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Greater expectations enabling disadvantaged - Alex Crossman 

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Greater expectations enabling disadvantaged - Alex Crossman 

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Remain curious: what are the barriers?

“Shame is the intensely painful feeling that we are unworthy of love and belonging’

What is the pull of home, compared to the pull of school? Where does the balance lie? How do we collaborate with parents, not just tell them things?

Made me think a lot about how early we intervene - we wait until it’s a big, established problem, rather than working earlier.

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Disciplinary Reading and Talk in the Primary Classroom

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Disciplinary Reading and Talk in the Primary Classroom

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disciplinary literacy in the primary classroom

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Can the curriculum narrow the attainment gap? 

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Can the curriculum narrow the attainment gap? 

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Interesting to hear research led, young people informed views on pressures on them from PD and safeguarding perspectives.

Some familiar territory- Andrew Tate, ‘manosphere’ and misogyny, but was less aware of ‘femosphere’ - young women pressured/rejecting progressive gender views - see attached slide’

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OECD research into teaching character and flourishing

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OECD research into teaching character and flourishing

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Referenced in conversation with Nicky Morgan regarding a vision for the future of education.

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I attended this session which was an extension of Rosenshein. Practical and engaging and ordered the book.

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Really interesting session which looked at the progression from 'Routine Expertise' where teachers may have been trained in an aspect of pedagogy and routinely use to 'Adaptive Expertise' where teachers become experts in deciding when and when not a particular teaching strategy should be used.

A 4 step model was shared:

Understand

Do

Decide

Improve

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Belonging. Meeting the needs of many and the needs of the one

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Belonging. Meeting the needs of many and the needs of the one

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Interesting session around the importance of oracy and Kagan cooperative systems to develop a sense of community and belonging for the children.

Nice practical tips such as:

set sentence stems around sharing weekend experiences with peers and responding

Mixed ability tables setting a table handshake to greet each other with each morning followed by a daily positive huddle where children give and receive positive affirmation with their table mates

Importance of reading away from education and considering the application of the research within education

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An education for the future: a blueprint for a different curriculum

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An education for the future: a blueprint for a different curriculum

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Interesting talk around the changing future workforce and how our curriculum prepares children for this. Great link to Skills Builder Partnership website with lots of free resources/framework covering listening, speaking, problem solving, creativity, adapting, planning, leadership and teamwork. Well work a look!

Listening | Universal Framework

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This skill is all about being able to effectively receive information - whether it comes from customers, colleagues or stakeholders.

Initially, the skill steps concentrate on being able to listen effectively to others - including remembering short instructions, understanding why others are communicating and recording important information.

Individuals then focus on how they demonstrate that they are listening effectively, thinking about body language, open questioning and summarising and rephrasing.

Beyond that, the focus is on being aware of how they might be being influenced by a speaker, through tone and language.

The final steps are about critical listening - comparing perspectives, identifying biases, evaluating ideas and being objective.

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Listening - Skills Builder Universal Framework

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Listening is the ability to effectively receive information. At the earliest stage it involves remembering short instructions, understanding why others are communicating and recording important information. At an advanced level, individuals can listen critically - comparing different perspectives, identifying biases, evaluating ideas and remaining objective.

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Meaningful learning in action - Sarah Cottinghatt

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Meaningful learning in action - Sarah Cottinghatt

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The 'end goal'. Connect new knowledge with existing knowledge.

Make explicit links.

Meaning is made in the mind of the student, not in the words of the teacher!

Check for meaning Vs check for understanding.

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Reaffirmed what we are already doing.

Teach to the top - avoid a poverty of education; show all children the end goal.

Worked examples.

Flexible grouping.

Gradual release.

Checks for understanding - to add / release scaffolds.

Anticipate barriers.

During the lesson, live adaptations and scaffolds.

Hinge questions.

Cold calling.

Think pair share.

Modelling - I do, we do and you do.

Teacher talk narrates metacognitive (process).

Continuum - do not think as a rigid structure.

Retrieval - low stakes testing.

Verbal nudges - in the moment support.

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New book out Dec 2025 - Demystifying Adaptive teaching.

Adapt the instructions - in the moment.

Use of prior knowledge.

Encoding through modelling and practice.

Attention -

repeat

visual

verbal

re-explain

close questions - repeat recently introduced content - questions for listening - questions for retrieval

Chunking - new content - practise

Clarity - repeat but with clarity, remove unnecessary info, remove non-crucial information

Use of graphics, but only where it adds to learning (diagram, timeline)

Use of examples and non-examples

Analogies - re-explain the content using an analogy

MTP show explicit links back to prior learning

Build in opportunities for re-learning

Simple to complex questions. Factual retrieval, scaffold retrieval - prompts such as a picture.

www.teachercpdacademy.com