a ‘good memory’. Yet to what extent is that a skill taught in your college?
Firstly, as a student myself, and then as a lecturer, I have always been interested in motivation: what makes someone tick. My 10 years’ experience as a lecturer gave me an insight into individual and group learner performance, and the reasons behind their results – and it became obvious to me that motivation was a crucial factor – in both directions.
When Ofsted visit, they are looking for a productive, effective and efficient college. Though the focus is of course on teaching and learning, one of the areas where a considerable resource is allocated and consumed without always producing an appropriate benefit, is meetings.
In a College that has a lot going for it, and some might say recently has had a lot done to it, simplicity and effectiveness are key. Part of my role here at Epping Forest College is to bring my 30 years’ experience to the College, and offer some of the tools and models I’ve developed over the years to help address various challenges.
I’m currently working in Epping Forest College, and I've spent over 35 years teaching, training and coaching others. It's been, and continues to be a privilege, and every so often I'm hit by an insight so fresh in the moment, yet so obvious in hindsight. And one of these occurred this week.
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