Learning and Teaching - the 9 point framework

This suite of training sessions have been developed to support and develop our ability to understand and apply the 9 point Framework – the different modules can be adapted with support from the central team and delivered in-house – developing not only those taking part in the session but also those delivering the session.

Demonstrating Progress: Lights, Camera, and Action!

(this session supports the overall judgement on the 2012 lesson observation framework)

If you were to charge your students with being an outstanding learner…what evidence would they cite from your lesson to support this statement?

Aims: Sharing strategies to track progress explicitly within a lesson, recording the learning process itself as well as the learning content and thereby demonstrating that learning clearly is taking place.

Group Size: 25-30

Feedback: Demonstrating the progress learners make during a formal lesson observation is always the sticking point- this session has helped me consider how I can make my students’ learning explicit. Thank you- lifesaver!

Requirements: Space, café style tables, Internet connection, projector, sound

Teachers’ expectations: Keep 'em high!

(this session supports point 1 on the 2012 lesson observation framework)

We all do best at what we think we can do, we fail if we expect to fail.

Aims: Exploring how to create classroom conditions for learners to nurture, flourish and exceed our expectations, practical strategies to inspire and challenge more all learners without losing face!

Group Size: 25-30

Feedback: Amazing - I'll never look at Year 6 in the same light.

Requirements: Space, café style tables, Internet connection, projector, sound

Differentiation for All: The dreaded ‘D’ word

(this session supports point 2 on the 2012 lesson observation framework)

Each pupil travels at different speeds, from different starting points, in different directions and on different modes of transport, but too often we expect them all to arrive at the same place and at the same time.

Aims: Exploring methods of differentiation, sharing strategies for focused differentiation which extends learning and progress for all.

Group Size: 25-30

Feedback: This session gave me so many good ideas that I can easily put into practice tomorrow.

Requirements: Space, café style tables, Internet connection, projector, sound

Teaching strategies and resources: Planned spontaneity

(this session supports point 3 on the 2012 lesson observation framework)

Aims: How to plan lessons effectively to employ a variety of teaching styles and activities to suit the needs of all learners, sustain concentration, motivation and application.

Group Size: 25-30

Feedback: An excellent and thought provoking session – thank you

Requirements: Space, café style tables, Internet connection, projector, sound

Pupils' attitudes to learning: Discipline with Dignity

(this session supports point 4 on the 2012 lesson observation framework)

DwD equips teachers and administrators with classroom skills and techniques that enable them to spend less time dealing with behavioral problems and more time on positive interactions with students.

Aims:

• Know what Discipline with Dignity (DwD) is
• Understand the ideas behind DwD
• Be able to recognise the behaviours and systems that will change as a result of DwD
• Have had the opportunity to think about what DwD means for you

Group Size: 25-30

Feedback:This has been the best session on behaviour for learning that I have ever attended and I have attended a lot of sessions!

Resources: Space, café style tables, Internet connection, projector, sound

Engagement and Independence: For when you’re Hokey Cokey’ed out.

(this session supports point 5 on the 2012 lesson observation framework)

Creating conditions whereby learners take control of his or her learning development

Aims: Promoting approaches to teaching that engages and motivates students, demands their active participation and puts them back in control of their own learning.

Group Size: 25-30

Feedback: I left this session with my head buzzing from ideas to try out in the classroom tomorrow! I realized that it’s not just learning that matters but the process of learning itself.

Requirements: Space, café style tables, Internet connection, projector, sound

Teachers’ subject knowledge - Switching learners on

(this session supports point 6 on the 2012 lesson observation framework)

Aims: Practical explanations and ideas to maximise the use of subject knowledge in lesson planning. How to ensure that you pitch your activities, questioning and terminology at the right level.

Group Size: 25-30

Feedback: I think that all staff should have the benefit of attending a session like this – it reminded me just how much I love my subject.

Requirements: Space, café style tables, Internet connection, projector, sound

Monitoring and intervention: Questions… questions… questions???

(this session supports point 7 on the 2012 lesson observation framework)

Aims: Exploring imaginative approaches to questioning in the classroom to motivate and engage learners, make learning relevant and inspiring.

Group Size: 25-30

Feedback: Interesting facts about the impact of just increasing your use of open questions – imagine if you applied all of the strategies?

Requirements: Space, café style tables, Internet connection, projector, sound

Teaching of RWCM: The 4 Rs? (Reading, Riting, Rabbiting and Rithmetic)

(this session supports point 8 on the 2012 lesson observation framework)

Aims: Exploring exactly what an observer or inspector would be looking for in terms of literacy and numeracy in the classroom. With a chance to evaluate your own practice.

Group Size: 25-30

Feedback: One of the most informative sessions I have attended – probably too much to take in.

Requirements: Space, café style tables, Internet connection, projector, sound

Assessment for learning: transforming the teachers’ curse.

(this session supports point 9 on the 2012 lesson observation framework)

Make no mistake. This is the most important thing you will do as a teacher.

Aims: To identify key features of assessment for learning in good teaching and learning. To appreciate how good practice of assessment for learning impacts on raising standards. To share assessment strategies, including high quality questioning.

Group Size: 25-30

Feedback: Is it really that straightforward?

Requirements: Space, café style tables, Internet connection, projector, sound