Professional Learning: Evidence of changes in teaching, learning and assessment practices

Most of the vocational teachers were unfamiliar with phonics-based approaches, not having encountered them in their education or teacher training. They initially struggled but appreciated the specialist training and ongoing support they received. They admitted to making a slow start but grew in confidence using the strategies more frequently as an integral part of their teaching sessions. As one teacher stated; “it’s good to go out of your comfort zone and be open to new learning”. This positive attitude is an essential element of continuing professional development and one the project management team sought to foster.

Several teachers indicated learning new approaches gave them deeper insights into learners’ feelings when confronted with new and challenging material and activities, as this was exactly what they were having to do. They were increasingly aware of the importance of avoiding cognitive overload (Sweller, 2010) and gradually building learners’ knowledge and understanding to reinforce learning. This has increased teachers’ knowledge of their own and learners’ learning processes.

The majority felt using phonics-based strategies should be part of every teacher’s practice and appreciated the value of taking time to work on spelling and reading issues, rather than pressing on and largely ignoring the problem, hoping the English team would address it later. This meant they no longer saw teaching of spelling, reading and writing as stand-alone activities or the responsibility of the English team, but as worth integrating into their sessions to promote learners’ vocational literacy development. One teacher, in particular, stated he had improved his pronunciation of vocational terms, making the sounds clearer to learners, which helped their spelling.

Teachers believed they had increasing confidence and enthusiasm for teaching, taking part in a research project gave time and space for reflecting on practice and identifying future actions. Additionally, they developed toolkits for supporting learners, actively seeking and listening to their feedback which improved working relationships, increasing learner involvement in the project.

Evidence of improved collaboration and changes in organisation practices

In the hectic world of FE, it is often challenging for colleagues from different teams to meet and work together effectively. Striving to build collaboration and open up channels of communication was a major aim of this project.

English team members, experienced in using phonics-based approaches, provided ongoing support to colleagues. Following initial phonics training, they invited vocational colleagues to visit their classrooms to observe how they embedded phonics activities. They met regularly with vocational teachers, providing advice and guidance. Additionally, English teachers have visited vocational teachers’ classrooms to both observe their phonics practice and support learning, which has been mutually beneficial.

This shared practice, although time-consuming, has been integral to the success of the project, enabling vocational teachers to grow in confidence whilst still having support at hand when necessary. Significantly, the process has not been one-sided, as both English and vocational teachers have encountered new teaching strategies and classroom management approaches, gaining insights into how learners can be effectively supported. Learners, too, loved seeing their vocational teachers taking on the role of student. This was particularly apparent when Natalie (Programme Lead) worked with Lee, demonstrating phonics approaches while he looked on and adopted the learner role (See Appendix 5, Teacher Reflection 3)

Team members engaged in both sharing and developing resources and reflective activities, further increasing their professional development and mutual respect. Teaching sessions were planned to reinforce learning, with learners actively encouraged to recall their phonics learning from previous sessions. Team members have become working colleagues, gaining valuable insight into challenges each team faces and how these could be overcome.

The team worked closely with LSAs and Progress Coaches who reinforced individual learning, providing any necessary ongoing support. The team valued this, recognising the importance of teachers and LSAs working effectively, thus consolidating work from our previous OTLA 3 project (ETF, 2018).

Without this active collaboration, continuing support and ongoing encouragement from the English team it is unlikely vocational teachers would have engaged so actively in the project.

Evidence of improvement in learners’ achievements, retention and progression

As in our OTLA 6 project, there was concern vocational learners may be unwilling to engage with phonics. Many

National Talent for Writing Award

learners had previously openly expressed their dislike of English and reluctance to attend sessions. The majority lack self-confidence, have had chequered educational histories and many barriers to learning. Aaron, for example, was quite open in stating that he initially hated English and would leave sessions if he thought the work was too hard for him. He is now one of our shining stars, gaining many skills and qualifications and is only too willing to share his learning and enthusiasm for English with others (see Case Study, Appendix 6).

Another major success story belongs to Kirsty who has undergone a transformation since coming to college. She initially lacked self-belief, was withdrawn, extremely anxious and reluctant to put pen to paper. After working with phonics-based approaches over the last two years, and receiving support, she is hardly recognisable as the same individual. She has grown in confidence, actively contributes to lessons and, above all, enjoys her literacy work. So much so that she has now won a national Talent for Writing Award and her work is to be published in a Young Writers’ Anthology (See Appendix 6).

Learners generally enjoyed the activities provided and now see them as an integral and important part of vocational sessions. Foundation Learners, for example, have demanded more challenging work from their teacher, a very different attitude from the beginning of the project (See Appendix 5, Example 3). Early Years learners have shared their new learning with colleagues in placement, enjoying being able to demonstrate their enhanced understanding of phonics. They too asked for more information resulting in Rebecca (Programme Deputy) leading an additional information session for them (Appendix 7). Sports Studies learners, who need to learn complex terminology have also benefitted:

“Discussion really helped my understanding and was made simpler to take in and remember”.

“The thing helped me the most is when we used post-it notes to break the spelling down…made me able to spell the words more easily”

It is especially pleasing that learners now utilise their new learning in other classroom sessions, recalling and applying earlier learning from phonics-based activities. Their teachers encouraged them to do this and it has paid dividends with learners now applying previous learning to new experiences. They are much more willing to ‘have a go’ at spelling new words and more open to constructive criticism. This is especially aided by developmental, supportive formative feedback from their teachers.

Teachers believe phonics activities have helped learners’ concentration, as they have become more active classroom participants, often supportively challenging each other – especially true of Sports learners who enjoyed an element of competition.