Workshop session 1 choices
Here’s what you can choose for session 1 (11.40 – 12.25)
Planning: Dawn Cox
Getting them to remember it all
This session will look at how Dawn has been trialling planning for long term memory and recall in her schemes of learning and lessons. She will share what she has been trialling with quizzing using multiple choice questions, no stakes testing and spacing of topics. It’s not official research but she will share some tentative conclusions and how the trials will continue to develop this year.
Questioning: Andy Tharby
A quiver full of questions: how to get your best resource to work for you
Research shows that students learn best when teachers ask lots of questions. The questions you ask have plenty of purposes: they check for knowledge and understanding; they unlock and scaffold deeper thinking and curiosity; they encourage stronger knowledge retention; and they help to forge an interactive classroom culture where participation becomes the norm. This session aims to challenge some of the myths that surround questioning – like the hackneyed notion that the open question is always superior to the closed question. It will also share some beautifully simple and durable strategies – such as how to plan the optimal questioning sequence and how to unleash the unheralded power of generic question lists.
Feedback: Amy Jeetley
The Power Of Feedback
Where am I going? How am I going? Where to next?
3 key questions that underpin effective feedback for learners. Can feedback in the lesson be effective enough to maximise learning and impact progress? Does written feedback have its place or are we just ticking a box? Join Amy Jeetley and discover some of the types of feedback that can be used at various stages of the lesson, and what place delayed feedback holds to achieve and enhance moving students forward. Based on educational research of metacognitive processes, gain insight into the four levels of feedback that can optimise learning. What will your classroom look like after this session?
Leadership: Kev Bartle
Embracing the Chaos and Complexity of School Leadership
The application of scientific principles to educational leadership has led us to an unthinking and unblinking trust in Newtonian ’cause and effect’ with regard to how we manage and lead schools. Observation leads to improvement. Intervention leads to progress. Pupil premium funding spent the right way closes gaps. Performance related pay improves performance.
School leaders who believe otherwise are often at a loss to defend themselves against criticisms of not being scientific enough, particularly in the era of effect size measurement.
But what if Newtonian science was itself wrong? Or, more to the point, what if this dominant scientific paradigm only told part of the story? What if there were other voices in science that offered school leaders something more resonant with the real world we face in our staffrooms and classrooms?
In this session Keven Bartle will be exploring how chaos theory in mathematics and complexity theory in science can cause us to radically rethink how we do school leadership to better reflect the daily chaos and complexity of the schools, departments and people we lead. A non-mathematician and non-scientist, Keven doesn’t suggest he has all of the answers but perhaps some new questions that may just be worth asking.
Literacy: Kamil Trzebiatowski
Academic language and EAL students? Sure, why not?
School curriculum never waits for EAL learners in our classrooms. They not only need to learn the English language; they also need to learn content through English. The content necessarily involves your subject’s academic language. EAL pedagogy makes a specific distinction between first developing Basic Interpersonal Communication Skills (BICS: social context-dependent language) and, further, Cognitive Academic Language Proficiency (CALP: context-reduced language of the academic classroom). Academic language needs to be taught – fearlessly and mercilessly.
Therefore, this highly practical session will look at how academic language can be explicitly taught to EAL learners at any level of English language acquisition: to those completely new to English, those developing confidence in English language as well as UK-born bilingual learners. A number of strategies for teaching academic language whilst teaching your subject content will be suggested; strategies which you will be able to instantly take back to your classrooms. The core of the workshop will consider how to pitch your differentiation at a level appropriate to your EAL learners.
Challenge & Differentiation: Nancy Gedge
An introduction to the SEND Code of Practice
Every teacher is a teacher of special educational needs.’ This workshop will give you an introduction to the Code of Practice. What do all those letters mean? What are categories? What is a spiky profile? What are your legal responsibilities towards student with SEND? Suitable for class teachers and school leaders.
Progress & Assessment: Pete Pease
Improving results: Data-Driven Teaching
Testing is confusing. How often should you test students? What should be in the test? What do you do with the results? How do you use the data to improve teaching? How do you make testing work across a busy department? Pete will share how one department has implemented a model of data-driven teaching to achieve dramatic improvements in student results, and give you a set of practical strategies, tools and insights to drive up outcomes in your own departments.
Teacher Development: Chris Moyse
LOVE THE ONES YOU’RE WITH: Creating a learning culture through solutions focused coaching.
“Coaching is unlocking a person’s potential to maximise their performance. It’s helping them to learn rather than teaching them.”
Learning flourishes in an environment in which people are encouraged to be reflective and self-critical, take risks, try out new strategies and approaches, learn together, support each other, challenge and be challenged. Teachers as well as students! The session will explore how Chris uses coaching strategies in his two schools to bring about sustainable development and how he is developing a culture of continuous improvement in which staff always strive improve and develop their classroom skill. During the session we will focus on…
5 stages of professional development and where coaching fits in.
The importance of modelling, practice and focus.
What coaching is and isn’t.
Solutions focused approaches through great questioning.
Scripting your feedback to give purpose and efficiency.
Coaching sessions & conversations.
Teachmeet: Kristian Still
Performance management, review, recognition or reward?
Record numbers of teachers are leaving the profession, faster than ever before. The School Workforce statistics show that the rate of teachers leaving the profession has jumped to the highest level since 2011. In terms of teacher headcount, the proportion of teachers leaving is the highest since at least 2005. ITT routes into the professional are ‘confusing, contradictory and overwhelming’ at a time when pupil numbers are expected to accelerate. At a time where we are being fed a fast food recruitment and performance management diet, isn’t time we offered our teachers something far more nourishing?
The session will expose the contraindications of outcome driven, performance related pay and the unintentional frailties of performance management (PM) systems (including graded lesson observation).You will hear why main high profile, successful and progressive organisations are ditching their PM policies and the reasons why. In the second half of the session we will review the over whelming and positive evidence for professional recognition over reward and what this might look like in the school where you work. If you are a teacher readying themselves for a final review meeting, a middle leader galvanising the efforts of your team or a school leader reflecting of the wider impact of staff well-being on pupil outcomes – we would welcome your contributions.
Workshop session 2 choices
Here’s what you can choose for session 2 (12.35 – 13.20)
Planning: Caroline Spalding
Tearing down the ivory tower: teaching is a political act
Via blazers, Banksy, and Mary Beard, I will be arguing that many of the current trends in education rely on students assimilating the norms and values of the elite. This then perpetuates social division rather than bringing about real social change that might have the potential to truly ‘close the gap’. This session will explore the assumptions that lie behind the choices teachers make when planning, making everything far more complicated and far less simple.
Questioning: Hayley Thompson
The art of the question
The workshop will look at the importance of questioning in creating a dynamic and enquiry based classroom environment. The session will explore a variety of techniques to enhance classroom practice and create better questioning including differentiation, socrative questioning, Question formulation, modelling questioning, debate, solo taxonomy, questioning the question, the importance of no hands up culture and many other simple to embed techniques.
Feedback: Debbie Ferrer
Reclaiming marking and feedback – empowering both staff and students
For far too long teachers have been told about how to mark and also when to mark. It’s time to take control and reclaim marking for the busy classroom teacher! This workshop explore how teachers can over mark, under mark and consider with evidence of what does, doesn’t and what could work in your own school setting. In addition, there will be discussion and debate on this topic through case studies and workable examples of how to share good practice across the school. There will also be an exploration of strategies to ensure whole school consistency, which also allows room for individual teachers to reclaim marking for themselves and work for their own individual students, style and systems too. We will also look at examples of teacher marking, pupil peer and self-assessment and consider how this can be structured more effectively to ensure students actively take part in the learning process.
Leadership: Jarlath O’Brien
My school’s Ofsted judgement for behaviour and safety went from outstanding to requires improvement and back to outstanding within the space of 15 months. In this session I’ll share all the mistakes I made (there were a lot), the things we got right and all of the things I learned about leadership along the way.
Literacy: Stephanie Keenan
Literacy: Developing the wider reading habit
Tackling a lack of cultural capital in our Sixth Formers and determined to provide them with that invisible part of the iceberg which sustains the more advantaged student, we have gone back to grass roots. Starting in English and Humanities, the mission is a seven year plan to develop whole school wider reading from Year 6/7 transition to Year 13. If it takes on average 66 days to form a new habit, we should be able to hook them in two half terms… but what’s the best way to do it?
Challenge & Differentiation: Shaun Allison
Challenge – it’s not just for the top end and it’s not just about extension tasks
“Evie arrives at secondary school with the label ‘less able’. She has fallen behind during her primary years in the basics – reading, writing and arithmetic. She is a hard-working, conscientious child from an underprivileged background. She receives little support from home. On arrival at secondary school, Evie takes a number of baseline tests and before long finds herself in the bottom set for many subjects. In unstreamed subjects, teachers differentiate by giving her easier work to complete than her peers. Teachers rarely expect more than this from Evie – after all, somebody has to be the weakest in the group. It is no wonder then that Evie herself has little expectation that she can become an academic achiever. After five years of secondary school, Evie enters the real world. She has failed her GCSEs.”
Making every lesson count – Allison & Tharby
In this session Shaun Allison, co-author of the award winning book ‘Making every lesson count’, will be exploring what we need to do as teachers and leaders to stop students such as Evie, going through school, underachieving and so having limited life choices. The solution? To weave challenge and high aspiration into everything we do in schools. Challenge is not just about an extension task tacked on to the end of the lesson, nor is it just for the top end. It’s about how we teach, how we lift aspirations, how we assess, how we talk to students, the curriculum they experience, how we use data and much, much more. Challenge is for all students all of the time. Students like Evie deserve better.
Progress & Assessment: John Tomsett
Stop tracking and start assessing!
In this session John explains the KS2-KS3 assessment project he has supported in the North East York Partnership, where ten primaries and two partner secondaries have begun to create an on-line portfolio of work to support assessment of writing across the partnership.
Teacher Development: Ian Dunn
What then must we do?
In a world of conflicting truths and impossible expectations:
How do we discern between the enduring and the ephemeral, the superficial and the substantial?
How do we decide what to do first?
A short discussion of values, fundamentals, challenges and trying to change the world.
Teachmeet: Chris Hildrew
Title: Look, Listen, Learn, Lead
Have you ever found yourself implementing a solution to a problem that didn’t exist? Are you overwhelmed by initiative overload? This session will try to outline a model for values-led leadership on a classroom, department, or whole school level to filter out the noise and keep the main thing the main thing. It’s not easy…but we have to try!
Workshop session 3 choices
Here’s what you can choose for session 3 (14.20 – 15.05)
Planning: Jim Smith
It’s not sufficient to do things better we need to do better things! How can we encourage our students to be disruptive learners and fix what isn’t broken? In this workshop Jim will work with you to develop your disruptive thinking skills and help you plan to encourage your students to think differently and become disruptive thinkers and doers. This is a hands-on workshop, examining how we plan lessons and exploring ideas and changing approaches to that you might initially think don’t need changing, but remember if you always do what you have always done, you will always get what you have always got! Don’t stop disruption – add to it.
Questioning: David Fawcett
It’s just a question – isn’t it?
We ask on average around 350-400 questions a day as teachers. With this in mind, are most of these questions simply to check understanding? Does every student get involved? Do we settle for the first answer we get? Do we end up finishing students answers for them? In this session we take the humble question and look to see how we can use it in a more advanced way. We will look at how questions can drive learning, act as a memory retriever, be an effective form of feedback, get whole class responses, and be an assessment tool for learning. We’ll focus on what research and experience says about effective questioning. It aims to challenge your thoughts, make you look at using questions in a more powerful way, and make one of our most used tools have more of an impact.
Feedback: Toby French
Marking is not the same as feedback
Is marking planning? Is marking an act of love? Is marking feedback? I think not, and want to share with you why this is, what feedback really means and what we can do instead (HINT: this doesn’t mean just doing something else!) This session will delight and annoy, so if you want to lessen your workload and yet be more effective in the classroom then come along.
Leadership: Caroline Creaby
Leading without the badge
This workshop will challenge the idea that leadership is determined by intrinsic personal traits or official titles. Rather, leadership capacity resides in all of us and has as much to do with what we do, how we act and how we work with others. In this session, we will explore the resources we have at our disposal including our ideas and networks which can help us to exercise leadership and create ripples within our schools. This workshop is designed for those without a leadership ‘badge’ but who are interested in making a difference in their schools. It may also be helpful to those seeking a leadership badge.
Literacy: Lindsay Skinner
Improving Writing Through Metacognition
In this session, Lindsay Skinner and Julie Fossey will explore ways to improve student writing through explicit exploration and discussion of their writing choices. The presentation will include an insight successful methods used in Exeter University’s recent research project in both primary and secondary settings. Expect a passion for writing, some serious subject terminology and some occasional swearing. You’ll leave the session with a range of easy to apply strategies that will help raise the quality of your students’ writing, both in English lessons and the wider curriculum.
Challenge & Differentiation: Athena Pitsillis
A practical approach to challenge & differentiation
A number of practical strategies for challenge and differentiation in the classroom will be shared, focusing mainly on practice from English, Maths and Science at KS4 and concentrating on creating more interdependent and autonomous learners. Strategies will include how to make use of published journal articles to extend and develop learning as well as scaffolding and differentiation techniques such as using SOLO stations.
Progress & Assessment: Stuart Lock
Assessment without flight paths – simple but not simplistic
Assessment should be about establishing what pupils know, and what they don’t. It cannot sit divorced from the curriculum. This workshop will illustrate how one school has ditched national curriculum levels and has deliberately not replaced them with anything resembling national curriculum levels. It will take you through how the school now reports ‘progress’ to parents, and how teachers, leaders, and governors ‘know’ that pupils are making progress without flight paths, and what the pitfalls might be.
This session will harness the insights of assessment guru Daniel Koretz and apply them to schools. It will promote that assessment has to be subject-specific because the curriculum is subject-specific. Stuart will explain why he believes that many replacements to levels are not really replacements, and how his school has refused to repeat the issues with ‘levels’ that many generic assessment systems have inadvertently succumbed to.
Teacher Development: Phil Stock
Being specific: what does subject focused CPD look like and how do you make it happen
The last few years have seen a welcome shift in emphasis towards more subject-based professional development. This session will outline some of the different forms that subject specific CPD might take and offer practical guidance on how to develop a culture of departmental professional learning in your school.
Teachmeet: Hannah Wilson
Talent Spotting and Succession Planning
How do you identify and nurture talent? How do you develop capacity and grow high potentials? We know that mentoring, coaching and sponsorship support progression pathways but can we ensure that diverse leaders are being spotted? What can we do to grow our high potential? How can we showcase others? How can leaders collaborate across MATs and TSAs to create leadership development opportunities?
Workshop session 4 choices
Here’s what you can choose for session 4 (15.15 – 16.00)
Planning: Yana Weinstein & Carolina Kuepper-Tetzel
Teaching Strategies from the Cognitive Psychology Toolbox
Recent advances in cognitive psychology have produced a few key recommendations for optimal teaching strategies. However, these strategies may not always be the most straightforward to implement. In this fast-paced interactive workshop, we will look at various classroom scenarios and discuss the feasibility of the teaching strategies preferred by cognitive psychologists. We hope you will leave the workshop inspired to try out a set of new strategies in your own classrooms!
Questioning: Jennifer Hart
Hands up baby, hands up
Who wants to improve questioning? Questioning can be key to good quality assessment, differentiation and ensuring good progress of all. This session will look at different methods of observing questioning in order to give feedback to improve.
Feedback: Mark Miller
Sustainable teaching: productivity for busy teachers
Teaching is a great job, but if we are not careful, all those extra hours of marking, planning and admin can soon add up. Starting with the ways that we can make feedback and marking more efficient, this workshop will focus on claiming back minutes, hours, and even days of your working week so that a teaching career is much more sustainable.
Leadership: Debbie Inglis
How to Lead and Manage Others Through Change with More Ease
This workshop is for both aspiring leaders who are looking to build their confidence managing and leading others, and established leaders who are interested in tweaking their practice to maximise impact. I will share some tips and a model for leading and supporting colleagues through change, which has less focus on solving their issues and more attention on empowering and motivating them. The model also has applications for managing difficult or challenging conversations.
Literacy: Chris Curtis
A year of reading – an exploration of how students read and the barriers to reading
We spent a year assessing and tracking how students read in one academic year. During that year, we spotted several patterns and explored interventions for improvement.
* What stops students reading?
* What are the real things to look at when reading?
* How to track reading across the school?
* How can teachers (not English teachers) support reading in the classroom?
* What interventions can be used to improve reading?
This session will make you think about your own practice and offer strategies on how you can improve the reading of students.
Challenge & Differentiation: Stephen Lockyer
Juggling High Expectations
In this session, I will explain how anchoring works, and then illustrate several psychological techniques which aid anchoring in the classroom. I will go through a lesson step by step in order to demonstrate how these can all operate together in order to encourage students, raise standards, and smash expectations.
Progress & Assessment: Summer Turner
To test or not to test? That is the question which overshadows education. Yet perhaps the question we should be asking is: ‘what are we testing for?’. This session will explore where testing has gone wrong and look at the values of curriculum driven testing, from how to design a test to why tests, including multiple choice, are invaluable for assessing a knowledge led curriculum – even in the arts. Learn what it looks like to develop a whole school approach to testing and how this can be a meaningful and positive approach to fill the post-levels assessment void.
Teacher Development: Michael Slavinsky
What “bets” are you making to design amazing teacher training?
This session will explore the idea that our understanding of WHAT transformational learning requires, is outpacing our understanding of HOW to grow those insights, skills, and mindsets in our teachers. We know what we think good teachers should be doing, but we don’t know for certain how to get them there. Moreover, we invest lots of time into devising detailed systems for what our teachers should be doing and teaching, but rarely put the same intellectual effort into working out how the training they should receive will get them from A to B.
Michael will use the work of Dr Steven Farr, Director of the Transformational Learning & Leadership Lab at Teach For All, to run a short, active workshop where participants will have to make deliberate choices about the “how” of teacher training. They will explore what “bets” they are making to devise their own programmes, and compare them to some of the best teacher training programmes in the world. All participants will leave with a new way to think about the decisions they make when they are devising CPD, a research paper to read, and a clothes peg.
Teachmeet: John Ainsworth
All aboard! Moving your department area onwards and upwards.
Creating a unique experience for learners when leading a subject area can be tough in these challenging times. This workshop is designed for middle leaders or aspiring middle leaders to share ideas about how challenge and collaboration can drive curriculum development so that your team can shine in a whole school setting. We’ll look at building a profile to engage pupils and encourage the right ones to opt for your subject and how social media can be a springboard for developing confidence and competence.