Posted in LAT

Re-thinking Learner Induction


The transition from school to college is one of the most challenging events in a learner’s life and getting this right can often make the difference between successful completion of their course and early withdrawal from studies.

The advantages of a positive student induction should not be underestimated. If we can scaffold and facilitate the transition from school to college approaches to learning at the very start, then not only will the first year experience be positive but learning and teaching outcomes will improve.

Research suggests that that when students are engaged in their courses and have been supported in creating networks and friendships with their peers, the more likely it is that the retention rates will improve (Crosling, 2008). Learners need to feel loved from the outset, that sense of belonging. It is important that learners are made aware of the rules and regulations; however we must not forget that humanistic approach during induction. For a person to grow they need an environment that provides them with genuineness, acceptance, positive regard and empathy (Rogers, 1983).

Welcome Week?

Students need time to learn how to learn, we must enable them to slowly adjust to college life and we must explicitly teach the skills and aptitudes required of them, not assume that these grow naturally (Bromley, 2016). Induction should be recognised as those first 6 weeks and beyond, not making snap judgements after a week of induction. Could we even consider losing the term induction week and replacing this with ‘Welcome Week?’  What can we do as pre-arrival induction activities to limit the duplication of information that often happens during induction?

Ideas Please!

I have recently set up a Padlet Ideas Wall ( on what staff at the Lincoln College Group want to see during induction. Some key themes have emerged:

  • Students need to move from being passive ‘recipients’ during induction to being partners in planning and organising the process
  • Information provided on a need to know basis rather than all in one go, learners given time to socialise without the tutor in the room, learners grouped into new dynamics regularly throughout the week
  • A session / good quality information to get students set up and using the College IT systems. This will include connecting to any College information / social media platforms / groups; and give students a purpose to engage in these by posting key information, news, fun items and importantly interactive activities to help build a community

One Size Does Not Fit All…

It would be futile to suggest that all courses must run the exact same induction programme. However, we must consider alternative and innovative approaches to learning, teachings and assessment during induction.  Again the Padlet has suggested some great ideas:

  • Big QR Codes at entrances to buildings with links to the information as to what goes on each building
  • Social elements – Campus activities in induction week that all students can attend. For example a sport event in Deans, competition in the Common Room, opening up all departments for tours, performance in Knights
  • A project for learners to go straight in at the deep end. Nothing too scary though. Include elements that require induction for practical workshops, group work and team building, library, opportunities for baseline assessment of skills, introduction to the standard and the style of working needed to be successful

Much work will be taking place over the next few months to equip teachers with some fresh ideas and resources for induction. As we approach the final few weeks of the academic year, take some time to reflect on your induction with your students and critically reflect your course induction programme. There is no knowledge of the world that is not knowledge of our own experience of it and in relationship to it (Gouldner, 1970). Taking that time to reflect and evolve can improve the future of your learners.

Gavin Knox

Posted in LAT

It’s ‘just’ really great learning

We are already well underway in the final term of the academic year, usually the most manic and stressful period for learners and staff alike. You might be seeing your classroom change before your very eyes from the previous calm and serenity into a total madhouse! This is the worst possible time to arrange a Developmental Observation of Learning right? Wrong!

We often hear concerns that learners at this stage of the year are ‘just’ finishing off assignments or ‘just’ revising so there isn’t much ‘to see’ but nothing could be further from the truth! So if you haven’t yet had the conversation with your managers about arranging your DoL, now is a great opportunity to engage in this professional development.

The following article is an abridged version of a recent article on this very topic, so as ever have a read and let us know your thoughts via the Workplace comments facility:

There isn’t a wind down to the FE year is there? Let’s face it, the last couple of months are very much about supporting students to finish, preparing them for their next steps, and planning and dealing with next year and beyond!

When asked to consider possible sessions for a DoL, one of the big worries for teachers is: ‘There isn’t much teaching going on’. It’s an understandable concern, as often the teaching and learning sessions have turned into something else that might not feel like teaching. But one thing’s for sure, they can be a lot of learning going on! These workshops, revision sessions etc are ripe with learning opportunities!

Let’s start with visualising the scene. Learners are in a classroom perhaps… maybe there are computers around the sides or forming columns up and down the room. Maybe they have assignment work to complete. You can visualise this easily as they’re your students, right?

Let’s turn them into something else by altering the picture’s perspective a little.  It’s all the same, but instead of being a classroom it’s a workplace and instead of being observed by you, it’s a potential employer watching. Consider for a moment what this employer might be looking for. It is possible the employer might witness a group of potential employees working productively, collaboratively, independently, using problem solving skills, demonstrating passion for their subject, resilience, respect, and a great work ethic…. or not.

Whilst working on assignments, learners should be developing knowledge and skills and importantly for our ‘employer’ visiting they should be demonstrating the extent of many of their employability skills, characteristics and traits. Also, we need to remember that the best assessment IS learning.  So to make sure that learners make the most of these types of sessions, learning, developing and displaying their skills, here are a few simple pointers to share:



  • Have website addresses, texts, aids on Moodle to refer to.
Have nominated experts in the group where appropriate so learners can ask for support from each other
Have a seating plan. Who will work best where and who with?
  • Rewards are great for this type of session but they should be intrinsic wherever possible and contribute to a positive atmosphere.


  • Always have a purposeful start!

Ask learners to set themselves their own challenging targets for what they need to achieve, and get them to share and rationalise these – this can be done in an active way. Think of ways this can be done in sessions and share these with us!
  • Learners working independently, productively, and keenly are achievements themselves and shows they have developed the skills to do so.  Remind them that they are doing that and verbally compare it to when they started.

For some learners, setting a competitive tone might work (that doesn’t necessarily mean against each other. It could be to collectively produce / learn more than last session).

Learners supporting each other is also an important skill which is great to see them use (all parties should get something out of it though).
  • When facilitating, don’t be over eager to go in and support an individual just to show you are doing something, instead:
  1. Scan the room- where are you needed most?
If more than one place, you could ask another learner to give support too
  3. Avoid having your back to the rest of the room when facilitating

  • When supporting an individual working independently (or a small group), consider an 80/20 approach – get them to do 80% of the talking, with you asking the questions and teasing out information. Allow and embrace learner thinking time!

Keep referring them back to previous lessons and learning, take them there, give prompts, but let them find the answers

  • If they still don’t know, show them how / where to find out.
  • Be sure to check with them what they have just learnt (not just what they will include in their assignment)

  • Take regular intervals where peer assessment can happen – have learners check and critique each others work – if they aren’t used to doing this, provide a structure eg. What could x do better, what one thing would improve the work, what is the best thing about the work
  • Provide mark schemes and have them use them to mark each other and self
  • Ensure learners self reflect!
  • Have learners use their IT skills purposefully to support digital literacy (rather than ‘just’ shoe-horning)
  • Where there is a key learning opportunity – perhaps someone has just thought of something important and you want others to benefit – take time to bring the class together to share and then ask them what they will do with it to help them

  • Keep the tone productive, use timers, or use short blocks of activity for learners who get quickly distracted

  • But remember it isn’t just the quantity of work they produce that’s important, encourage quality

  • At the end, evaluate, evaluate, evaluate– no matter what!!! Ask them what they have learnt and how they will use it and ask them about what they need next, from themselves, each other, and you

  • Always ask them to do at least one thing before the next session to improve the work they have just produced, and ask them what that will be.

How productive will your sessions be at this time of year and to what extent will your learners have developed and be showcasing their skills? If you can answer this positively with confidence, then stress less. It’s time to let your learners show what they’ve become.

Posted in LAT

Trusting the “neeeerrr” and the “aahh” – creativity in LAT.

James Wadsworth

Forgive me. It’s been a good few months since I’ve written a blog so my rhetoric may be a smidge rusty and my prose a little ponderous, but I’ll give it a go.

I thought I’d share some reflections and fusions on three pieces of work that have been rattling around in the dark recesses of my mind recently and endeavour to give them a little context to assist in our LAT. The three relate to the concept of creativity; not necessarily in an educational setting but all in general agreement that its possession is virtuous and desirable.

A hasty review of each piece…..

The first, an experimental piece by Kelsey Medeiros and colleagues, challenged empirically, the commonly held view that creativity is all about boundless freedom or a blank canvas the size of a house side to find and express your inner answers. This study took a bunch of students and set them a marketing task but limited a differing number of task objectives factors, such as a budget. A natural reaction here maybe to think that if constraints are applied creativity decreases, surely. Well, yes and no according to this study. Medeiros et al.’s findings suggested that when multiple constraints were applied, then yes, the creative problem solving displayed by the students decreased but when a single or small number of constraints were enforced, creative problem solving actually increased. Hmmm, who’d have thought?

The second article, theoretical in its approach, was penned by the wonderful Dean Keith Simonton in 2009 and appears to propose that creativity is domain regressive in its nature. Erm, in English that means…? Boiling the theory down, Simonton essentially suggested that generally the physical sciences are innately less creative than the social sciences, which in turn are less creative than the arts. He further suggested that, for example, if a physical scientist wanted or needed to be creative for some reason, they should regress into the social science space to find inspiration and be creative. Following on social scientists should regress into the arts space and artists should, as the most creative domain by default, should have sufficient space anyway (or in some unfortunate cases, regress into potential mental ill health to find creative space).

Finally, I had the great pleasure of attending a conference last year which included a memorial lecture (to the late Anna Craft) from Professor Guy Claxton on the subject of visceral creativity.

(I know there are only 25 hours in each of the 8 days in the FE week, but if you can spare 57 minutes, all at once, or in nibble sized morsels, or even just the last 5 minutes, it will be time well spent watching this clever, profound, thought provoking and witty lecture. )

So, what can be taken from the lecture? In reality, a huge array of insight but a couple of highlights….

Firstly, the fascinating comparative made between western and eastern thinking about the creative process (and the Winnie the Pooh analogy J) which illustrated that we, the west, tend to go looking for creativity rather than, in the eastern cultures, the mind is prepared to receive it. We tend to view it as almost a commodity to be sought rather, in the east, than a gift to be absorbed.

The second is the use of non-intellectual decision making; the lecture talks at length about visceral creativity, that is, using the whole body to be creative and feel creativity not just your brain. The best bit of the whole lecture, in my opinion, is when Prof Claxton describes that feeling when a creative thought or idea is not just quite right as the “neeeerrr” moment (and conversely when it does feel right as “aahh”) – that feeling inside that is just telling to do it or not, despite the sharp focus on the numbers perhaps telling you differently.

So, what can be gleaned from these pieces in terms of our LAT practice?

Developing creativity is for us as much as it is for our learners. We should conceive creativity as symbiosis between the tutor and the learner; a tutor needs to be creative in their thinking when preparing and delivering sessions to ensure that a learner exposed to creative opportunities and hence develop their creative thinking. The creativity then shown by the learners could spark further ideas for the tutor which then leads them to think more creatively again…and so on.

It’s easy to say to yourself, a colleague or a learner (usually with a gleefully clichéd set of jazz hands) “let’s be creative today folks!”, shove all the desks back to the wall and adorn the walls with flip chart paper and hope that the Nobel winning alternative to the internet will shortly be created. Hope is not a strategy. What is a strategy, however, is to manage a physical and temporal space to be creative; get people (including yourself) to realise that creativity can be absorbed from the world around you and from domains not in the slightest bit related to your own; get people to appreciate creative space but put some limiters on it to give focus (or even get people to devise their own limiters) and get people to listen to how they feel about an idea, not at the expense of intellectual consideration, but certainly letting intuition be the greater influence.

Finally, creativity and being creative is daunting, scary and, realistically, time consuming. I’m sure you’ve heard the words “I haven’t got a creative bone in my body” or “what if I create something that goes wrong or isn’t right” or “I’ve got no time to get through even the basics of this subject”….and as I sit here, I can’t disagree with them (well, the “bone in the body” bit isn’t a growth mind set so I would challenge that one). But what I would say is that not making space for it at all is doing a disservice to our learners, as to be happy and successful, however you may define it, needs an element of creativity as a personal attribute to deal with the ever changing world around us. It’s also doing a disservice to ourselves, if we are indeed to be enabled and liberated in our lives.    


Just in case you want to hear more of my ramblings on this topic, have a look at my project blog


Claxton, G. (2016) Anna Craft memorial lecture 2016. Visceral creativity: embodiment, ethics and the creative process. [Video]: Available from [Accessed on 13th March 2017].

Medeiros, K.E., Partlow, P.J. and Mumford, M.D. (2014) Not too much, not too little: The influence of constraints on creative problem solving. Psychology of Aesthetics, Creativity, and the Arts, 8(2) 198-210.

Simonton, D. K. (2009). Varieties of (Scientific) Creativity A Hierarchical Model of Domain-Specific Disposition, Development, and Achievement. Perspectives on Psychological Science, 4 (5) 441-452.

Posted in LAT

An extraordinary lesson can start at the door….

by Gavin Knox

As a new recruit to the AP team I felt it was important to greet you with an entry into the LAT Blog!

The first few minutes of a lesson are crucial. With a positive start to the lesson, you have every chance of having an extraordinary lesson.  How can we make those first minutes of our lessons a positive experience?


Intervene at the door. Meet and greet every student at the door.


Make your students feel valued, appreciated and let them recognise the significance they have in today’s lesson. This must happen for every student, even the ones that might grind your gears! It is often those students that welcome this more than others.

Smile, shake hands, high five or whatever your style maybe of every student that walks through the door! A teacher in the US has devised his own unique handshake for each of his students.


Show that you are pleased to see them. Ask how they are, how was your weekend?, how was your evening? This short intervention of your energy injects enthusiasm, belonging and keenness into every student that walks in, consequently this will have a real impact on learners approach to the lesson. Not only is this just a nice way to start the lesson it is also a leading first intervention in behaviour management. By greeting at the door you can quickly address issues such as headphones, drinks, phones with a gentle reminder that they are now entering ‘your territory’ and a learning environment.

Often we let students into a room before the teacher. What this might do is to give ownership to the students as they are already settled into ‘their’ territory which might mean we have to spend the start of the lesson addressing issues we might have addressed at the door.

Paul Dix, a leading behaviour specialist is a huge advocate of this simple but effective routine. He has produced a short helpful video:

So why not give it a try and let us know via the comments boxes how this works out for you!

I hope to be able to meet and greet as many of you in my new role as an AP!

Posted in LAT

New Term, New Learning Environment


We have discussed learning environments before on this blog and the topic will also have been on the agenda at your LAT meetings. We have seen the impact the environment can have on learning from learning walks and this is further supported by evidence from educational research (see below for further reading).


This will mean different things in different subjects and classes. Group size, allocated room, timetabling and wall space will all have an impact on the environment and we have already made great strides with examples including the use of seating plans, updating of displays and more effective communication regarding rooms, many of these coming through direct discussions with learners.


Even the most minor of adjustments can significantly enhance the learner experience, with their comfort and confidence in the classroom then leading to greater progress and achievement in line with a culture of shared high expectations. The case study below provides an excellent example of this:

Case Study

Joe Hammond joined the college in November as a lecturer in Electrical Installation. Through his LAT induction process,we discussed learning environments and room layouts. After reflecting on some of his sessions, Joe made some alterations to his classroom, as he reports:

It is hard to put to words the difference the class layout makes, the photos below show the two layouts, before and after:











The simple process of rearranging the seating plan helped me to overcome the constraints of only having two available resources whilst also placing myself at the heart of the classroom. The adapted layout also led to a far higher level of learner engagement in the topic and task in hand.

The session was such an immersive experience for the learner, with the practical exercises and electrical sorcery I showed them, we were late leaving to the point the caretaker was pushing us out the door! I have been a little more selective in my rooms to try and get the best learning environment.

I’ve also started noticing the “drop off points” in the afternoon, and finding that when I break the lesson up between the material and online activities I’m getting great concentration right until the end.

Another example, and probably my best lesson so far, was when my class was required to submit a tender to me….the client and I would choose the individual with the best price as to who I would take on to a lucrative rewire contract. When they returned from break they entered a dimly lit room, sat at their seats whilst I played Lord Alan Sugar, with the music in the background to The Apprentice.

Their learning on this topic was tested after with really positive results, and It was a lot of fun. If this is the reaction I get with these small changes, then I’m very excited about the future.


Take some time to reflect on your current learning environments and consider whether alterations of any size and type could have a positive impact on the learner experience. As ever, we are keen to hear of your success stories so please use the comments section of this blog and / or the Workplace discussion groups to share, share, share!

Next Week…

A further look at the ‘drop-off points’ mentioned by Joe – when and why do they happen and how can we plan to address them?

Further Reading

Posted in LAT

Day 3 – Ideas for Induction

Our third festive offering is ‘Ideas for Induction’ – a case study provided by the Business team based at Newark College…


Induction – Aurasma Scavenger Hunt – September 2016

What needed improving?

We are all well aware of how vital a successful course Induction is to both staff and students in ensuring essential information is provided and students feel confident that they are on the right course.  Historically however through student feedback, we felt that balance had been lost and that the emphasis had shifted from creating a good first impression for students and ensuring they felt excited and energised about their Business course to getting through the mountain of information they need to know!  We wanted to redress the balance this year and make Induction week an unforgettable experience for our students.  Our goal was to plan the week to ensure a fun as well as informative experience for learners.

Additionally, since a significant percentage of our learners are returning students progressing to the next level of study and thus know the campus and college requirements well – we didn’t want to simply just repeat activities/information they already knew.

Finally, following issues with groups who had remained in cliques formed in induction week last year, we wanted to foster more collaboration/progression amongst students across all courses/levels from the start.


What did we do?

We therefore decided that we would invite our L2 and L3 learners in to College for Induction at the same time and devised a plan for each day which provided more of a blend in presenting the most necessary information and lots of interaction/activities.  This gave our students the opportunity to work together practically from the start and forge friendships across all courses.  Important information was ‘signposted’ to students so they knew where it was and that it would be re-visited by Personal Tutors over the next few weeks.

Students worked together on a group Induction Assignment – a successful team marketing task/assignment for an ‘On the Go Cereal Bar’ to identify and develop good leadership/team-working/business skills. However, the highlight was an Aurasma Scavenger Hunt developed for our students to help them explore the campus in a more fun and informative way. We used our returning students as ‘Business Angels’ – 1 per group – so that they felt valued and could build on their previous experience of studying at Newark College.  Students competed to find various checkpoints on the Scavenger Hunt in the quickest time – find out information from staff related to that area that they would need to know in their year ahead – and also take a ‘group selfies’ at each checkpoint.

What was the impact?

The learners absolutely loved the Scavenger Hunt. They had lots of fun getting to know each other in a more informal way whilst still learning lots of vital and valuable information.  We asked them to ‘tweet’ us their feedback following both this and other activities asking how they felt following Induction week – and displayed it on their classroom wall.  Their comments were all very positive and encouraging – learners clearly felt that they were on the right course and that they had had a positive experience and were looking ahead to a successful year.  Three months on, we are still seeing the benefits of this as students have continued to collaborate and support each other across courses/levels.  Our  students see themselves as one large group of Business students regardless of course/level – so we don’t have any of the issues we had last year with cliques and competition. They feel pride in each other, in their course and in their achievements so far and are confident that they have the tools/information they need to continue to make good progress and succeed this year.


Further Reading: