Hannah Tyreman works as a learning improvement and development manager in South Yorkshire.


Flipping Maths for ESOL Learners English Speakers of Other Languages (ESOL) learners may find that obstacles to completing mathematical tasks lie more with their language skills than with their maths skills. The purpose of this research was to test out the eficacy of ‘flipped learning’ as an intervention designed to give more time to grasp the language component of maths problems. Preliminary findings suggest that learners were better prepared, engaged with learning at their own pace, and were more confident with the language element of maths. Success depends crucially on learners engaging with the pre-classroom tasks and ensuring access


is readily available. Helen Irish is an ESOL course leader at Stockton Riverside College, and a former SUNCETT Research Development Fellow.


FAB2 Digital Resilience: the NOT dumping tech way This research built on the FAB Model of Digital Resilience (Longdon, Monaghan & Mycroft, 2015), which explored trainee teacher resistance to using technology in teaching. Findings suggest that a range of strategies can support resilience including the: provision of a framework and vocabulary for students to articulate their needs; establishment of a digital strategy; introduction of a pre-course ‘hackfest’ for digital exploration; rationing of the 1:1 sessions, to limit dependency; running regular rhizomatic ‘pop-up’ sessions; and the


development of instructional videos on a dedicated YouTube channel. Alison Longden and Tom Monaghan are tutors at Northern College. They are former SUNCETT Research Development Fellows.


From inside adult voluntary and community learning, curriculum design, content and delivery: who decides? The project aimed to ask the question ‘Is our curriculum designed to reflect the values, aims and mission of our organisation or is it designed to fit the “system” requirements?’ This was investigated through the lens of three different perspectives: curriculum manager, course organiser and a specialist practitioner. The research has revealed that, although the organisation is working towards meeting the needs of the students, the demands of staff roles often compromise this focus. This can distract staff from working more


effectively together to provide a balanced curriculum. Mike Rugg is a regional curriculum manager at WEA North East, Tony Bullock and Dianne Holmes are teachers at WEA North East. They are former SUNCETT Research Development Fellows.


You are not alone: In what ways can collaboration between NQTs and trainee teachers enhance their professional practice in the diverse FE and skills sector? The aim of the project was to enhance the professional practice, and build confidence, resilience and self-esteem of newly qualified teachers (NQTs) by promoting collaboration between them and trainee teachers. This was through joint practice development and building a community


of practice providing opportunities for shadowing, career development workshops, coaching and focus groups. Interim findings suggest that time and structures for collaborative reflection inculcate risk-taking and are central to the learning process that supports professional growth. Findings suggested that when formal teacher training finishes, new


teachers feel isolated in their roles. Melanie Lanser is team manager for teacher training at Derby College and Emily Phipps is a lecturer in English and Functional Skills at Derby College. They are former SUNCETT Research Development Fellows.


What does a research-based CPD model look like?


By Hannah Tyreman


How often is your professional development continuous (and no, feeling as though it lasts for hours doesn’t count)? How often do you build on your learning so that it leads to the development of your practice (and no, good intentions and misplaced notes don’t count)?


As I began leading on continuing professional


development (CPD), it became vital for me to become well-informed about what it should look like in order to have the greatest impact. I stacked up all the things I learned from reading


research against all of the CPD I’d experienced and, perhaps unsurprisingly, little of it measured up. As I reflected, I was also struck by the clear disparity between the opportunities available for educators and those for business support staff. I knew that any model I created should be accessible to all staff, no matter what their role. For CPD to be most effective and have a lasting impact, the overriding three recommendations from all the research have been: • It should be sustained (carried out over more than two terms).


• It should be relevant (to participants’ day-to-day experiences and aspirations for the people they work with).


• It should be reflective and impact focused (engaging participants with evidence and data alike).


The model that emerged from my research was the Big Learning Project. This is a six-phase process: the learning lens


reflection stage; the thinking out loud collaboration stage; the research and evidence-gathering stage; the learning experiments project stage; the working out loud final collaboration stage; and the self-explanatory writing up and sharing stage.


You can read about Hannah’s work and the Big Learning Project here: goo.gl/c7FngG goo.gl/TBzGF2


Read some of the CPD


research behind the model at: goo.gl/4eyO2L


INTUITION RESEARCH • SPRING 2017 11


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