Things we need to do to move from good to great
Enthusiasm
Employability
Emotional
Intelligence
Explanation
Engagement
1. Thinking outside the
box – (for us and
them) - teaching
imagination.
2. Motivational
speakers
3. Use of novel
situations /
examples
4. Building on
students'
imagination and
enthusiasm
5. Understanding
different learning
cultures
6. All staff to think
about their own
personal attributes,
personal qualities
etc. and link to their
own 'brand of
enthusiasm'
7. Peer coaching
8. Relating it to
students'
expectations and
experiences
9. Staff spaces for
1. Ensure genuine
employability skills - not tick
box / generic
2. Opportunity to learn from
failure
3. Entrepreneurial activities /
challenges - Variety of
events, one size does not fit
all
4. Proper personal
Development Review in I:Is,
small groups for support /
feedback
5. Teaching personal and
academic resilience
6. Be explicit to the students
when they are doing
activities or acquiring skills
that will enhance their
employability
7. Communicate with students
- eg. "Making use of social
media"
8. Bringing current / previous
experience in industry / real
world to classrooms to help
students see the relevance
of employability skills
9. Engaging students as
1. Facilitate learning
"community" and
feeling of
belonging
2. Recognition that
students bring to
the classroom as
well as take away
3. Development of
mutual respect
4. Develop "Soft
skills" in learning
5. Recognise that
difference is
desirable
6. Nurture students
7. Build relationships
and trust
8. Help us to know
them
9. Use information
that we have to
shape transition
10. Resourced and
valued
1. Reacting to feedback from
learners ie. Tutors being
open and adaptable to
learners during lectures
and build themes
accordingly.
2. Explanation is just the start
of the learning process
3. Aiming towards
individualisation ie.
Sympathetic towards
diverse student population
i.e clear glossary
4. Multiple and effective
explanation via visual
media eg. More real world
examples
5. Time for application and
reflection within learning
sessions
6. Approve delivery and
clarity in respect of student
level eg. What is required
to pass, Relation to
learning outcomes
7. Interrogate in a sustained
way the nature of and
response to "stuck-ness"
8. Assessments disrupt the
1. Makes engagement an integral
point of your teaching eg. Group
work, individual assessments
2. All teachers should be
"engaged", enthusiastic, up-todate in their subject knowledge,
reviewing their teaching
approach (materials, methods)
regularly/annually
3. Tell students they're brilliant,
we're proud of them by
engaging not achievement
4. Have courage to use formative
assessment - give a reason to do
it 'carrots'
5. Create expectation that they will
engage
6. Relate tasks to outcomes - what
are they going to get out of it
7. Utilise technology to give bitesize feedback throughout course
8. What's in it for me? More
explicit all the time
9. Adapt teaching methods for
cohort/individual needs
10. Give students motivation in class
and then get that much outside
11. Identifying and meeting
students' needs
10.
11.
12.
13.
motivating and
collaboration
Sharing
opportunities
Interactivity/debate
Sessions which
make a difference /
transform / add
value
Capture the
lightbulb moments
10.
11.
12.
13.
14.
15.
partners and encouraging
feed forward into skills /
attributes they see as key to
developing their
employability.
Using assessment as good
tool for employability
Ensuring students explicitly
understand links and
graduate attributes
Employability embedded
within core units
Tailoring employability to a
particular subject (Unit X)
Curriculum enrichment
Encouraging reflection
cultural obsessions with
outcome where
appropriate
9. Building capacity to learn
rather than conduits of
explanation
10. Find more ways to sensitise
institutional
understandings of our
success
11. Explore mechanisms to
maximise contact. There
are imaginative ways of
doing this - can we front
load support to maximise
independence?
12. Positive response to feedback
13. Have management who want
great teachers
14. Appropriate use of library
support
15. "letter not the postman"
16. Make complicated things simple
17. Who wants to be there?
Staff/Students
12. Appropriate rewards/sanctions