Improving Teacher Practice
Gillian has been supporting teachers to improve their classroom practice throughout her career in FE.
As an experienced teacher educator, she is able to facilitate a range of practical workshops to enhance and extend teachers’ knowledge of different elements of best practice. All workshops seek to model best practice and allow the participants to walk in the shoes of learners and experience the models being explored. In addition, Gillian is a strong advocate for the improvement of teacher practice through peer observation/coaching and has supported both managers and teachers to implement a model of coaching for improvement of teacher practice within a number of organisations.
Going for Gold – Characteristics of good and better learning and learner progress – identifying the evidence of good learning. This is the golden question – how do we support teachers to deliver good and outstanding learning opportunities which allow our learners to learn more and to remember more?
How do we know when what we do in the classroom has a positive impact on learning and learner progress?
How do we recognise when good or better learning is taking place?
This workshop explores the characteristics and evidence which indicate that deep learning is taking place. Within the new Education Inspection Framework, (EIF) inspectors will be looking at how we plan a relevant curriculum (intent) and how we implement learning which is challenging and ensures a quality learning experience. How do we ensure deep learning within our teaching? Learning which has impact and supports our learners to develop new knowledge, skills and behaviours which prepare them for their next steps?
CPD Workshops – Planning Effective Learning Sessions.
Getting your planning right is the first step to delivery of high quality learning experiences for your students. Effective planning entails making professional decisions about how to maximise learning opportunities for all your learners. It requires teachers to be able to identify how to maximise learning opportunities for all their learners to help them learn more and to remember more. It requires them to be able to use their vocational knowledge and experience to develop novices into experts.
The research which underpins the new Educational Inspection framework highlights the strength of:-
- providing overviews and/or reviews of objectives
- Outlining the content to be covered and signalling transitions between different parts of the lesson
- Calling attention to main ideas within lessons and reviewing main ideas.
Teachers need to be able to identify how to plan high challenge, low stress learning sessions which allow learners to scaffold their learning, to ensure that they move from what they already know to a clear understanding of a new topic or concept – this all takes skill and experience.
There are many models which can support the planning process. The Accelerated Learning Cycle model helps teachers to understand how to apply a structure to the planning and delivery of learning to ensure a lesson start with clarity, a middle which provides opportunities to receive new information, construct own meaning and understanding and to demonstrate that new learning. The cycle also reminds teachers of the importance of reviewing not only the content of the lesson, but also the learning undertaken (metacognition) which is so important in ensuring this is secured in our long term memory.
The Accelerated Learning Cycle can be a useful tool to plan learning to ensure that learning sessions incorporate active learning and the opportunity for learners to demonstrate their learning. Incorporating a comprehensive review of learning allows learning to be consolidated to ensure deep learning and better retention. The Accelerated Learning Cycle also asks us to focus on how we learn and how to improve our effective learning behaviours.
The TEEP pedagogical model from the Teacher Effectiveness Enhancement Programme helps practitioners to take their understanding of how to plan to maximise learning even further. The TEEP pedagogical model provides a structure to help plan effective learning sessions which provide a learning environment which is conducive to learning; maximises the benefits of sound pedagogy through implementation of the appropriate use of evidence based practice; and encourages learners to move form the known to the unknown (schema); and to give clarity to learning, helping learners to understand and apply the language of learning. TEEP promotes the facilitation of active learning to ensure deep learning, ensuring that teachers regularly check understanding and the progress of learners throughout learning sessions.
For full details of the Teacher Effectiveness Enhancement programme visit https://www.ssatuk.co.uk/cpd/teaching-and-learning/teep/
Read more about the Teacher Effectiveness Enhancement Programme (TEEP)
Other Workshop Topics Include
Using Collaborative Learning effectively – research tells us that working collaboratively is a great way to improve learning and to help learners to extend their knowledge and skills. It is also a great way of developing effective learner behaviours.
- Developing a Thinking classroom
- Developing effective questioning techniques
- Understanding and using Assessment for Learning within your practice
- Developing Teacher Presence and effective classroom management
- Understanding how to measure learner progress effectively.
- Workshops session can be planned to meet you particular requirements.