SWOT charts from Interest Groups for Year 2 Study Day

The task for the Interest Groups on 12 November was to creat a SWOT chart for their discipline or area of practice in the context Frank Coffield outlined in the morning.

Here is what you produced: I can see all kinds of ways in which it will be an interesting resource for Unit 7:

Swot reports from disciplinary interest groups

Evaluation of first Year 2 Study Day on 12 November

Evaluation of first Year 2 Study Day on 12 November

Points from Mentor Training on 12 November (Study Day)

First--many thanks to the more than forty of you who came. It was the biggest turnout we've had for a mentor event!

Second--a special thanks to those of you who have been mentors before, and who came anyway. You had a wealth of information and insight into how it all works out on the ground, and we got some useful ideas about how we might improve our communication and make the whole business even better--more on that later.

However, I'm sorry we didn't get round to the exercise of all observing the same session on video, and discussing it. On the other hand, we could only have got there at the cost of passing up on your questions and comments--I think we did the right trade.  Some of you did ask whether we could copy the DVD and circulate to Centres so that you could borrow it and do the exercise yourselves. I've checked, and I'm afraid that copyright restrictions apply, as I suspected. However, I'm pretty sure that all Centres have some equivalent material, and it doesn't really matter whether you watch the same stuff--it's the discussion which matters, so we'll notify Centre Leaders that you may be approaching them, and asking them to have something ready. I'll also prepare a list of questions to help structure the discussion (it'll be up to you whether you use them, of course).

Some more specific points:

Learning Styles

Coffield et al's 2004 review can still be downloaded from here. My page with links (some straight, some more contentious) is here. As I noted, the network is not dogmatic about orthodoxy in taught material, but this is egregious rubbish. Coffield (2008) notes:

The most worrying aspect of this movement is that it appears impervious to evidence-based criticism. Our detailed and systematic review found that ‘... there is no evidence that the model is either a desirable basis for learning or the best use of investment, teacher time, initial teacher
education and professional development’ (Coffield et al. 2004a: 35).
Put simply, it doesn’t work.

Yet the VAKT approach persists. For example, From theory to practice: using differentiation to raise levels of attainment by Cheryl Jones (2006), part of LSN’s 14–19 Vocational Learning Support Programme – so no straw man and part of the officially-funded advice to the sector – still blithely maintains in the face of the evidence we presented that ‘this does not mean that it is no longer relevant to consider learning styles’ (Jones 2006: 7).

How more explicit could we have been? Let me try harder this time. There is no scientific justification for teaching or learning strategies based on VAKT and tutors should stop using learning style instruments based on them. There is no theory of VAKT from which to draw any implications for practice. It should be a dead parrot. It should have ceased to function.

Even the most detailed suggestions for practice drawn from VAKT are based on over-simplifications of a misunderstood and discredited theory. Learning styles, like fish oils or brain gym, are part of what HL Mencken in an inspired phrase called the ‘pseudo-psychological rumble-bumble’ that infests education (1926: 177). It’s time to move on. Why do we expect to capture the full complex humanity of learners by dividing them into four categories which are so simple as to be patronising, if not downright insulting?

(Emphasis in original, available here (pdf) accessed 17 November 11)

Peer Observations

There did appear to be some variable practice on peer observations; the formal requirement is:

6. Two reports of peer observations; your reports of your observation of course colleagues, signed by them. If you would like to include copies of their observations of you, that‘s fine, but we don‘t insist. (p.42 or thereabouts in the course handbook--pagination varies from Centre to Centre.)

and the guidance; (diagrams omitted);

You should observe at least two of your colleagues on each year of the Course, which will of course involve being observed yourself.

You should start to arrange the visits as soon as possible: it can take time.

While simple pairings are obviously the easiest way of arranging visits, you may well get more from arranging a chain: it spreads the knowledge around, puts you in contact with more people, and avoids the gruesome twosome or mutual admiration society pitfalls. In a chain of six:

Round 1:
Anita observes Bert
Carole observes Debbie
Eric observes Farouk

Round 2:
Bert observes Carole
Debbie observes Eric
Farouk observes Anita

The chain then dissolves and re-constitutes with other group members for the next set of observations.

On completion of your observation, you will need to write a short report (around 500 words/a page of A4 or so), to be included in the portfolio. This should be signed by both of you. The report may be in any format which seems useful to you (and probably to the person you are observing). It does not have to use the Course's Observation Protocol, and even if it does, it is expected that you will also make a more general report. (about p.60 of the Handbook)

Mentoring Diploma

Several people expressed an interest in the University Diploma in Mentoring, which is offered at Barnfield, Bedford,  Grantham, Leicester, Oxford and Cherwell Valley, South Notts., and Tresham Colleges; contact the colleges directly for more information and to register.

Email contact

Those of you who were at the meeting provided your email addresses; we shall shortly be getting in touch with you to notify you of an email group we are setting up. You will need to confirm that you wish to join the group, if you do, so don't worry--we are not planning to spam you!

From our end it will enable us to contact you occasionally (probably only about twice a term) with information about students' assessment deadlines, mentor meetings and study days and to consult you about any changes to the programme. More important, it will also enable you to discuss mentoring issues among yourselves, and share ideas and advice.

If you are a mentor, tutor or student and were not at the meeting but would like to join, please email mentor@bedspce.org.uk, with "Mentor Email Group" or similar in the subject line. No further message is needed.