Informed Choice from Theory into Practice
Presented on Tuesday 2 March 2010
Course evaluation summary
Number of Participants: 12
Number
of Respondents: 11
Overall Assessment:
How would you rate the following: Excellent = 1; Poor = 5
Enhancement to your expertise |
1.45 |
Content and supplementary material |
1.09 |
How will you use what you have learned today?
Discuss with staff if we really give 'informed choice'. Be
more aware of any bias in the Service. Look at documentation we
have to see if it requires changing.
Develop working with families. Share with colleagues.
Further study for self. Discussions with HI staff. Parental
discussions.
Will use this in my practice and try to use the principles to influence
other professionals to do the same.
I will share the information with staff and we'll reflect on implications
for our Service.
Will take discussions back to rest of Service to provoke further consideration
of our approach.
Put into practice. Put in place a framework to support informed
choice.
Helpful in informing framework for roles and responsibilities within
my Local Authority.
Need to think how to review our Service in relation to Informed Choice.
To help evaluate how well our Service offers informed choice.
I will transfer the idea of 'informed choice' to all areas
of my work where families are involved in future plans on leaving school
or transition.
How would you rate the following: Excellent = 1; Poor = 5
Clarity of presentation |
1.09 |
Pacing of course/event |
1.18 |
What was best about the course/event?
Using different styles of presentation. Case studies realistic.
Good balance of group discussion and led input carefully put together
to ensure points were raised and discussed - very thought-provoking.
Discussion groups.
Discussions around informed choice. Activities were practical ways
to aid understanding of principles.
Hearing others' views; taking time to stop and think about issues.
Really good mix of input from presenters and exchange of information/experience
of all attending course.
Practical. Discussion with colleagues from other authorities on
difficulties/solutions.
Opportunity to discuss making choices - introductory activity was helpful
in 'setting the scene'.
The points of Informed Choice were well covered.
Listening to others thoughts and discussions.
I enjoyed it all - the scenarios and the 'game' assisted
in my understanding of theory g practice.
What, if anything, could have been improved about the course?
Less time on case studies in afternoon. Feedback on 3 enough? Time
to look at information and ask any questions about it. One copy
of 'Parent Booklet' for everyone attending.
Would have liked copy of slides earlier so I could make additional notes.
Opportunity to explore different authority responses to Informed Choice
- policy exemplars.
Even more time for discussion!
Breaks! My eyes ache. Seating arrangement - because I'm
deaf a horseshoe shape would have been helpful.
Any other comments regarding the course?
For people travelling from the North the train now arrives at 9.30 so
possibility of course starting at 10.00 and finishing slightly early.
Excellent chance to reflect on a subject area that is wide and challenging.
Excellent day - very worthwhile. Lots of thought-provoking points
raised.
A very enjoyable and interesting day.
I would have liked information on developing an Informed Choice action
plan which was mentioned in the course leaflet.
Enjoyed it, want to consolidate my learning - if there is a further course
or refresher I would like to know.
Location and Venue
Excellent = 1; Poor = 5
Convenience of venue |
1.6 |
Quality of venue |
1.5 |
Have you made use of the website? If yes:
Frequency |
Helpful |
|||||
Weekly |
Monthly |
Less Often |
No Response |
Yes |
No |
No Response |
|
2 |
4 |
5 |
6 |
|
5 |
How did you hear about this course?
SSC Course Brochure. (8)
Course Leaflet Mailshot. (2)
No response. (1)
What other CPD training would you like the SSC to provide?
How to 'audit' a Sensory Support Service (or HSS or VSS)
- HGIOUS not ideal tool for SSS - Q document out of date - Count Us In
not meant to be used as 'audit tool'.
Pupils learning styles.
Working with/supporting families in family home - new diagnosis.
Sharing good practice of collaboration between Teachers of the Deaf (ToD)
and Speech & Language Therapists (SLT) and other professionals.
Issues relating to sequential bi-lateral cochlear implantation.
Curriculum for Excellence.
Working with children with a mild/moderate hearing loss. Supporting. Monitoring.
An emphasis on developments in Curriculum for Excellence - implications
for those teaching deaf children/young people with particular reference
to literacy.
Drugs/alcohol/tobacco and deaf young people.
Sex education/sexual health and deaf young people.
Curriculum for excellence - Health and Wellbeing; Targets - how with
deaf young people.
Outcomes Assessment
Chartered Teacher Standard components:
Very useful = 1; Not useful = 5
your professional values and personal commitment |
1.28 |
your professional knowledge and understanding |
1.14 |
your professional and personal attributes |
1.14 |