E&D in Education: Narrowing Gaps in Student Achievement - Core & ClassroomTechniques
Understanding & Implementing Core Classroom Solutions
Schools, Colleges & Learning Providers
Narrowing the Gaps in the Progression and Achievement Rates between different groups of students is a key requirement of the Inspection Frameworks. This means that Colleges, Private Providers and Schools need to pro-actively identify which groups are underperforming and then take positive action to reduce the disparities in progression and achievement rates.
Even for the best performing schools, colleges and providers this is not an easy task.
Whilst performance of those covered by the Equality Act (and the protected characteristics within) may be monitored, the inspection frameworks require schools, colleges and learning providers to delve far deeper. Individual progression and achievement can be affected by a huge range of variables; for example, disadvantaged backgrounds, hidden disabilities, financial problems, family problems and cultural issues - all present challenges. Unfortunately these issues are seldom isolated so any failure to identify and address the individual issues can lead to the creation of under-achieving groups.
This intensive but fun one-day workshop explores some highly effective ways for identifying many of the underlying problems our young people face, but never talk about. It then demonstrates some tried and tested strategies to help overcome them. In so doing it will help participants understand better the actions they can take to ensure individual students progress and achieve.
This workshop is designed for all involved with young people, to increase their understanding of what can be done at classroom/training course level to help prevent underperformance and reduce any gaps in learner achievement. The workshop is suitable for:
Aims and Objectives
This highly participative and interactive workshop is designed to help teaching staff within Schools, Colleges and Learning Providers personalise their teaching, learning and support for all their students. It will enable participants to
- identify underperforming groups and individuals and those “at risk”
- understand and identify the main barriers to learning in their organisations
- examine what actually happens in the learning organisation that is counter-productive to good learning and achievement
- identify and practise new approaches to matching the right students to the right courses
- gain greater confidence in identifying the hidden disabilities and differentiating classroom practice accordingly
- link assessment findings to individual learning plans and target setting
- redesign courses to accommodate the learning needs of students without having to use up precious learning support budgets
- monitor and track progress of those students most at risk in cost and time-effective ways
'It was amazing - practices so many ideas for implementing differentiation in the classroom. Practical applications.'
Lecturer in Health, Cirencester College
'Thought provoking and very stimulating.'
Senior Tutor, Cirencester College
1. Identifying Underperforming Groups
The first session looks at the ways we can identify those students at risk of under-achievement and/or dropout, both formally and informally. It will examine the pros and cons of how this has been done traditionally and explore ways of improving this.
2. Understanding and Identifying Barriers to Learning
Session 2 looks at the students themselves: what we know about them from what they (and/or parents) say; what they are not saying, and what they do and so not know about themselves. It will help delegates to identify (but not diagnose) dyslexia, dyspraxia, AD/H/D, Irlen’s syndrome and autistic spectrum disorders and understand how these conditions are inter-related
3. Some Useful Strategies in the Classroom
This session looks at some tried and tested strategies which really work. Issues tackled include inattention, concentration difficulties, impulsiveness, lack of organisation, sequencing and memory problems and issues caused by poor handwriting and/or spelling. It also shows how the knowledge of learning styles can be used for true differentiation.
4. The organisation-centred barriers
What might your organisation and learning activities be doing that are actually counter-productive to learning for some students? This session looks at matching the right students to the right courses, examining what staff actually need to know about students’ abilities and skills levels and designing courses around student needs instead of trying to make students fit into what is on offer. It also shows how course-specific diagnostic assessment can be used to individualise Individual Learning Plans (ILPs) and short, medium and long term targets.
5. Improving self-esteem and student behaviour
This is a session in which the under-estimated effects of low self-esteem are examined and how this impacts on behaviour that prevents effective learning of your 'at risk' students as well as the rest of the group. As well as explaining the self-esteem spiral and what building blocks need to be in place to stop the self-esteem from sinking even lower, delegates will look at some useful strategies for those students seeking attention, power or revenge.
The final session provides a period of reflection and consolidates action planning. You should leave the event with a clear plan of what to do next, who to involve in your organisation and how to go about implementing this in your organisation.
Delivery and learning styles applied
- Group and individual work
- Experiential reflection
- Information receiving and sharing
- Analysis of organisation and own current practices
- Participation in a variety of activities
- Working with and supporting peers
- Creating examples to take back
- Enjoying yourself!
Internal Staff Training and Development
This workshop, as with most of our good practice workshops, can be delivered on your premises. This approach is favoured by many of our clients as it provides a quality, value-for-money and highly effective route for staff development.
Running workshops internally, allows participants explore how key issues will impact on them and their organization and as a team begin to agree development action and priorities.
Typical costs for a one day good practice workshop, excluding VAT, are just £1290 + £30/person. Even with groups as small as 6 costs per person costs for internal workshops are lower than attending our open events and savings increase further when delegate travel-time costs and convenience are factored in.
More information at:
Related Equality and Diversity Workshops
- E&D in Education: Narrowing Gaps in Student Achievement - Core & ClassroomTechniques
- E&D Legislation: Understanding Latest Legislation 2013
Certificates of Professional Development.
Formal Certificates of Development will be issued, by post, to participants who complete this workshop. These certificates will detail the key learning aims and the face-to-face learning hours undertaken, enabling participants to update their CPD records and logs accordingly. The workshop also allows time, during the day, for participants to reflect on and record their personal learning development and consider how best to apply the knowledge gained on return to work. This element of the programme is designed to maximise the benefits from attending and enable participants to make better review judgments when recording their CPD activities.