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|Description||The best international research on the effect of school and classroom interventions on learning How to focus on what works and what doesn't Future-proof against new government initiatives:Great learning strategies to breed great performance!|
|Duration||Full Day Course|
|Categories||Primary, Secondary, Leadership and Management, Teaching and Learning, Further education, KS1, KS2, KS3, KS4, Management, Teaching staff, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Business Manager, Special Educational Needs Coordinator, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Head of Department / Faculty, Change Management, Coaching and Mentoring, CPD Leadership, Performance Management, Business Management, Organisational Improvement, Assessment, Bilingual Support / EAL, Behaviour for Learning, Diversity, Gifted and Talented, Inclusion, Personalised Learning, SEND, Subject Knowledge, Classroom Management, Out of school, Safeguarding, Governor, Child Protection Officer, Data Protection|
|Learning outcomes for participants/users and, where relevant, pupils or students||
How to make research evidence meaningful Unpick meta-analyses;what they can and can't tell you Discover the nature of 'effect sizes' Relate the research to Ofsted's latest Outstanding criteria The complete guide to turn research findings into practice Link findings to your current school and classroom practice Recognise and abandon methods not supported by research evidence Create new and evidence-supported practices Encourage whole school adoption amongst colleagues Tools and tactics for use and dissemination Strategies to encourage conceptual abstraction Best practice examples for using: analogies and metaphors Logo-Visual-Thinking personal best processes collaberative strategies graphic organisers intelligent goal-setting rewards- feedback versus praise T-charts, Y-charts and Graffiti techniques Techniques to promote cross-curricular connections Examples of high -impact interventions Mapping provision for whole-school provision Reflective action-planning
|Evidence underpinning this approach||The provider has not supplied this information|
|How users/participants can evaluate success||The provider has not supplied this information|
|Follow-up activities and support||The provider has not supplied this information|
Barry Hymer - Barry is Professor of Psychology in Education at the University of Cumbria, and one of the UK's most inspirational communicators. He served on the NACE Committee and gave evidence to the House of Commons Inquiry into the needs of able children. He has a background in teaching and educational psychology and foreground in learning - connecting research literature to what he sees in classrooms with outstanding teachers.
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