No matter how much support a school chooses, each intervention would:
- link to your school vision, strengths and needs
come with customised resources for your school
provide support for measuring successful implementation and impact
Each intervention typically includes CPD. Below are some examples for schools:
Give feedback that is Kind, Useful and Specific: An Artist's Journey
An Artist's Journey, inspired by Ron Berger's Austin's Butterfly, documents a project at Dunraven School to teach perseverance and feedback that is kind, useful and specific. TailoredPractice designed the project to help shift the ownership of Mindset language to that of young children. For more information about the inspiration, go to @ELeducation or Models of Excellence Austin's Butterfly.
Mindful Classroom Moments
Simple classroom strategies and routines can help young students to improve their self control and self-regulation skills and, therefore, develop habits to become more focused and happy learners for the long term. Staff will understand the research that has driven more mindfulness practices into the classroom. They will also be trained in a series of classroom practices that can be taught to young students and integrated into regular routines. This session is targeted toward primary schools.
Belonging: Relationships in the Classroom
Relationships between adults and students are crucial to the motivation and engagement of students. Examine educational and cognitive science research behind the 'belonging mindset' and other aspects of relationship building, such as stereotype threat and how it impacts our students. Learn strategies that teachers and leaders can use immediately.
Learn, Teach, Model: Making Learning Stick
Students often view learning as something that is done to them, rather than something they do. By teaching the science of learning, we reframe the learning process and create buy-in so that students take a more active role in learning—reducing stress and increasing self-efficacy. This session will address the challenges motivating students to use such tools as retrieval practice, spaced practice and others from cognitive science. We’ll explore key research educators need to know so they can, in turn, teach it to their students in creative and convincing ways. Lastly, learn easy-to-adapt strategies that teachers should model for learners on a regular basis.
Understanding our blind spots and making the most of memory
This session will begin by introducing the key aspects of learning based on cognitive science and our understanding of memory. We will then swiftly move to the research relating to barriers that get in the way of all children learning. In particular, we will look at common, yet unintentional, blind spots for teachers, such as unconscious bias, teacher expectations and students’ sense of belonging and how these factors contribute to cognitive load and learning. Lastly, participants will learn strategies teachers and leaders can use immediately in order to break down the barriers to learning, such as ways to connect better with all students, maintain high expectations and better support students' working memory in the classroom
STEPS for IMPROVING THE QUALITY PEER FEEDBACK
Educators know good feedback can have a significant impact on student progress. In this session, we will explore how to improve PEER feedback, which is often vague and inaccurate yet highly frequent. Inspired by the work of Ron Berger’s Critique and Feedback, we will first look at how to establish norms for effective peer feedback and explore case studies on how to put this into action. Further case studies will cover literacy and other content, linking peer feedback specifically to success criteria. Teachers have seen a marked improvement in the quality of peer feedback and re-drafts. Students report a more positive attitude. A byproduct of improved peer feedback is the reduction in the amount teachers spend marking.
What Ofsted say
What teachers say
What students say
What headteachers say
What parents say