Details for Session 2
Free tickets still available
Kathryn – Room A
Our students learn best in a happy, healthy environment. We teach better when we are in the ‘Right State’ to teach – when we are happy, relaxed, present, full of energy, fit and well. Why not start your day prioritising your wellbeing and model best practice to inspire your students to be in the best state to learn and build healthy, happy relationships inside your classroom. Healthy happy teachers = healthy happy learners.
Julie – Room A
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.
Tania – Room B
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.
Nicke – Room C
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.
Jen – Room C
An overview of some of the strategies used to successfully teach maths to support conceptual understanding at primary level.
Liz – Room D
Everyone assumes that differentiation is the right approach to mixed ability teaching, but does it actually work? Do students necessarily maximise their learning and what is the psychological effect on students of differentiating tasks and resources?
I’d like to discuss the merits of differentiation by task. I do it in my teaching, but am not convinced it’s the right thing to do. I often feel quite uncomfortable differentiating resources and tasks and even more so when I group students by ability.
I will draw on different theories of learning, the Pygmalion effect from sociology, and offer some practical ideas to use in the classroom. Cynics are most welcome!
Jane – Room D
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!
Scott – Room E
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.
Andy – Room F
New department, new ideas. In the summer term of 2015, Andy led the introduction of the John Muir Trust Award scheme for all classes (498 pupils) across Key Stage 3. It combines four aspects: Discover, Explore, Conserve and Share. Andy will explain how the unit was developed and delivered. How we collaborated with The John Muir Trust Office, Greater London National Park proposal and introduced wider use of the school grounds. He will show how this offers a cross curricular opportunity that can develop skills for the new spec GCSEs and help pupils to know their own surroundings better.