Following on from #teacher5aday I have #volunteered to run #PedagooHamsphire. Too many hashtags but I seem to live my life in that way now. Still lots of opportunities to #connect. I’ve now said YES to every opportunity that has presented itself since the start of the year.

Thanks Danny Wallace for the inspiration.

It’s amazing where some positivity can take you and the impact it can have.


I’ve been astounded by the response from people who have offered to help out. The final programme is yet to be confirmed but I’m very pleased with how it is looking so far.

Draft learning conversations are listed below and if you are interested in registering for a ticket the link is here


Hoping to meet you in September for the Eggar’s school version of #PedagooLocal.

Learning Conversation Title Learning Conversation Description
Collaboration Collaborating is a wonderful way to enhance your teaching practise. I’ll be talking about the use of twitter (interesting forums and people to follow), blogging and organising a teachmeet.
Begin with a smile, end with a thank you. The best schools are those where the students and the staff are jointly supported. In the current educational climate it can be all too easy to get caught up with your own workload and priorities. This learning conversation is about wellbeing and what you can do to boost the wellbeing of those around you. Happy staff equals happy students. Come along for a chat and to share ideas.
Telescopic education? Do you grow education from the bottom up? Does a top-down model better support progress? Or is somewhere in between better?
Exploring the idea of progress in learning.
Collaborative revision Ways I have been using technology to encourage collaborative revision. Practical take-away ideas on how to use in your own classroom.
Embedding Research in Whole School CPD Strategies for Consuming & Producing Research
What’s the use of feedback? As teachers, we’re all very aware of the power of feedback to drive learning and skill development. We spend a large amount of time providing feedback – both verbal and written – to learners in the expectation that it is respected, valued and acted upon. But is it? What are the barriers to student engagement with feedback and what can we do to overcome them?
High aspirations/expecting excellence Basically work done based on Berger’s Ethic of Excellence book. Ideas around high expectations, supportive peer critique, drafting and re-drafting until excellence achieved, having a real audience for student work.
How To Set Yourself Up For A Positive & Productive Day … Every Day! In this learning conversation, I’ll share 5 essential ingredients to building your resilience, resourcefulness and wellbeing. The tools and techniques will come from key areas of personal and professional development including coaching, mindfulness, & reflective practice. You’ll leave this session with an enhanced toolkit of strategies you can use in school and beyond!
Data: a dreaded admin tick box or an invaluable strategy for excellent outcomes? Data is often seen, by some, as an all-consuming and never ending mission that detracts from teaching.
But this doesn’t have to be the case.
How can we use data to inform excellent teaching, but also excellent outcomes?
How can we use this ‘beast’ to raise our bar further for every student in our class?
T&L mentor T&L embedding core skills
New exam courses; New opportunities? With the imminent arrival of new specifications for GCSE and A level over the next few years, what opportunities are there for departments to reflect on their readings from twitter, their experience of TeachMeets, and their magpie-ing from the cascade of books about teaching that increasing numbers of teachers are writing – to build the best that they’ve come across into their new courses? And how can new course developments take place in a context of squeezed financial resources and recruitment/staffing issues without department heads losing their – heads. Can these ‘challenging initiatives’ be used as a springboard for developing even better courses, whilst keeping sane?
Learning through Objects What makes museum education different? Museum Education uses objects and primary resources such as archived material as the starting point for the learning. This bases the learning in the ‘real’ world and takes it from the theoretical to the practical and gives a reason for the questions that arise. This is particularly relevant in a world that is becoming increasing ‘virtual’. It can also cover many learning styles and is often especially useful for those pupils who have been disengaged with traditional learning in schools
Primary Progression in Calculation and Progress Drives I’ve developed a very successful Progression in Calculation which has been adopted by several primaries around the country. Alongside this we use ‘Progress Drives’ which link to each step. Children in our school are making huge strides in calculation, the backbone of maths, and we’d like to share our ideas with you! Feel free to bring yours to share too!
Empowering Middle Leaders This workshop will explore the huge benefits that can come from empowering middle leaders to deliver a world-class education to their pupils; as well as motivating and rewarding keen and enthusiastic staff. We will also explore initiatives and developments that all teachers can do within their classrooms and departments to improve their personal practice and build experience for the next stage of their careers.
SOLO taxonomy and Progress Exploring how solo taxonomy can be used to support learning and show progress through structured success criteria.
Architects, nuclear engineers and a dog handler: what can your former students do for you? 400 schools and colleges up and down the country have effectively engaged their former students to create a network of relatable career role models, e-mentors, work experience providers and much more. We’ll discuss how working with Future First can help you build and manage your own alumni communities, sharing best practice on successful former student engagement and case studies from across the UK.
Looked after children- improving engagement and attainment I will be sharing the outcomes of the project we ran alongside HCC to try and improve the attainment and engagement of our looked after children (including those students on the edge of care).

We will be touching on some of the issues our LAC’s face, how we can involve all staff, and sharing tips and ideas amongst schools.

The research minded practitioner and organisation Professional practice should be informed by research. To work and study effectively students, practitioners and organisations require a grasp of literature and research, and the ability to consider how this research relates to their practice.

This learning conversation will explore some of the barriers to being research minded in practice, using my learning from an NHS organisation delivering Adult Social Work. This involved promoting a number of activities to grow a Social Work research culture, trying to overcome these barriers. In recognition of the need to support, promote and engage in research within the organisation.

Resilience and wellbeing A conversation about resilience and wellbeing: where does our resilience comes from, how much of it do we have and how can we use that knowledge to support our wellbeing?
Assessing without levels and without limits By the time we meet, we should have a clearer idea of assessment. Levels have gone and with it is our chance to reclaim the profession and allow children to thrive without numbers labelling them. We will look at how I’ve changed assessment during the 2014-15 year, how we are managing it and the most important; how is it impacting upon children’s learning? Join me to discuss this and seize the opportunity to reclaim assessment.
Boot camp and well being Talking about #teacher5aday and #exercise. My journey with boot camp. Benefits of exercise and work life balance for teachers. How can teachers fit exercise in to busy days.
Tips for helping shy learners join in Following on from a Pedagoo article I wrote about getting shy learners to join in I want to share a few more ideas and methods that have helped my students to feel more connected, valued, and appreciated as part of each lesson.
Original article….http://www.pedagoo.org/tools-to-help-quiet-and-shy-learners-join-in/
Teaching in FE I would like to talk about what it is like to teach in FE and the issues and challenges faced with teaching 16 plus (positives too). I’m looking at discussing low level students who have lost their confidence and think they will never achieve. I want to give examples of their successes. It will also go into wellbeing and the increase in students with mental health issues. In addition to this a discussion of how pastoral care/support is just as important as teaching the main program of study.
Fostering curiosity At KS1 and 2 pupils are brimming with questions and this is often still seen at the start of KS3. This can wane as they progress though secondary. Spurred by the will to maintain curiosity within students I’ve looked, read and explored practice to see the impact and effect of fostering curiosity.
Fostering curiosity At KS1 and 2 pupils are brimming with questions and this is often still seen at the start of KS3. This can wane as they progress though secondary. Spurred by the will to maintain curiosity within students I’ve looked, read and explored practice to see the impact and effect of fostering curiosity.
#happynqt100 Twitter hashtag for NQTs to focus on things that make them happy every day for 100 days.
Developing & sustaining resilience for school leadership Much attention has been given to avoiding stress. The truth is, it’s unavoidable. Middle leaders are particularly vulnerable, as they mediate between the demands of senior leadership and the competencies, capabilities and motivation of their team. How can we consciously develop and sustain the resilience to be able to cope with it more effectively? What helps and what hinders, and how can we resist the pressure of a culture which communicates that schools can never do enough.
The Science of Happiness You’ve heard of growth-mindset but did you know it is only one of 10 aspects needed for happy humans. With the rise in teenage mental health issues this conversation looks at how happy students and staff can create an environment full of engaged learners.
Practical tips for Feedback This workshop will look at practical tips for enabling teachers to give feedback that helps students to improve their work. It will maintain the idea that giving is as good as receiving (if not better) and will thus look at how to enable students to give each other great feedback that targets the content in an honest but positive way. Don’t expect to walk away empty-handed!
I went to poundland and bought… Sharing ideas on ways to use items bought in a pound shop to engage learners.
Motivational Revision Strategies This session will be a review of revision strategies which students of all abilities can access and use to demonstrate progress.
Improving numeracy skills to support mastery I have been developing numeracy starters to improve students fluency with calculations and number sense. The aim is that students will be able to learn new concepts more easily as they won’t be hindered by a lack of numeracy skills. I will share the activities that I have trialled and discuss the next steps.
Conceptual understanding in maths An overview of some of the strategies used to successfully teach maths to support conceptual understanding at primary level.
The Psychosocial Mindset Understanding the impact of the brain’s stress system, developmental attachment and mindset on learning.
Structured Dialogues Demonstrate KS2 dialogue ‘The Snow Queen’ by doing it. Discuss it.
What is TEEP? Briefly to explain the basis upon which teacher effectiveness enhancement training is bases.
to make people aware that this training programme is not a flash – in – the – pan ‘new’ idea but a bringing together of well-established and recognised pedagogy, all of which teachers have learned about and experienced but are brought together as a framework we can use for successful classroom practice.
How can we focus on the important and not the urgent High quality teaching is THE important thing but teachers are being overwhelmed by the urgent. CPD is obviously key but much has little impact. Can we find ways to embed high quality learning opportunities within the warp and weft of school life?
Hearts AND Minds In this learning conversation, we’ll be discussing how we capture the hearts AND minds of learners and staff we work with. Think this sounds a little ambitious? Well, you should know that I love taking a risk and learning from failure so I often set myself up for it! We’ll cover lots of ground: reflective practice, growth mindset, dealing with stress, building confidence, sharing, learning and inspiring. I won’t have all the answers but hopefully together we’ll reach them!
Using stories to astound educate and engage. We will look at personal (or not!) stories that help to engage and educate through astonishment.

Real stories, well told can have a profound effect on learners and groups of learners through developing empathy, engagement and discussion.

Inadequate to good in 2 years A warts and all conversation around a first time head teacher turning a failing school into a good school in 2 years. A reflection of the journey and the high & Lows. What worked what didn’t and how to stay sane!
Subtle energies & well being To provide teachers with an insight into how ‘subtle energies’ affect teachers and the dynamics in the classroom. Learn how tension, volatity & hyped up feelings exist in the energy & how these elements change the nature and course of your day. I can share insight on how you can feel less stressed out at the end of the day and how your teaching sessions, team dynamics can be managed with energy awareness through simple, energy management techniques.
My Collaborative learning environment How to set up and run my collaborative learning model.

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