Teaching and Learning Modules

SSAT’s in-school bespoke teaching and learning is based on the proven TEEP methodology, modules are designed to help improve identified teaching and learning priorities within individual schools, SSAT offers a range of modules that address the short-term needs of students and teachers. All modules are centred around the core themes of collaboration, growth mindsets and the importance of changing habits.

Teaching and Learning modules are categorised into two groups, those that focus on changing the habits of effective teaching and those for effective learners.

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Course Modules

Effective Learner

  • The Self Regulating learner
  • Perseverance and Resilience (iris connect series)
  • Self-reliance (iris connect series)
  • Exploring Reviewing and Planning (iris connect series)
  • Linking Beliefs and experiences (iris connect series)
  • Offering your Opinion (iris connect series)

Effective Teacher

  • Reflective Teaching, Reflective Learning (iris connect series)
  • Improving teaching through observation
  • Differentiation for progress
  • Feedback and Marking
  • Teachers as Researchers
  • Leading Teaching & Learning

Effective Learner

The Self-regulating Learner

There is evidence, both anecdotal and research-based which indicates that the most effective schools are those that identify and explicitly provide a range of learning strategies for their students.

A system focused on attaining standardised assessment results in itself will not provide for the building of ‘character’ in young people or the lifelong learning skills required for them to function in modern society.

A focus on a raft of personal learning skills, which will include cognitive and non-cognitive skills, are key to students become self-regulating, independent learners.

Teachers must understand and be able to recognise the traits of effective learners and provide opportunities for learners to work actively and collaboratively with a clear purpose, ensuring the learning process is explicit in at least equal measure to knowledge and understanding.

Aims of the session

  • To enable participants to identify and articulate clearly their own understanding and beliefs about effective learners
  • To consider pedagogical research which informs the learning process and benefits of metacognition
  • To develop their understanding of the classroom strategies which engender effective learners
  • To be able to apply knowledge and understanding of effective learners to nurture and develop specific learner traits in their own context.

Perseverance and Resilience*

Learners working things out for themselves and being part of the decision making process in their learning are key aspects of this behaviour.  Sharing intellectual control with the learners builds a sense of shared ownership, which combined with choices around how they will complete a task, nurtures the self-regulating learner.

Aims of the session:

  • To provide an explanation of what we mean by the term ‘perseverance and resilience’
  • To identify strategies and techniques that can be used in the classroom to nurture and develop this learner behaviour
  • To provide the value and likely outcomes in modifying your practice to nurture and develop these attributes in your learners

Self-reliance*

You do want your learners to ask for support and you do want them to develop perseverance and resilience, but this must be balanced with them developing independence as learners and a degree of self-reliance and regulation. You should introduce strategies to ensure that learners do not simply pay superficial attention to instruction, but instead actively process the information to make sure they understand.

Aims of the session:

  • To provide an explanation of what we mean by the term ‘self-reliance’
  • To identify the strategies and techniques that can be used in the classroom to nurture and develop this learner behaviour
  • To provide the value and likely outcomes in modifying your practice to nurture and develop these attributes in your learners

Exploring reviewing and planning*

You are looking for your learners sharing strategies to tackle the task at hand.  Using these strategies to devise a plan of attack and then reviewing the effectiveness of these plans ensures sufficient emphasis is given to this desired behaviour.  In this way, learners will feel more comfortable in engaging with talk that is exploratory, tentative and hypothetical, underlining independent decision making, learning from others and evaluating both the results and purpose of learning activities.

Aims of the session:

  • To provide an explanation of what we mean by the term ‘exploring, reviewing and planning’
  • To identify the strategies and techniques that can be used in the classroom to nurture and develop this learner behaviour
  • To provide the value and likely outcomes in modifying your practice to nurture and develop these attributes in your learners

Linking Beliefs and experiences*

You want learners to be asking questions and using the answers to identify ideas or explanations they already have, including those that conflict between school knowledge and their own ideas. Effective Learners will consider alternative explanations, misunderstanding or incorrectly learned rules, offering these new insights and ideas whilst monitoring consistency of these ideas across many different situations.

Aims of the session:

  • To provide an explanation of what we mean by the term ‘Linking Beliefs and Experiences’
  • To identify the strategies and techniques that can be used in the classroom to nurture and develop this learner behaviour
  • To provide the value and likely outcomes in modifying your practice to nurture and develop these attributes in your learners

Offering their opinion*

Look for occasions when learners can work out part of the content for themselves and question the information they are given. Support and encourage learners to challenge their own and each other’s arguments with reasonable and rational justification that reacts and refers to comments of their peers. You need to identify and challenge misconceptions and misunderstandings and encourage learners to seek new insights.

Aims of the session:

  • To provide an explanation of what we mean by the term ‘Offering their opinion’
  • To identify the strategies and techniques that can be used in the classroom to nurture and develop this learner behaviour
  • To provide the value and likely outcomes in modifying your practice to nurture and develop these attributes in your learners

Effective Teacher

Reflective Teaching, Reflective Learning*

A reflective learner is one who seeks out the links between activities, subjects or ideas and their own personal experience. A reflective teacher will do the same. On occasion, this could also include the learner checking your work for errors or omission, offering corrections as appropriate.  Building on the notion that learning can be taught this module examines how we can develop metacognition in both teachers and learners.

Aims of the session:

  • To provide an explanation of what we mean by the term ‘Reflective teaching, reflective learning’
  • To identify the strategies and techniques that can be used in the classroom to nurture and develop this learner behaviour
  • To provide the value and likely outcomes in modifying your practice to nurture and develop these attributes in your learners

Improving teaching through observation

Teachers need to understand fully how to maximise the impact of their teaching in order to ensure the highest quality outcomes for their learners.

From September 2014, the changes to the school inspection framework mean that the quality of teaching in individual lessons will not be graded and inspectors will be looking ‘at’, not ‘for’.

As schools still need to consider the immediate, medium and long-term impact of any teaching, it is important for teachers to understand how the observer is evaluating their lesson.

Aims of the session

  • What makes effective teaching and learning and how this is evidenced
  • How to make connections between teacher action and the impact on the learner
  • What Ofsted consider when observing lessons: an update
  • Reflect on own practice and identify strategies that can be applied and embedded into their own classroom to improve the progress of their learners.

Differentiation for progress

Differentiation is what keeps teachers awake at night. We all know we need to do it; we just struggle with the ‘how’. It is not about producing five different worksheets and exhausting the teacher but developing the process and changing learning habits to ensure all students access learning appropriately.

Differentiation is challenging and complex. This module focuses on just three elements of differentiation; knowing your learners beyond their data; building a learning community in your classroom and developing learners who take ownership and responsibility for their learning.

Aims of the session

  • To evaluate the impact of differentiation and its corresponding classroom strategies
  • To identify the importance of knowing our learners beyond the data we are given
  • To be able to reflect on your own practice and identify strategies that can be applied and embedded into your own classroom to meet the needs of all learners.

Feedback and marking

How do we know that the students we teach are making progress, developing their knowledge and skills? The best teachers always know regardless of any testing regime.

We know because we have developed, practiced and embedded our skills to find out these answers from the students that sit in front of us each lesson, moment by moment.  Our professional judgement comes from our skills in assessment for learning or formative assessment. These are not old hat; they are cornerstones of high quality practice.

This is reflected in Ofsted’s relentless focus on the quality of questioning, marking and feedback.

Knowing ‘that’ is different from knowing ‘how’, Dylan Wiliam (2007)

Aims of the session

  • Identify and evaluate what effective formative feedback looks like in lessons
  • Reflect on your own practice and be aware of the risks of feedback when planning and applying strategies
  • To identify strategies that can be applied and embedded into your own classroom to improve the progress of your learners.

Teachers as researchers

We acknowledge, that the single biggest factor affecting student achievement and progress is the teacher, it is imperative therefore, that the teacher understands their practice and the impact this has on their students through research and classroom based evidence on the relationship between teaching and learning.
It is not enough for a teacher to know what works in the classroom, but that they should understand why it works (or not). It follows therefore, that teachers need to systematically collect evidence on a range of pedagogical approaches, reflecting and reviewing in the light of their own context, considering alternatives that can achieve the same goals.

Aims for the session

  • To enable participants to articulate clearly their own understanding of educational research
  • To consider existing academic research which justifies teachers becoming more reflective practitioners
  • To develop the understanding of strategies which seek to nurture and develop teacher researchers
  • To apply knowledge and understanding of educational research in order to develop a teacher research culture in their own school.

Leading teaching and learning 

It is clear from both national and international research as well as from practice, that in order for learning and teaching in schools to continue to develop, and students’ achievement and attainment to improve then learning and teaching has to be the core focus for school leaders. Student learning, progress, achievement and the quality of teaching to support that need to inform and drive everything that leaders in schools do. It is for that reason that the most successful school and school leaders are those who are ‘leaders of learning’ or ‘learning centred leaders’. This requires school leaders to have their own deep understanding of what outstanding learning and teaching looks like, and even as importantly, to know what action to take as a leader to take forward the learning and teaching of staff and students in their school.

Aims for the session

  • To reflect upon and explore your own understanding and beliefs about effective learning and teaching
  • To develop your understanding of the actions that successful leaders of learning take in order to improve learning, teaching and student achievement
  • To evaluate strategies for embedding effective learning and teaching in the school

* Iris Connect Series modules – blended learning approach extending the face to face training sessions with online videos providing examples of classroom practice, learning resources that can be downloaded and a rubric to enable teachers to monitor their progress in developing the learner behaviour with their students.

Schools purchasing these modules will be provided with a single licence to the Iris Connect platform providing access to certain Iris Group content free of charge. Schools do not need to have Iris Connect Lesson observation equipment installed to benefit from this offer.

More information:

SSAT professional development modules are designed to the highest quality and backed up by rigorous research. We know schools have limited opportunities to deliver training to staff so it is important for PD days and twilight sessions to have maximum impact with minimal travel or cover costs and no disruption to learning. You can select and combine the modules which are best suited to your needs and priorities and ensure you are providing the professional development your staff need.

Each module begins with a two hour training session delivered by an experienced SSAT trainer who will come to you. Also included with each module is a range of supporting resources and post-training tasks and activities which will support you in applying the training to the context of your school, ensuring you are able to go on to embed the learning into your everyday practice

Modules can be delivered to cohorts of up to 25 teachers.

The cost of this bespoke training is dependent on the number of modules you book and how you choose to have these delivered. We recognise schools have unique needs so we encourage you to have a look at the full suite of 27 modules we have on offer covering the key areas of Teaching and Learning, Leadership and Curriculum to build a series of twilight sessions or PD days that cover exactly the areas you need to address, allowing a more efficient programme for your school.

Further information about all of the modules available can be found here

For more information you can contact a member of the team by calling 0207 802 2300 or emailing schoolimprovement@ssatuk.co.uk

 

 

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