Critical Thinking and Problem Solving CPD - English medium(CTPS1)

Provider: Think, Learn, Challenge!
Free This opportunity is fully funded and therefore carries no cost to schools.
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Description Think, Learn, Challenge! would like to invite you to be part of an international project focused on Critical Thinking and Problem Solving (CTPS). We are delivering this through the British Council’s fully funded Connecting Classrooms New Core Skills Professional Development Programme and would like to offer you this unique opportunity to be the first to participate. This comprehensive 10 week core skills training offers a blend of face to face sessions and online support throughout.
Duration 10 weeks in total with three training days at a central venue. Between days two and three we ask you to incorporate your ideas into classroom teaching. During this time our facilitators will be available to mentor you.
Categories Primary, Secondary, Leadership and Management, Teaching and Learning, Early Years/Foundation, Sciences, Mathematics / Numeracy, 14-19, KS1, KS2, KS3, KS4, Arts, Business / Economics, Computing / ICT, English / Literacy, Health and care, Hospitality and Leisure, Humanities, Languages, PE / Sport, Technology, Management, Support Staff, Teaching staff, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Special Educational Needs Coordinator, 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, Head of Department / Faculty, Cross-curricular Themes, Facilities, Wider Context, Change Management, Coaching and Mentoring, CPD Leadership, Performance Management, Education system, Out of school, Online, Physics, Biology, Chemistry, Earth Science / Geology, Collaborative Learning, Feedback, Gifted and Talented, Individualised Instruction, Mentoring, Meta-cognition and Self-regulation, Peer Tutoring, Gifted and Talented Coordinator, PSHE, There are approaches to support pupils working together, Tasks are designed carefully so that working together is effective and efficient, There are opportunities to make use of competition between groups to support pupils in working together more effectively within their group, Provides approaches that encourage lower achieving pupils to talk and articulate their thinking in collaborative tasks , Provides approaches to sustain the benefits once the mentoring stops, Provides approaches that are varied between School and Community, Provides approaches for specific, accurate and clear feedback , Provides approaches for comparing what a learner is doing right now and wrong before , Provides approaches for a balance between support and challenge, Supports effective professional development for teachers, Provides approaches for individualised learning tasks activities , Provides approaches to individualise learning activities supported by technology for effective practice, Provides teaching approaches which encourage learners to plan, monitor and evaluate their learning with careful implementation, Provides approaches to teach pupils explicit strategies to plan, to monitor and to evaluate their learning with and without support, Provides teaching approaches which encourage pupil engagement in planning and best approaches to tasks, Evaluation of process , Monitoring Impact, Raising Aspirations/Expectations
Learning outcomes for participants/users and, where relevant, pupils or students

This professional development opportunity aims to ensure you:
- Receive an internationally referenced basic theoretical understanding of CTPS.
- Explore referenced evidence of how CTPS can be taught and assessed.
- Receive practical examples how to develop CTPS in your schools.
- Identify opportunities within your schools to develop CTPS skills.
- Develop leadership, project management and self-evaluation techniques to embed CTPS in your practice.
These objectives relate to teaching practices used by yourself as well as colleagues in your school, within and beyond teaching the national curriculum. The project will inform and inspire participants to reflect on and make changes to their practice and pedagogy to develop high levels of skill and competency in the teaching of core skills and, in doing so, develop global citizens better equipped to thrive in the global market of the 21st century.

Evidence underpinning this approach

There are a multitude of research papers in this area, all demonstrating improvement in learners' motivation, self-confidence and therefore improve outcomes. For example, the work of McGuiness, Dweck, Wiliam, Adey and Willimgham. It also mirrors practices named in the Teacher's Toolkit, Sutton Trust, which have been shown to improve learners' outcomes.

How users/participants can evaluate success

Through mentored action research supported by experts in the area and continuing further mentoring. Participants are encouraged to baseline learners' prowess in the area and fully evaluate impact at the end of the 10 week period.

Follow-up activities and support

Following the free 10 week mentored CPD participants can take advantage of TLC's expertise in this area and book follow up bespoke sessions in school. These wold be at a reduced cost to TLC's usual bespoke support costs. There will be an opportunity for international collaboration in the area of Critical Thinking and Problem Solving for those who have successfully completed the CPD.


This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.