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

Independent Learning: 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

Discipline with Dignity: The key is: It’s your classroom.

(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:

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

Working Effectively with TAs: How do you use yours?

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

How to get the best from your teaching assistant:

Aims: Sharing of strategies to ensure that teaching assistants are well directed, with paired or joint teaching taking place; they reinforce and strongly support learning

Group Size: 25-30

Feedback:

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

Teaching and Learning Styles: 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:

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

Injecting Pace for Maximum Engagement. The 3 P’s: Purpose, Passion and Pace.

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

Too much of it and you get high; too little and you die.

Aims: To secure our understanding of efficient use of pace, to consider techniques to expertly match pace to learner’s ability resulting in valuable use of lesson time and progress for all learners.

Group Size: 25-30

Feedback:

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

Gifted and Talented: Beyond all expectation.

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

Teaching students who have greater skills than you.

Aims: Exploring the identification issue, approaches to putting students at the center of learning, how to create classroom conditions for learners to nurture, flourish and exceed our expectations, practical strategies to inspire and challenge more able learners without losing face!

Group Size: 25-30

Feedback:

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

New technologies: Switching Learners on.

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

Enhancing students’ learning experiences through the use of new technology.

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

Group Size: 25-30

Feedback:

Resources: 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)

Avoiding default setting-; Keeping it manageable.

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

Group Size: 25-30

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

How to survive a lesson observation: A step by step guide to survival.

When it comes to being inspirational; it’s not about you.

Aims: Practical explanations and ideas to support lesson planning for that dreaded observation. How to ensure you get the grade you want.