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|Description||Understanding BLP: the vision & science behind it The classroom experience: language of BLP, what teachers do differently, curriculum design, assessment and progression in BLP Leading BLP in your school: lessons in success|
|Duration||Full Day Course|
|Categories||Primary, Secondary, Teaching and Learning, 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, Organisational Improvement, Assessment, Bilingual Support / EAL, Behaviour for Learning, Diversity, Gifted and Talented, Inclusion, Personalised Learning, SEND, Subject Knowledge, Classroom Management, Out of school, Governor, Child Protection Officer|
|Learning outcomes for participants/users and, where relevant, pupils or students||
How to establish BLP at the heart of school development: Understanding the opportunities and risks Evidence from schools where it works The culture of BLP How to build powerful learners All round mental workouts Defining the teacher’s role The teacher’s role in modelling mental and emotional habits Practical ways to change the role of the teacher How to establish BLP at the heart of school development: Understanding the opportunities and risks Visible learning Cycles of reflection Split screen teaching ”Stuck” challenges Skill: Will Matrix Collaboration skill ladder Curriculum design at its best How to design the learning powered curriculum Assessment and progression in BLP:how do we know it’s working? Using the Learning Quality Framework Leading on BLP implementation How to start with the end in mind: the lenses of the BLP leader Avoiding the pitfalls of embedding BLP Vulnerabilities Priorities Sticking points Vital signs "Nothing new here” syndrome Back slide
|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|
Guy Claxton - Joint director of the Centre for Real-World Learning at the University of Winchester, Guy's practical ideas about enhancing students' capacity to learn have influenced educational practice in many countries. An acclaimed writer, his books include Hare Brain, Tortoise Mind, Building Learning Power and What’s the Point of School?
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