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|Description||HOW2s are visual guides that turn essential research into everyday teaching. Evidence-based and online, they come with a suite of tools to accelerate and share your learning.|
|Categories||Primary, Secondary, Higher, Leadership and Management, Teaching and Learning, Early Years/Foundation, Sciences, Mathematics / Numeracy, Further education, KS1, KS2, KS3, KS4, Arts, Business / Economics, Computing / ICT, English / Literacy, Health and care, Hospitality and Leisure, Humanities, Languages, PE / Sport, Technology, Management, Teaching staff, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Teacher trainer, Cross-curricular Themes, Change Management, Coaching and Mentoring, CPD Leadership, Performance Management, Organisational Improvement, Assessment, Bilingual Support / EAL, Behaviour for Learning, Gifted and Talented, Inclusion, Personalised Learning, SEND, Subject Knowledge, Classroom Management, Online, e-Book, Webinar, Discussion forums, Physics, Biology, Chemistry, Governor, Earth Science / Geology, Behaviour Interventions, Collaborative Learning, Aspiration Interventions, Feedback, Gifted and Talented, Homework, Digital Technology, Individualised Instruction, Meta-cognition and Self-regulation, Peer Tutoring, Phonics, Small Group Tuition, Teaching Assistants, Use of Pupil Premium, PSHE, Activities to sufficiently challenge the tutee , Peer-assessment monitored by teacher, Reviewing challenges and successes with tutors to improve pupils skills and learning, Relatively short but intensive periods of tutoring over 4-10 weeks , Targeted interventions for those diagnosed or at-risk of emotional or behavioural disorders , Programmes of two to six months, Programmes with a proven track record of impact, Training of facilitators or professional development , Approaches to raise aspirations are not focused to increase learning, Teaching approaches that ensure students have the knowledge and skills to progress towards their goals , Generalisations in aspiration intervention are avoided, Monitoring the impact of any interventions or approaches if the goal is to improve attainment, 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 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, Effective use of technology is driven by learning and teaching goals , Identifies clearly how the introduction of technology will improve learning, Technology is used to support pupils to work harder, for longer or more efficiently , There is teacher support to learn to use new technology effectively as part of Professional Development , Homework is used as a tool to increase a specific area of knowledge, or fluency in a particular area., Supports tasks with different levels of challenge, The quality of homework is more important than the quantity, Pupils to receive feedback on homework which is specific and timely, 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 , Help schools find best way to spend Pupil Premium , Early Years Intervention , Ofsted, Knowledge Mobilisation, Monitoring Impact, Raising Aspirations/Expectations|
|Learning outcomes for participants/users and, where relevant, pupils or students||
HOW2s empower teachers. They give direct access to the most powerful evidence: what works best in classrooms. And does it in ways that strengthens the bonds of collegiate learning. The benefits extend to coaches, managers and leaders.
HOW2s unlock teachers’potential by providing them with precise and easy-to-understand information on what outstanding teaching looks like. And it links them together in a network of shared learning. Simple, streamlined and scalable — the perfect match for the modern professional.
|Evidence underpinning this approach||
HOW2s are based firmly on the meta-analyses that, over the past fifteen years, have promised to revolutionise education.
Educational research investigates what works best in classrooms. It doesn’t direct its gaze at itself however. As it stands today, evidence doesn’t work. It fails to communicate its findings in ways that can be easily accesssed, understood and implemented by teachers.
HOW2s bridge this gap between the researcher and the classroom. They’re designed to bring evidence into teachers’ everyday practice and are built upon mulitiple sources of evidence on how best to accomplish this.
|How users/participants can evaluate success||
"It allows our large staff to personalise their learning, personalise their development. And fits their CPD entitlement along with their approach to their performance management targets."
DEPUTY HEAD, STRATTON UPPER SCHOOL
"It makes your practice more effective, more powerful, more rigorous. Therefore, it improves you as a teacher."
TEACHER AND COACH, NINE ACRES PRIMARY
"Looking at these visualisations that take you through that teaching strategy, step-by-step, is like gold dust."
|Follow-up activities and support||The provider has not supplied this information|
With consistent terminology and precise step-by-step explanations, HOW2s help managers establish a powerful shared understanding among staff.
The Skills Exchange, with its communication tools, enables managers to plan, set up, manage and monitor professional learning from their desk top.
At-a-glance updates, creating groups of teachers, sending nudges for action, coordinated email alerts, sharing teaching notes... all contribute to make the spreading of best practice an everyday affair.
For large organisations particularly, HOW2s offer the exciting prospect of achieving real coherence across departments, even campuses.
The Skills Exchange opens up shared learning to an altogether new level, only previously dreamed about. And in a short time, this sharing will extend beyond the individual organisations to include whichever new boundary chosen: local, regional or national. Perfect for geographically dispersed Academy chains.
More exciting still, plans are underway to extend the scope of the Skills Exchange to a global network of teachers sharing their insights and practices.