One to One Tuition

Introductory training for tutors21st October 2009, 7pm-9pm

10th November 2009, 4pm-6pm

Bob Basley, Personalisation Strategy Manager

Richard Hanks, Teaching and Learning Adviser (Personalisation and Intervention)

Objectives

Delegates will Discuss and define effective partnership working to

ensure the sustained impact of tuition Explore the pedagogy of one to one tuition and be

enabled to plan effective personalised intervention Be aware of information regarding the LA systems and structures for delivering tuition

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Assessment & Pupil Tracking

Progress for all

Wider intervention

One to one

Tuition

Progression Targets Quality First

Teaching

Tuition – the wider context

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

Dispelling the myths

An hour is too long Pupils would prefer one to two or three Withdrawing pupils from a lesson to do tuition in the

school day reduces their entitlement to the curriculum.

Pupils will not want to stay after school or have sessions at the weekend

Young pupils will be too tired at the end of the day Pupils will be stigmatised You can’t send a tutor to the pupil’s home

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.

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

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

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.

Section 2Working in Partnership

Class teacher

Parents / carers

Pupils

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

Knowing the pupil : personalisation

Activity: Let’s talk about learning. A visual map set identifying access needs of pupils and self help

strategiesDiscuss: Which of these factors have been significant in your experience and

which strategies have worked? Discuss: How might the class teacher and tutor use the visual map during

their initial and review liaison meetings? How could the visual maps be used with pupils during their tuition

sessions? How could you share this information with parents?

Knowing the pupil: subject focused use of Assessing Pupil Progress (APP)

Look at the APP grids.

Identify the possible focus for 1-2-1 tuition.

Planning for tuition: the role of the Individual Tuition Plan and SMART targets

Quality Individual Tuition Plans (ITP)?

Appropriate targets?

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.

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

Partnership with parents and carers

Discussion:

How do we currently ensure we work in partnership with parents and carers?

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

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

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?

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

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

BreakDuring coffee please identify useful resources

on the post-it notes provided so they can be disseminated to the group

Section 3The pedagogy of one to one tuition Activity:

Think about a time when you had a positive learning experience

What made it work for you?

Now think about a time when you had a less positive experience

Why was it less successful?

Discuss with a partner

Designing the structureOne-to-one teaching sequence

Introduction

Remember

Model

Try

Apply

Secure

Review and reflect

A possible model for successful practice

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

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.

Examples English pp 42/43 and pp 48/49 Generic p7

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…?)

Examples English pp 36/37 Mathematics pp 21/22

Try

DescriptionThe 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

Examples English pp 45/46 Maths pp 28/29

ApplyDescriptionTutor 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

Examples English pp 33/34 and pp 39/40 Mathematics pp 25/26

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

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

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

Discussion :

Share one of the above strategies which works effectively in your experience

Why has this been effective?

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

Designing the activity

Activity:

Choose either a Maths target from page 19

Or an English target from page 31

Which teaching approaches could you use in designing the detail of the learning experience from pages 13-14

What influenced your decision in making these choices?

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

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

Section 4Systems and structures

Training: introductory training to familiarise tutors with structure and pedagogy

Sharing good practice: networks organised for tutors to share experiences and support issues

Quality assure the tutoring process through sampling of schools

Provide the schools with funding Handle queries re pay from schools and tutors

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

Plenary

Any questions remaining?

What other national support is available?

DCSF guidance on the pedagogy of one to one Developing 1-1 Tuition Guidance for TutorsHR guidance for tutorsSupporting Looked After Children

DCSF LA toolkit includes:Developing 1-1 Tuition Guidance for Local Authorities

and SchoolsHR Guidance for LAsVideo extracts on DVD

www.teachernet.gov.uk/teachingandlearning/schoolstandards/mgppilot/onetoone/

LA contacts Tuition leads: Bob Basley (Secondary)Bob.basley@southglos.gov.ukRichard Hanks (Primary)Richard.Hanks@southglos.gov.uk

HR link: Ron Bull (Personnel)Ron.bull@southglos.gov.uk

Support networks: – Monday 11th January, 5pm – 6.30pm (Locality 1)– Tuesday 12th January, 5pm – 6.30pm (Locality 2)– Thursday 14th January, 5pm – 6.30pm (Locality 3)

LA Website: www.learningwithsouthglos.org.uk for materials to support teaching of reading, writng and mathematics.