Workshop Session 1 Choices:
Planning: Mark Miller
How to design the perfect lesson…..and why it isn’t as simple as that
Teaching is ridiculously complex and two teachers are unlikely to ever agree on the best or right way to teach. However, there are some important concepts we should all consider when designing our lessons. In this workshop we’ll explore ideas around thinking, learning and memory and the implications they have for lesson design.
Questioning: John Sayers
Questioning at the core
A session that will focus on a number of strategies to use in the classroom that have questioning at its core. It will look at methods such as the Questioning Matrix, Socratic Questioning and the use of SOLO taxonomy as a questioning tool. Plenty of practical strategies to take away.
Feedback: Harry Fletcher-Wood
Feedback to help them grow
Leadership: Paul Banks
‘Keeping focused on what really matters-the importance of leadership in Teaching and Learning’
OFSTED, PRP, Targets, FFT, RAISE, National Curriculum changes, Progress 8,GCSE and A Level reform…The list just goes on and on. In the light of such wide ranging and fundamental changes to the way schools are held to account it can be easy for school leaders (middle leaders and senior leaders) to lose focus on what really matters in a school- great teaching and learning. This session looks at how schools can remain focused on the things that matter and the role leaders have to play in securing great teaching.
Literacy: Phil Stock
Mr Benn and The Anatomy of Extended Writing
Challenge/Differentiation: Debbie Light and Mel Aberson
Tweak your differentiation to challenge all learners
Differentiation is knowing your students really well and being flexible in how you get the best from them. We will be sharing strategies to make differentiation simpler and more manageable. We will also share our experiences of trying to encourage students to challenge themselves more and to take an active role in their own differentiation.
Progress & Assessment: Kev Bartle
It’s a Myth-tery: Why ‘progress within lessons’ is still a thing & how it might not be.
In my most viewed blogpost, ‘The Myth of Progress Within Lessons’, I stated that “the main perpetuators of the myth of ‘progress within lessons’ are leadership teams within schools, not Ofsted”. Not only is that statement still true but, thanks to the changes within Ofsted, it is more true than ever. In this session I aim to unpick the reasons why we, as school leaders, cling to poor practice and challenge delegates to re-think how we can organically nurture and develop genuine teacher effectiveness, rather than simply measure their compliance through the performance of their students in observations.
Teachmeet Workshop: Kirsten Prescott
The secret diary of a teenage brain
How can we use neuroscience and our increased understanding of how the teenage brain works to empower teachers and learners? This workshop will explore some ideas around how this could be done in individual classrooms, in teams and across subjects. No scientific knowledge required, just a brain….and an open mind!
Workshop Session 2 Choices:
Planning: Martin Said
Why fly this way?
This workshop will look at the curriculum design for XP School, stopping off en route at Cardiff Arms Park and the North Sea amongst other places. XP School is the first in the UK to follow the Expeditionary Learning model and by the time of the TLT workshop the pioneering students and staff will be in the thrust of their first learning expeditions. Hear about teacher learning while designing the curriculum – the trials and the triumphs, the mistakes and the momentous, that which we reject and that which we value – and find out why we fly this way
Questioning: Andy Day
Centre-Court Questioning: Part preparation, Part thinking on your feet!
This session will explore Questioning from the perspective of both teacher-value and student-value, considering styles, functions and conditions for effective questioning and purposeful responses. Participants will consider how a clear sense of the criteria of progression in their own subject area is fundamental to effective questioning (and consider the value of SOLO taxonomy in this respect) and will explore how supplementary questions from both teacher and fellow students can build a stronger sense of shared learning. The best classroom practitioners have that ability to pose questions that are deep, profound, sometimes apparently bizarre and worthy of giving thinking time to. But they also seem responsive to the moment and able to flip random answers into something that makes a connection to bigger patterns of insight. We shall be looking at how this may be developed and giving time to practicing the art of generating the carefully crafted question, as well as the spontaneous ones.
Feedback: Shaun Allison
Subbuteo, Led Zeppelin, Teaching and Feedback
This session will address the following key questions:
- How was I able to mastermind victory in the 2001 Worthing Fivestar Table Football Club league championship?
- What did this teach me about great teaching?
- What did this and Led Zeppelin teach me about leading teaching and learning across the whole school?
- How does feedback contribute to great teaching?
- How can you adopt a sensible, flexible and effective approach to feedback across a whole school?
Leadership: Colin Goffin
Designed Lying and the Art of the Difficult Conversation
Don’t believe the hype about cigars, brandy and chauffeur driven Mercs – leadership is hard! This session will look at the challenges of leadership with a particular focus on why middle leadership is so tough. We’ll consider making the most of your spheres of influence, considering driver behaviours and why being straight with people and and having the right motivations means you can deliver difficult messages without needing to be a swine. Suitable for both middle and senior leaders.
Literacy: Kerry Pulleyn
Literacy across the curriculum that works
Challenge/Differentiation: Andrew Warner
Challenge for All: Differentiating the Right Way
This session will explore strategies for ensuring that all students are challenged and engaged. We’ll look at designing lessons that will stretch everybody regardless of their current attainment without the unnecessary wasted time involved in a lot of approaches to differentiation. We’ll look at moving away from strategies that dumb down, and instead focus on how we can implement learning tasks that allow access from multiple points of entry regardless of the students’ levels, and also how we can positively modify the behaviour of all learners.
Progress & Assessment: Chris Hildrew
Assessment for progress from the bottom up and the top down – no levels required!
In this workshop we will be looking at the opportunities and challenges of assessment for progress – without levels. Starting with the question “what does good assessment for progress look like for a learner?”, we will go on to look at what it look like for a classroom teacher, a middle leader, and a senior leader. Finally we’ll wonder – can we design a system which works for all of them?
I can’t promise any answers…but I can promise interesting questions!
Teachmeet Workshop: Debbie Ferrer & Nicole Worthey
Lesson Study – Teaching and Learning
Workshop Session 3 Choices:
Planning: Lisa Jane Ashes and Samantha Bainbridge
Don’t use your own eyes
Whether you are an NQT looking for tips to engage your learners or an experienced teacher wanting new ideas to inspire, Lisa and Sam are here to help you plan from the eyes of your learners. There will be lots of ideas to take away and apply the next day including tips for planning questions, literacy improvement and turning the dull into the dazzling. This is a practical, planning workshop where you are going to get your hands dirty! This might be literal or metaphorical but either way it will be fun!
Questioning: Stephen Lockyer
The 57 varieties of questions
In this session, Stephen will attempt to explore 57 types of questions and questioning styles you can adopt to develop a richer learning experience for your students. He will also reveal some quick wins for improving your questioning, highlight common (but perhaps unrealised) pitfalls and will be collecting some of the best questions asked by students. Expect this session to overrun.
Feedback: David Fawcett
Feedback about feedback: Is it all its cracked up to be?
Is feedback actually as effective as we think? Does it improve learning or hold students back? Is it actually worth the time we spend giving it? In this session David shares a variety of perspectives on feedback including results from a large student survey at his school. It will aim to unpick feedback, look at it from a different perspective and actually embed methods in lessons that work for both you and your students.
Leadership: Mary Myatt
Balance: Intelligent Accountability: is it possible to be both robust and light touch?
This session will look at the most common areas for improvement identified in school inspection reports and tease out the implications for school improvement. We will explore ideas to support school and departmental self- assessment and the link with improvement. We will also consider how to condense the main headlines and to translate these into realistic practice.
Literacy: Jo Facer
Teaching tough texts in a world of Twilight
So, you want to teach children challenging texts – great novels, intricate poems, all the Shakespeare. Great! But what happens when they can’t engage with them? How can we make sure students aren’t inadvertently put off reading for life? And how can we convince our departments to teach the good stuff? Discuss and explore different ways to make challenging texts accessible for students of different ages and with varying needs, and create plans appropriate for your own school context.
Challenge/Differentiation: Andy Tharby
Differentiation: a help or a hindrance?
Do attempts to differentiate hold students back as much as push them forward? How might we make everyday differentiation genuinely achievable in our busy schools? How do we strike a balance between struggle and support? As well as addressing these questions with a number of very simple practical ideas, I hope to convince you in this session that ‘challenge’ should drive everything we do.
Progress & Assessment: Tom Sherrington
Measuring Progress by Keeping it Real
In this session, we will explore the limitations of data driven approaches including the illusion of linear progress and absolute standards. We will explore the value of alternative approaches using context specific success criteria, work sampling, and progress books to gauge student progress.
Teachmeet Workshop: Mark Healy
Teacher / Pupil Well Being; Two sides of the same coin?
In this workshop, we look at aspects of ‘ideal teacher well being’ & ask the question- is this a dream too far? Health Psychologists such as Kelly McGonigal espouse a message of ‘making stress our friend” yet what can we really do to support the emotional well being of teachers? Drawing on psychological research, I pose some key questions- What supports do we have in place at the moment? how effective are they and in a preferred future, what would effective supports look like?
Workshop Session 4 Choices:
Planning: Eric Wareham
Planning the TEEP way
Eric Wareham has been delivering SSAT’s Teacher Effectiveness Enhancement Programme in schools for the last 3 years. The programme is based on a whole school training model that focuses heavily on a collaborative and active learning approach where training is based on ‘modelling the model’. In this workshop, Eric will introduce and demonstrate aspects of the TEEP learning cycle based on Accelerated Learning and active learning as an effective lesson planning tool. There will be plenty of practical ideas to take away but also further whetting your interest in TEEP.
Questioning: David Doherty
Every picture tells a story
How to use images, sounds and stuff to engage and phrase great questions!
Feedback: David Rogers
Feedback: it’s not marking; it’s expert teaching
Achieving consistent feedback across a whole school is difficult but it is something that needs to be done. This session will explore a range of feedback mechanisms, including curriculum hackers, Learning Partners that give feedback to teachers and a range of strategies being explored at Patcham High School for developing better feedback. All aimed at closing gaps.
Leadership: Jill Berry
The transition from Deputy Headship to Headship
In this session Jill draws from her wealth of experience and offers advice on how to make the move from Deputy Head to Headteacher. In her session she will answer the questions: Why might you consider it? How can you prepare for it?What does the research say about the best way to make a success of it?
Literacy: Chris Curtis
Making academic writers in school
Challenge/Differentiation: Jennifer Ludgate and Sian Carter
Differentiation can seem a scary topic to discuss or a reminder of a box you must tick during observations however we believe differentiation can and should be simple whilst embedded in your every day practice. This session will share practical ways we have differentiated learning for students of all abilities. These methods prove differentiation (including challenging our brightest students) can and should be part of our job everyday and planning process. We see how our planning is supported by and aided by prioritising differentiation. Together, we will explore new approaches and ideas that have worked alongside those that have failed the hope of encouraging discussion about this vital area of everyone’s teaching and learning journey.
Progress & Assessment: John Tomsett
Assessment without NC levels in a Growth Mindset school
How does a school wholly committed to developing a Carol Dweck-inspired Growth Mindset culture shape a new assessment policy? In this talk John Tomsett explores the complexities of the language of assessment & effort and asks (rather than answers) the question, How can we be sure we all know what we’re talking about?
Teachmeet Workshop: Rachel Jones
Analogue and digital survival pack
This is a workshop that will invite attendees to collaborate in order to find effective analogue and digital strategies to enhance the teaching and learning as emphasised by TLT14. It will cover, planning, questioning, challenge and differentiation, as well as progress and assessment. We have the tools, so lets get on and learn how to use them for real impact. Hands on workshop, with takeaway wins for those attending.