Is a change as good as a rest?
After four fantastic years of #pedagoohampshire I’ve decided to have a go at a #BrewEd this year. A chance to do something new, in a different type of venue, with some old faces and most importantly for me, some new ones as well.
Our pub has been selected. A rigourous process. The next job is nearly complete with seven great speakers recruited do far. Ideas are beginning to take shape about the topics for discussion for a day of mature educational discourse . The aim is to keep the contributions as diverse as possible. Debate from a range of voices from the educational family. Without labels or agitation. An inclusive day to challenge thinking in a grown-up professional manner.
The agenda will follow a traditional #BrewEd style. Each presentation will last between 30 – 45 minutes. There will be a break for lunch, a full range of beverages available and even a quiz to finish. Over the next week or so ticket details will be released but remember to get in quick. Without a school as a venue at my disposal #BrewEdPompey will be a more intimate affair.
Details of presentations will be shared here in the run up to the day and if you have any questions please ask.
Mine’s a pint if anyone is offering.
See you in the summer.
15.6.19 AGENDA so far …..
Are You Thinking Comfortably?
VAK, Learning Styles, Inclusion, Mastery, Differentiation, Every Child Matters. Education buzz words. They come and they go, some more useless than others. So I have a new one for you. “Thinking Hard”, “Hard Thinking, You choose. Either way, it’ll be my mission to convince you it has a part to play in your teaching. Convince you that students will engage with it. Convince you that in this fact recall and content based exam system, you need to be on board with how it can support you. And most importantly, why Genghis Khan should be in your 5-a-side football team!
For the last two years I have been grappling with Metacognition and trying to use it to boost student confidence and their outcomes. I have used strategies magpied and researched along the way to help increase student confidence and access to more challenging GCSE questions. This year my work with metacognition strategies have undergone their largest test yet as I have rolled strategies out to my new department. I have learnt a lot along the way, some triumphs some failures but I would love these ideas to foster a discussion at #BrewEDPompey by learning what metacognition looks like in your school/field and do we think metacognition is here to stay? Can it evolve into different stages?
Inference calculations are an effective and fun way to teach children how to infer meaning in reading but also how to include inferences in their writing. In my session I will show you how to use them to develop inference skills for all abilities. I will give you ideas for how you can use inference calculations in both whole class teaching and for smaller guided groups. You’ll leave the session with ideas you can put into practice immediately with very little preparation.
My BrewEd talk will be focused on the curriculum and how cross teaching subjects supports students in so many ways. It’s not a History teacher’s job to teach facts, or an English teacher’s job to teach words, or a Maths teacher’s job to teach numbers… but it is all of our jobs to plan across the curriculum and develop knowledge in every classroom, every lesson! I’m not a curriculum lead or co-ordinator but I’ll be sharing how I’m doing this on a small scale and hopefully discussing with you all what it could look like if we all planned together!
To what extent do you or your school develop a sense of belonging to a community that values them? Does your classroom/school encourage students to take pride in their identity/culture? Does your classroom/school diminish the difference?
Cognitive psychology has established, beyond reasonable doubt, how people learn information that is new to them. For example, experiments have consistently shown the limitations of working memory, the ability of human minds to chunk information and store it in long-term memory for later retrieval, and the necessity for frequent retrieval practice, in order to embed information securely. Due in part to practitioner-oriented books about the implications of this research for teaching, and also to the rapid spread of these ideas in social media and the world-wide web, well-informed teachers now understand theories of learning and, more importantly, incorporate these theories into practice, for the benefit of their pupils.
The science of motivation has also generated findings which can also be put into practice in the classroom. Among the most well-founded of these is Self-Determination Theory, which explains why people are motivated to act when there is no gain in terms of survival or finance. This theory states that people are most motivated when the activity enhances their perception that they have autonomy, are competent, and are related to other people with a sense of belonging.
There is no conflict between these theories of learning and motivation but they are hard to reconcile in actual classroom practice. When teachers act according to the principles underlying learning theory, they can reduce their pupils’ motivation. Similarly, when they act in accordance with motivational theory, they can reduced their pupils’ learning. In this presentation we will explore some of the ways in which teachers can achieve a reasonable balance between maximising learning without reducing motivation.
The Teachers’ Standards – where did the come from? Where are they going?
The Teachers’ Standards have become a framework for teacher development, accreditation and competency since their inception in 2012. But who actually wrote them and for what purpose? Who had the privileged position of determining what the ‘standard’ is for teachers? The challenge for teacher and leaders in school is to make some sort of sense of these outcome statements as part of their professional learning. The next step is to consider what sort of Standards teachers would like to have.