WEA Education Blog

Tutors and Students meet as equals

Raymond William's famous open letter to WEA tutors back in 1961 is appended to the WEA's tutor handbook. You can read it here (Download Raymond Williams an open letter to WEA tutors). One paragraph in the letter refers to:

"the claim that, in the WEA, tutors and students meet as equals. Of course the tutor knows his own discipline better, and wants to help the students to learn it, but he may not know how his dis­cipline looks to people outside it, may not know the gaps between academic thinking and actual experience among many people; he may not know when, in the pressure of experience, a new discipline has to be created."

That expression - 'in the WEA, tutors and students meet as equals' - seems as important now as ever to me. If we respect adults and their voluntary interest in learning then that equality must be central in our work. What does it mean in the 21st Century WEA?

I was interested to read research summary called 'Inside the Black Box' (click here to read it). This publication, from 2001 by Paul Black and Dylan Wiliam from King's College London School of Education, looks hard at what formative assessment means in school teaching. It is also centred on fairness and the importance of the relationship between teacher and pupils. It says:

“In this paper, the term ‘assessment’ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet the needs.”

The report sees the managerial role of assessments as presenting difficulties:

“• Teachers’ feedback to pupils often seems to serve social and managerial functions, often at the expense of the learning functions.

• Teachers are often able to predict pupils' results on external tests—because their own tests imitate them—but at the same time they know too little about their pupils’ learning needs.

• The collection of marks to fill up records is given greater priority than the analysis of pupils’ work to discern learning needs; furthermore, some teachers pay no attention to the assessment records of previous teachers of their pupils.”

This (eight years ago) is an important caution around the purpose of learning and assessment and still seems as problematic as ever. We can see it in qualifications and in assessing non-accredited courses.

We spend a lot of time in the WEA monitoring our provision to be sure we don't exclude adults from our courses. We have good evidence of equality of opportunity and fairness in terms of who participates in our provision, but what about fairness in our relations between tutors and students? That can't be considered through management or monitoring. It has to be explored by tutors individually and, perhaps better, together.

I will be writing to the WEA Tutor Network to see if we can set up a 'Meet as Equals' project to learn how tutors make real this commitment in their teaching now. I think we have a lot to learn from each other and hope as many colleagues will want to get involved in this over the next few months.

Just suppose teaching and learning became the first priority...

I copy here the first two paragraphs of an excellent - and very up-to-date LSN Publication by Frank Coffield, Emeritus Professor of Education at the Institute of Education, University of London.

"Just for once let us take the government’s rhetoric seriously and imagine a learning and skills sector (LSS), where teaching and learning have become the number one priority. We are all familiar with current practice: ritual genuflection is made to the central impor tance of learning, but the sermon swiftly becomes a litany of what the government considers to be the really key elements of transformation – priorities, targets, inspection grades and funding – and the topics of teaching and learning disappear from sight, as if they had no momentum or dynamic of their own. If they are mentioned fur ther, teaching and learning are treated as unproblematic, technical matters that require little discussion. The unspoken assumption
is that we can all recognise and disseminate ‘best practice’ without any difficulty.

For once, let us reverse this process and take the following proposition seriously, namely that the way to creating a world-class LSS is to improve the teaching and learning taking place within it. This pamphlet will explore this proposition, and will tease out the most likely consequences of making teaching and learning the first priority of the post-compulsory sector. In doing so, I am aware that I am swimming against the prevailing tide but, as Malcolm Muggeridge once remarked, only dead fish swim with the stream."

The pamphlet: "Just suppose teaching and learning became the first priority..." (which is quite long) is attached here:

Download frank_coffield_on_teach_and_learning.pdf

What WEA tutors say

Recently Richard Bolsin, the General Secretary, e-mailed WEA tutors encouraging them to response individually to the DIUS consultation on Informal Learning. In the same e-mail they were invited to register with the WEA's Tutor Network. A number did and, with the Ofsted visit imminent, I asked them if they'd have a chance to give their views on five questions:

 

1.      How do you identify your students' level of knowledge or skills when you start teaching them? How do you manage a class where people are working at different levels or speeds?

“Initial Assessment combined with discussion about previous positive/negative experience of the subject, often going back to recollections from schooldays. I have found that students often relish this chance for reflection.  This is then built on in subsequent sessions.  Using exemplars of students work can benefit the class as a whole and specifically can give experienced students and newcomers a sense of achievement and a boost in confidence.” 

 

“I do initial assessment through identifying 'starting points' via learner record forms at start of course; also (branch courses) via 'starter' group activities such as shared whole group 'pool of knowledge' discussion or starter quiz, Q&A session along lines of 'how many people have done/are already familiar with x' and show of hands; and through small group activities early on designed to reveal existing levels of skills and knowledge. For accredited (targeted) courses such as Helping in Schools etc there is also usually a specific pre-course assessment task such as a piece of free writing which can be used to assess current level of working (where there is a literacy gateway requirement in particular, rather like SfL courses) and where appropriate, prior knowledge or experience. In accredited courses there's also usually some kind of individual learning plan which covers initial assessment issues and can be added to formatively as a course progresses.”

  “Tried and tested ways I've used to develop learner knowledge and skills:

- starting where they are and listening to where they hope to get to - then tailoring the course (where non-accredited) to learner needs and interests.

- for accredited courses in particular, monitor rigorously to ensure learner is working at the appropriate level which will stretch them but not overwhelm.

- for all courses, offer variety of method and activity so that all learners will find something to latch onto that meets their preferred way of learning

- include small group activities for some of the time so that all learners have a chance to develop their ideas and skills actively rather than just by listening

Example: I teach a social history course and topics can be tailored to group interests. Learners are encouraged to bring in artefacts to show - I then develop their critical skills by using artefacts as a starting point for interactive evidence-based group analysis.

 

“We do very practical activities I ask questions during or after the activity about what they are getting from it and the skills they are using - we then transfer this the to skills the children could be developing and how these could be enhance I then build on what they have already identified.”

How do you manage a class where people are working at different levels or speeds?

“- value and encourage all learner contributions not just from the knowledgeable - avoid setting up any kind of visible 'ability hierarchy' within a classroom. Avoid reviving memories of school-based hierarchy of ability!

- ensure tutorial discussion of coursework is done in a way that maintains confidentiality about the work of individuals

- assertively manage the very able individual who may want to dominate; there's one in every class. Give them a challenging task to get on with.

- attend to groupings within classroom small group activities (sometimes put similar abilities together, sometimes mix up abilities, depending on type of activity and desired outcome; sometimes able learners will need to work together, other times it's better to mix groupings)

- encourage peer support where appropriate

- provide specific individualised support at all levels - not just those who are struggling. Able learners may need individualised extension work within and beyond the classroom, such as reading lists, options for independent research, options to make a presentation to the group or lead a discussion activity etc. 'middle ability' learners can get overlooked - attend to them as individuals and check they too are working in ways that suit them.” 

 

“I try to use open activities that enable me to observe the learners doing a variety of tasks and demonstrating their level of skill or knowledge, rather than just working through diagnostic worksheets (which can be boring and off-putting at the start of a course). I also spend time asking the learners about their self-knowledge, because many suffer from very low confidence.” 

 

“I try to use collaborative learning techniques where possible, so that learners support each other, learn from each other and feel it is safe to make mistakes. I am continuing to explore techniques for differentiation, but I have found using mini-whiteboards, with open and directed questioning, a very helpful method. In literacy I have found that focusing on learners' writing skills can help them to choose what level and speed to work at. Having a learning assistant is also very useful in helping people to work at different levels/speeds.”
 

2. What aspect of your subject do students find most challenging?

“Actually being creative!”

 

“Social History: they often initially find critical analysis of historical/social evidence very challenging, factual content much easier.

English literature: as above; literary analysis is a challenging task for most learners. They do warm up to it after a while though! But it's a difficult aspect to embed initially.

Schools & Parenting: Accredited courses such as HIS: many parents struggle not academically but with time management and organisation of coursework - juggling the requirements of assessed coursework with home/work/family is a major challenge for them all. Some find the detailed work on the curriculum very intense and hard to absorb. On non accredited courses such as Practical Parent Helpers, many learners find it very difficult to see the wider educational picture beyond 'me and my child'.

Teacher training: Time management is a challenge for most tutors studying on 7407/PTTLLS, as is struggling with educational jargon but the one thing that comes up over and over is that WEA tutors who have come from an academic background tend to really struggle with writing and organising their work in the very different context and conventions of City & Guilds; a very common difficulty in this context.”

 

“This is a strange one on the first course I taught the first day we were making play dough - a very messy activity - one of my students announced that she had a recognised condition, which the name escapes me but is totally irrelevant what it is called, which makes being dirty/messy/untidy very difficult and unpleasant for her - anyway she has overcome this and has returned for a second course.

I have another student who can't talk in groups - so she chooses a partner and indicates if she is ready to speak out.”
 

 

“In numeracy the problems are often related to their literacy skills, so they have difficulty interpreting 'word problems'. For example if they know whether they have to add or subtract, they can do it, but they can't always tell from the wording of the problem. The other main difficulty is to do with estimating or having a sense of what would be a 'reasonable answer'. This is partly to do with a general lack of confidence with numbers and sometimes to do with how they were taught in school.

 
In literacy, most of the learners have basic reading and writing skills but are not confident about expressing their ideas clearly in writing. They often struggle to interpret non-literal texts or opinion pieces. They also find it hard to learn grammar and spelling, particularly where it does not correspond to the way that they speak.”

3. What difference do you think your course makes to individual students lives? Can you give an example?

“The experience of learning and being in a supportive learning environment.  Students take their informal learning very seriously...always reluctant to have to miss a session and keen to catch up on missed work. One student has insisted her hospital appointment be at a certain time in order not to miss her class.  I then received a verbal message via the student from a member of the hospital staff to say what a good job we tutors do in keeping the older learners minds and faculties working!” 

 

“It definitely changed lives. Many spoke about using their brains, growing confident about learning, and are likely to apply to be teaching assistants in the future.” 

 

“Improving their literacy and numeracy skills helps to improve their self-confidence and open up new possibilities in their lives. One of the learners has used the qualifications she gained through the courses to start working as a learning assistant. Others have started to talk about going on to college or applying for jobs.”

 
4.      Does the WEA make a difference to people and communities? Can you give an example? Is it any different to other education providers?

 

"The WEA provides a sense of community beyond work.”

 “A local school in Hertfordshire recently was seeking to improve its (at that time rather limited) involvement of parent volunteers. After running a Practical Parent Helpers course, the school now has a core team of at least 4 regular parent classroom helpers, and is thinking through ways to support these parents as an identified voluntary team. We hope to run other courses at the school which is likely to 'grow' the volunteer team even further. The school staff are delighted with outcomes so far both for individual parents and the wider benefit to the school community.

 
Different from other providers; we were able to tailor course delivery times to local needs, and content (to some extent) to interests of group. We came to them rather than students having to attend e.g. college - this enabled parents of young children to access relevant study. Some of these parents are now amongst those working as classroom volunteers. We offer a more flexible approach than many other providers and this I think is one of our great strengths.”

“I think it depends on the target group of the provider for example

WEA

seems to do courses that other people don't and they are general interest groups e.g. people have an interest in something and go to the

WEA

and learn more about it.” 

 

“Both these courses were set in local communities with easily accessible facilities. The schools involved were local primary schools. This is a strength of WEAcourses, that the learners are part of the community.”

 5 What does the WEAmean to you?  What's the best about it? What needs to improve or change?

“I like its flexibility - the opportunities it offers me as an experienced tutor for interesting and challenging work - the opportunities to work developmentally at the cutting edge of provision where I can work on new projects and courses - I also like working sessionally which suits my personal circumstances.” 

 

“I love the students I have met so far because they are very enthusiastic and really seem to get something from the  course - they come back the following week and tell you want they have done and how their children have responded and the are very keen to share experiences.” 

 

 "The WEA has a tradition of responding to the learners' needs and adapting courses to suit them. The best thing is its flexibility and its openness. I've had two observations as a new tutor, one for this course and one for a literature course that I teach, and both were handled professionally. I in no sense felt I was being inspected. I know that many tutors complain about the paperwork and I thought that having to complete an excel spreadsheet as well as the register was a bit of overkill.”

 

“I've only been working for the

WEA

for a couple of years, so this is hard to answer. I like the inclusiveness of the

WEA

and the focus on giving people a second chance at learning. It is very learner-centred and less focused on exam results than colleges. It is supportive for those learners who want to take exams, but recognises that not everyone does, and that there are other ways to demonstrate learning. I think it has to be careful not to lose this and start focusing too heavily on qualifications, at the expense of learner needs. I would also like to know more about what other tutors in my subject areas are doing, within the

WEA

, in terms of teaching ideas and techniques.”

You can click here to see them all: Download tutor_network_responses_to_email.doc)