Improving learner outcomes

Testimonials

The following testimonials are a selection of comments provided when participants complete their post-course evaluation, and evaluate the success of their goals 90 days after passing their course.

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I can write more specific targets using SMART after the face to face training. My tutor used the example of an iceberg which was helpful in understanding underlying difficulties to aid target writing.

Teaching Assistant
Learning Strategies

This training has made me consider how the children with MSI percieve the word around them. I am trying to eliminate unnecessary noise and visual distractions, repeating things when important and starting sentences with the child's name. I am thinking more about the needs of the child first.

Teacher
Multi-Sensory Impairment

Before starting this course, I had no knowledge of dyslexia. I thought it was just a case of ‘swimming letters’ when trying to read and confusing b and d and p and q when writing. I now realise that there is much more to it than just these possible traits I have learnt the importance of a dyslexia friendly workplace. We try to make our classrooms as appealing as possible to the majority of students, but fail to take into account the needs of a dyslexic pupil. Something as simple as changing the background on the smartboard from white to buff could make a huge difference. Labelling trays with images rather than just words could save everybody's time, rather than just that of our struggling pupils.

Teaching Assistant
Dyslexia

I have become more aware of the ineffectiveness of too much "teacher talk" and of the importance of very directed questioning and enabling plenty of opportunities for the pupil to develop and consolidate his learning.

Teaching Assistant
Hearing Impairment

This training has helped me to refresh some of my thinking and practice. After teaching for so many years it has been good to come back to basics and back to theories and strategies to enable me to better meet my learners’ needs. I have become more confident in my knowledge around effective teaching and learning, being more comfortable with my decisions in this area.

Lecturer
Learning Strategies

I have monitored and been more observant of what has been happening in the classroom and outside, I’ve been more persistent and consistent. This has had a much bigger and positive outcome for the children I work with.

Teaching Assistant
Understanding and Supporting Behaviour

Self-esteem is a key element in helping all children to progress, but for those with dyslexia, low self-esteem will be a major barrier to progress. Helping them to accept that they have learning differences, but can achieve great things is key.

Teacher
Dyslexia

Improved my knowledge of ASD, and having the conversation with the tutor gave me more insight into working and long term memory of children with ASD. I've adapted how I give instructions with some of the children.

Other
Autism Spectrum Disorder

The setting of these goals enabled me to focus on the areas in which the child needed support and to set aside time to work individually with him. I have used this in my practice with other children, identifying areas which need support and providing short one to one small group sessions to address these.

Teaching Assistant
Speech, Language and Communication Needs

As SENCO in the school, I feel I now have more knowledge to support colleagues when asked questions about pupils in their class.

SENCO
Autism Spectrum Disorder

The course has made me more aware of the needs of a pupil with a hearing impairment and the barriers that they face in every day life. Full inclusion is the key to a pupil's progress and happiness in a mainstream setting.

Teaching Assistant
Hearing Impairment

One of the things I have learned is that pupils learn in very different ways. Many of them need visual cues to help them understand and access the curriculum. Another thing I have learned is that some of the children don't have skills to filter out unimportant information and it's beneficial to relay what the teacher has said in simpler terms. Giving them one instruction at a time is also important.

Teaching Assistant
Speech, Language and Communication Needs

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