This article contains the details required to view the recording of Philip Davis' webinar, The Sonic Classroom
This article contains the details required to view the recording of Steve Higgins' webinar, How to use evidence to support disadvantaged students - metacognition and self-reflection
This article contains the details required to view the recording of Sarah Seleznyov's webinar, Lesson Study - Lost in Translation?
This article contains the details required to view the recording of Ed Walsh's webinar, Creative Practicals in the new GCSE science curriculum.
Reading educational literature and research is not widespread among busy school practitioners. Jo Evans explains why it can be invaluable, particularly for headteachers as the school’s “lead learners,” and she gives guidance on how to catch the reading bug!
Chris Brown explores how “research capital” can be used as the basis for school and school system improvement, modelled on an evaluative case study of a federation of schools.
Peter Matthews evaluates an approach to regular non-judgemental observation and feedback that has the power to enhance the quality and consistency of teaching and its impact on learning.
Moving from nursery to reception is often a daunting prospect for vulnerable children and the contribution of teaching assistants can be crucial. Liz Jenkins and Rebecca Nelson describe a networking initiative designed to put teaching assistants at the helm of their own professional learning.
Graham Handscomb argues that effective professional development has to have learning at its core.
Sound is a remarkable thing. It changes the way we perceive things, changes the way we feel, and has an enormous effect on the mind. All too often though, it is underused in the classroom – played in the background, and that’s about it. How, then, can we use it to the full?
The presentation used by Peter Worley during his webinar, "How to ask questions that stimulate deep thinking".
Whether it’s making connections, seeing controversies or building on the ideas of others, the questioning strategies Peter will share can be used by any teacher, in any lesson, at any time, to encourage deeper thinking! And, of course, the aim of any teacher is to create independent thinkers and learners; in these sessions, Peter will also explore when it’s time for teachers to take a step back and let learners take the lead.
The PowerPoint used by Sarah Seleznyov during her webinar on Lesson Study.
The Japanese concept of Lesson Study is experiencing a significant boost in popularity in the UK. However, the lack of English-language literature on this innovative CPD model means it’s difficult to know whether we are really applying it to its full potential.
A copy of the PowerPoint used by Ed Walsh during his webinar.
The EEF Teaching and Learning Toolkit identifies meta-cognition as one of the key strategies for closing the achievement gap. But what is meta-cognition? And how can it be introduced to the classroom in a meaningful and beneficial way?
Feedback and Learning - The presentation used by Steve Higgins
Research has a lot to tell us about what ‘works’ when it comes to raising achievement, but one of the most consistently successful strategies is effective feedback for learning. What, though, does effective feedback look like in the classroom?