Developing effective learners is the core business of a school, but how is it done?
Brought to you in collaboration with IRIS Connect, this module will support you to inspire and develop effective learner behaviours using the proven TEEP methodology.
Research shows it is essential to develop the skills and dispositions alongside subject knowledge to enable students to flourish both in and beyond school.
Designed to provide accessible, inspiring professional development which can be accessed at a time to suit the individual teacher or department, these modules enable collaboration across schools at all phases and co-construction of professional practice.
What does the programme consist of?
The programme consists of the overview guide and introductory video. There are then separate modules, each with their own guide, an exemplar video of classroom practice, and links to academic research along with resources that can be used in your classroom.
Together these will provide teachers with an understanding of effective learner behaviours and equip them with tools and resources to analyse and develop their learners.
The six learner behaviours that are explored and contribute to the effective learner are:
- Seeking assistance
- Personal progress
- Planning and anticipation
- Beliefs and experiences
- Offers opinion.
Each of the behaviours are broken down and explored in more detail in the following format:
- Engage: Why this module is worth the time and effort and different ways to engage with it?
- Explore: What the academic research tells us about the behaviours
- Enact: What can you do, see and hear to develop these learner behaviours?
- Embed: How you can develop your practice and assess the impact of this module
Who is the programme for?
Any teacher of education (both primary and secondary phase) looking to develop more effective learner behaviours with their pupils.
Watch this introductory video to find out more
The latest ‘Developing Great Teaching’ research by TDT clearly shows that effective professional development needs teachers to explore pedagogies, then have time to translate into their own subject area and then return in an iterative process, so there is a’rhythm’ to the teacher’s learning.
This exciting collaboration between two organisations both known for evidence-based practice brings this to the classroom in a blended, flexible learning approach.