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|Description||A practical insight of the importance of creating learning relationships with your students. A sometimes humorous but always a thought provoking and challenging experience that will help you truly understand learning needs and how to facilitate them. The aim being to promote classroom engagement and limit conflict.|
|Duration||The introductory course is 4 hours. There is the option for an extended classroom action research period and a findings evaluation session.|
|Categories||Primary, Secondary, Higher, Teaching and Learning, KS1, KS2, KS3, KS4, Support Staff, CPD Leader, Deputy Headteacher, Headteacher, Learning Support, Pupil Support, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Personal Development, Behaviour for Learning, Inclusion, Personalised Learning, Classroom Management, Out of school, In school, After-school meetings, Team lesson planning/teaching, Speech / Seminar, Teacher Enquiry, School closure day, Coaching / Mentoring, Supports effective professional development for teachers|
|Learning outcomes for participants/users and, where relevant, pupils or students||
Building Positive Learning Relationships
The importance of teachers building strong relationships with their students is well understood. The benefits of which are reflected in improved levels of student achievement and engagement. There is also the further benefit to the teacher of having a reduced level of stress that is sometimes associated with the challenge of teaching reluctant learners.
Meeting Learning Needs
This course will help you examine your teaching strategies. You will objectively explore what works and why in your teaching as well as look at any challenges you face and identifying why they exist. You will have the opportunity to explore different teaching strategies and ways of building these new practices into your teaching.
Through the familiarity of the material they are delivering teachers sometimes forget how difficult the concepts and ideas they teach are to some learners. Part of the course includes re acquainting you with the reality of the learning experience. In order to do this successfully the course leader will create a safe environment and you are assured that all discussions are confidential.
Benefits to teachers:
It is expected that that you will take away with you a renewed understanding of how to meet learners’ needs and a collection of possible strategies to include and develop in your teaching.
Benefits to the school:
Fewer lesson interruptions, fewer students being referred for behaviour problems, improved attainment and a learning environment more conducive to engagement.
Benefits to learners:
Teachers who fully understand the challenges they face and who have a broader range of strategies in working with them to help them reach their potential.
|Evidence underpinning this approach||
Basis and Principles of the Course
Experience and research demonstrates that in order for students to engage in learning a small number of needs must be met. Where a teacher naturally meets these needs students engage in learning more easily, even when faced with challenges and a lack of understanding. Although the needs are common to all learners how they are addressed and fulfilled differs and requires a range of strategies. For example how the teacher phrases questions can either exclude or include students in the lesson.
The background and basis on which the practical aspects of the course are based can be found in the work of Ellen Langer (Mindful learning), Carol Dweck (Mindsets), William Glasser (Choice Theory) and Barbara Prashnig (Learning Styles) as well as others. Independent study into these and other authors on which the course principles are based in encouraged.
|How users/participants can evaluate success||
Making a Difference
Part of the course is to explore how teachers presently meet the four key needs for learner engagement both in their lesson planning and delivery by exploring strategies using a metaphorical “Teacher’s Toolkit”. A personal teaching strategy list should be compiled to identify current teaching strategies and their effectiveness. It is expected that this list be extended as a result of the course with new strategies being added and tried out in the classroom.
The accompanying text to the course, Understanding Learning Needs, is a practical guide to reviewing teaching. Teachers are encouraged to re-evaluate their teaching after the course using this text and reflect on changes in student response to the learning environment they create.
|Follow-up activities and support||
Teachers can assemble their own Teacher’s Toolkit to discuss strategies with other teachers and reflect on how they would react in different situations. Building the toolkit by adding new items is an excellent way of developing and sharing good practice. Ideas can be shared through following or posting to the Twitter hash tag #teachtoolkit
It is possible to arrange a piece of active research within the school to quantify the impact of the approaches and strategies covered within the course. This can be supported by us or carried out independently. The format of this work would be to Plan, Do, Study, Act.(also known as a PDSA strategy).
It is also possible to arrange 1:1 coaching sessions to support individual teachers who wish to work independently in developing their teaching capabilities. These can be arranged face to face where distance and time permits or alternatively across the Internet using such tools as Skype. See the following link for more details about the coaching opportunities: http://wp.me/p2LphS-6F
Session 1 (20 min) – Getting to know each other and introduction to course materials
Session 2 (1 hour)– The Teacher’s Toolkit. Exploring the metaphorical toolkit
Session 3 (40 min)–. Recognising learner’s needs by analysing strategies represented by the contents of the Toolkit.
Session 4 (30 min) – Practical exercise in creating and assessing learning environments
Session 5 (30 min) – Review practical exercise. What have we discovered as learners and as teachers?
Session 6 (30 min) – Identifying and understanding learning needs.
Session 7 (30 min) – Back in the classroom.
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.