Workshop Session 1 Choices:
Planning: Debbie & Mel
Tweak your planning to transform learning
We’ll use our take on the brilliant ‘5 minute lesson plan’ from @TeacherToolkit to help focus on learning rather than activities. Discussions will focus on the key areas that can be tweaked to transform learning: Quality of teacher talk; Progress dialogue; Stretch and challenge for all and Group work to involve all.
Questioning: David Doherty
‘The Art of Questioning’
In a nutshell, it’ll be about using questioning to increase challenge, pace, engagement and deepening learning. Only those who like asking & answering questions should attend!
Feedback: Jennifer Ludgate
Building on Feedback
‘Closing the gap between where students are and what success looks like is the most powerful way we can fast forward learning’. Looking at effective ways to build upon feedback using independent/interdependent responses.
Leadership: Kev Bartle
Bottoms Up to Trojan Mouse Leadership
There is one simple rule for teaching and learning that informs all of my work at Canons High School: the people who should be leading pedagogy in our school are the people who spend the most time in the classroom, not the people who spend the least.
This session will describe our journey from a 2010 Ofsted outstanding judgement minus the coveted outstanding for teaching. Along the way I’ll share our ‘Outstanding Pedagogy Partnership’ work (the OPP in @CanonsOPP), the development of our Pedagogy Leaders’ roles, the emergence of our ‘house style’ Canons Pedagogy and supporting school mechanisms such as the Canons Pedagogy Directory.
The journey ends with our June 2013 Ofsted outstanding judgement including the coveted outstanding for teaching, but I’ll also share where the next part of our adventure (so much more exciting than journeys!!) might take us.
Literacy: Sam Bainbridge
Using Tutor time to embed literacy.
Developing literacy and oracy through a focused tutor time programme, working displays and THUNK inspired activities. Lots of tips, hints and takeaways to structure a development programme which can be adapted to all subject areas and personalised to your pupils. Be prepared to be hands on!
Challenge/Differentiation: Judith Enright
“A rising tide lifts all ships”: what happens when Renzulli’s ships hit the SEN iceberg
Lessons from outstanding teachers and teaching assistants at my inclusive comprehensive school. We will explore what makes students different: eg autism, dyslexia, ADHD, BESD and think how the busiest of teachers can get quick wins in their classrooms to motivate all students, and model and scaffold learning so all students make progress. Pls tweet me @judeenright #5mdiffer when you sign up.
Progress & Assessment: Sarah Findlater
Progress is not a dirty word!
Forget OFSTED! Progress was important in teaching before they made it a hot topic, it still is now and will remain so forever. This session aims to take an honest and open look at how to achieve, monitor and show progress in lessons. You will come away with practical strategies that you can use, or share with staff to use, as soon as you are back at school. Let’s reclaim progress and restore it to its former glory!
Teachmeet Workshop: Chris Hildrew
Great lessons – your way
Ignore what “they” are telling you about “Outstanding Lessons” – this session puts teachers in charge of great teaching. We will be looking at core principles, lesson structure, activities, behaviour and classroom leadership. Share ideas, collaborate with colleagues, and walk away with your own definition of a Really Great Lesson.
Workshop Session 2 Choices:
Planning: Kris Boulton
Planning for Memory
Why is it that students often understand, but then frequently forget? This session focusses on micro-techniques and long-term strategies that build enduring memories across days, months and years.
Questioning: Helene Galdin-O’Shea
Deliberately Practising My Questioning
Sharing ‘gritty’ adventures from my classroom, what worked and what didn’t and how it impacted on students’ attitudes and on their learning. By the end of the session, delegates will come away with a model of deliberate practice that could be replicated with different foci, and with a range of strategies for effective questioning for different purposes and with different outcomes – from stretching all abilities to increasing engagement and cultivating ‘grittier’ attitudes to learning.
Feedback: Gordon Baillie
“Loops, Spirals, Springs and APEs: Making Feedback Resonate”
Feedback loops are a “profoundly effective tool for changing behaviour” (Wired Magazine, June 19, 2011). From engineering to ICT and psychology they are used as a means to modify and change human behaviour and motivation. This session asks the question, in terms of marking and feedback, is the loop enough? Dependant on the quality of feedback to resonate with students, might the “loop” provide us with self perpetuating under performance?
Leadership: John Tomsett
Embedding a Growth Mindset in your school (like the words in a stick of rock!)
Even Carol Dweck has trouble articulating exactly how you develop a growth mindset culture in your school. In this workshop you’ll find out about how Huntington School is systematically developing a growth mindset. Moreover, you’ll discover your own mindset after answering Huntington’s Mindset Diagnostic Questionnaire, which even the Dweck-Queen herself described as “nice…very nice.”
Literacy: Anne Williams
Creating a culture of reading in your school.
Looking for ways to get students reading widely and regularly? This session focuses on strategies to get students engaging with the school library, enjoying books and developing good reading habits. While this session might be of particular interest to English teachers, a substantial focus will be on a whole-school approach and methods that departments could use to support each other in engendering a love of reading. The session will be collaborative so please bring your examples of best practice (or the ideas that you wish your managers would listen to). The aim is to put our heads together and come away with some really exciting and practical plans.
Challenge/Differentiation: Chris Moyse
Providing you with proven and practical strategies to differentiate even more effectively in your classroom. The workshop is designed to allow delegates to acquire differentiation techniques that could immediately be used in classrooms. In the spirit of collaboration, there will be opportunities to share some great ideas and activities with each other and build on existing good classroom practice.
Progress & Assessment: Andy Day
Profiling student progress with SOLO
Looking at how SOLO can be used to help profile individual student progress and identify areas for future development. Based on classroom strategies to develop student responses through the use of SOLO taxonomy and the potential for monitoring student progress via profiling models.
Teachmeet Workshop: Rachel Jones
Grassroots teaching aka Beckett was right
My session will focus on encouraging teachers to be creative practitioners, which allows them to positively role model the skills of resilience and risk taking that successful learners require to be successful not only in examinations, but also in later life. I will offer some examples from my own classroom practice, as well as asking for delegates to share their creative ideas and inspiration. This session is suitable for teachers of all ages, as it focus on the empowerment of teachers to implement more creative teaching practices.
Workshop Session 3 Choices:
Planning: Colin Goffin
“Punking TEEP – anarchy or synergy”
“The Teacher Effectiveness Enhancement Programme – doesn’t sound too anarchic – was cited in The Guardian as being one of the top CPD opportunities available. As well as an introduction to the cycle this session will show how a structure like TEEP can support those needing a framework but also be a starting point for creative planning and how this can move us into areas such as PuNk learning.”
Questioning: Chris Curtis
Questioning: asking the right questions at the right time in the learning
How can I use questioning effectively in lessons to aid or develop the learning? A practical approach to using questions in lessons, which challenges some of the myths surrounding the idea of what makes a good question, and offers creative methods to be used in the classroom.
Feedback: David Fawcett
Making feedback stick
With feedback having an extremely high effect size, are we actually doing it effectively? The session will look at a number of ways to put what theory says into practice. It will share a number of ideas to make the feedback you give in lessons have the most impact, whilst empowering students to act upon it.
Leadership: Vic Goddard
Taking ‘Marginal Gains’ from Sir Dave Brailsford to the classroom.
How Passmores Academy has used the principle of ‘the aggregation of marginal gains’ to drive school improvement. From the first small steps of accepting that we can all improve but it doesn’t need to be by making massive changes to our practice through to the development of whole school ‘marginal gains’ to support our young people.
Literacy: Summer Turner
Read All About It!
We know that reading is the key to success for students across the board, yet the allure of computer games and television can mean we are in a very real battle to ensure that our students appreciate its value. This workshop will take a hands on, practical approach based on examples from real secondary classrooms to demonstrate how to bring reading alive for even the most reluctant of students. Tips, advice and fun activities for all teachers interested in improving literacy across the curriculum.
Challenge/Differentiation: Rachael Stevens
Differentiation: Whatever people say it is, that’s what it’s not (with apologies to Alan Sillitoe and the Arctic Monkeys)
What does differentiation actually mean? Why is it needed? And how do we do it so that it has impact? This workshop will explore the myths surrounding differentiation and outline how it should be at the forefront of planning for every class, whether they are set by ability or not. Delegates will get the chance to discuss, pick apart and rethink definitions of differentiation and, ultimately, go away with a handful of strategies that will promote real, long-term progress and narrow gaps in their students’ learning.
Progress & Assessment: David Rogers
Developing the beautiful struggle: assessment done right.
It has long been acknowledged that the most effective way of increasing pupil achievement is through effective teacher assessment. This workshop will explore a range of assessment techniques available to classroom practitioners and suggest a number of ways forward in life post-Levels. Participants will leave confident that there’s no need to panic when Levels are scrapped and GCSEs are reformed.
Teachmeet Workshop: Karen Duxbury-Watkinson
Active Learning … Fun with Foldables – Making them work harder than you do.
In this session I will be focusing on strategies that will make students more independent and active in their learning. We will share ideas enabling you to embed these in to your practice and have fun hands on session making Foldables which really engage the kinaesthetic learners to show their understanding, consolidate learning and an assessment tool for you to use. All the time they are working harder than you. You will walk away with some new easy strategies that you can use in your next lessons.
Workshop Session 4 Choices:
Planning: Chris Waugh
Who are you designing the learning for?
In these times of high-stakes educational oversight, it’s easy to lose sight of the very people for whom we work. This session explores an initiative where the students and their families are being made integral to all of the decision making processes behind the planning, deployment and review of learning in our English department. Based around the metaphor of the ‘small town’, we are building our department as a hub of the community, with the learners at the centre.
Questioning: Harry Fletcher-Wood
Hinge questions – how much don’t your students understand?
We spend a lot of our time trying to elicit the ‘right’ answers from our students… What if looking for some wrong answers might help more. Hinge questions are a formative assessment strategy to identify students’ misconceptions and address them as soon as possible – avoiding marking thirty identical mistakes later. This session will introduce hinge questions and the rationale behind them, then look at how a teacher can put this into practice.
Feedback: Russell Hall
An Ethic of Excellence in the Classroom
Ron Berger’s book An Ethic of Excellence is a truly inspirational book about teaching. Its subtitle ‘Building a culture of craftsmanship with students’ underlines its philosophy that creating a learning culture of excellence in the classroom is based on seeing learning as a shared craft; something you work on as a learning community to get better at. This session will explore Ron Berger’s ideas and provide practical examples of how to apply them in the classroom.
Leadership: Mark Anderson
Moving up from the Middle
Mark’s session will cover preparations you can undertake in your role as a middle leader to prepare you for your first leadership role. What they don’t tell you is that as a member of a leadership team, those frustrations you feel as a middle manager are equally as prevalent. What they don’t tell you either is that the stakes are even higher. Irrespective of your personal responsibility too you’ll need to be expert in all areas of whole school management. You could be called upon at any time to take leadership of any area.
Literacy: Lisa Jane-Ashes
My workshop will share how to develop purposeful literacy and numeracy across the curriculum in the Manglish way. Fun, purposeful and applicable ideas to steal and apply.
Challenge/Differentiation: Chris Chivers
“Wisdom is knowing what to do next, skill is knowing how to do it, and virtue is doing it.” – David Starr Jordan
The session will explore what differentiation is; the mind-set created by certain approaches to differential planning and how schools are exploring and refining personalised approaches. All linked to the Teaching Standards 2012. Differentiation=inclusion=doing the job.
Progress & Assessment: Joe Freeman
SOLO Taxonomy: Where Am I Going OR How Did I Get Here?
With ‘levels’ halfway out the door and ‘grades’ creeping in, we find ourselves in an interesting window of opportunity when it comes to feedback and assessment. This session aims to address the problems associated with grading pupils work and how SOLO Taxonomy can be used to evaluate levels of understanding and knowledge in our students. Looking at teacher, peer and self-evaluation, you should leave with ideas in how to move your students away from chasing arbitrary figures and towards deepening their thinking and becoming better learners.
Teachmeet Workshop: Stephen Lockyer
This workshop is perfect for all those who are seeking out new ideas to implement quickly into their teaching reportoire. From generating ideas, to customising other ideas to suit their subject, I will demonstrate how to generate new and innovative ways to develop teaching and learning in your classrooms, without resorting to gimmicks or making learning shallow. I will also explain ways to increase ‘buy-in’ from departments, SLT and colleagues!