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Clear Learning intentions and success criteria

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Clear Learning intentions and success criteria

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Operant Conditioning  - how to reinforce student responses that leads to changes in behaviour, learning and classroom practices.

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Trauma Informed Theory/Attachment Theories

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Trauma Informed Practice (e.g. time-in, emotional regulation etc)

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Dylan Willams- feedback that moves learning forward.

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Dylan Willams- feedback that moves learning forward.

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Balance of teacher voice and student voice

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Balance of teacher voice and student voice

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Student achievement/growth Authentic learning and assessment (quantitative & qualitative) Interrogating the data.

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Student achievement/growth Authentic learning and assessment (quantitative & qualitative) Interrogating the data.

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Student 'ownership' of learning and assessment

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Student 'ownership' of learning and assessment

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Cognitive Behaviour Therapy

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Application of knowledge and skills in a practical context

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Application of knowledge and skills in a practical context

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Curriculum strategies such as 'Cut the clutter', 'Learning intentions' 

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Curriculum strategies such as 'Cut the clutter', 'Learning intentions' 

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Clear Learning Intentions and Success criteria

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Clear Learning Intentions and Success criteria

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Relational teaching- knowing your students

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Student centred
Open ended
Problem solving
Flipped classroom
PBL
Responding to stimulii
Impro/ discussion/ reflection
Inclusion
Pre Teaching vocabulary & Concepts
Accessible learning materials
scaffolds
explicit teaching
student choice

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Cognitive Therapy - socratic questioning to assist in student lead learning

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Hattie, Gardiner, Bloom, Sharrat
Visible learning
Multiple Intelligences
Faces on Data

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De motivator is stress and workload  versus collaboration
Motivated Teaching | Dr Joan-Mary Hinds

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Fundamentals of basic counselling theory: Engagement, inclusiveness, rapport, active listening, paraphrasing, affective attunement

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Learning intentions and differentiated success criteria

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Learning intentions and differentiated success criteria

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Effective data analysis and transper to planning and practice

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Effective data analysis and transper to planning and practice

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Know content  (Syllabus) and how to teach it

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Know content  (Syllabus) and how to teach it

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Know what to teach and how to teach it.

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Timely
regular
effective
constructive
focused

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Structure of the Observed Learning Outcome 

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Structure of the Observed Learning Outcome 

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Pupil mentoring - of pupils and teachers

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Pupil mentoring - of pupils and teachers

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Recognition of we take in knowledge on many levels of ourselves

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Recognition of we take in knowledge on many levels of ourselves

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build on prior knowledge - build the fiel

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Reflect, respond, review - create links to other KLAs

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Reflect, respond, review - create links to other KLAs

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check for undersrtanding - regularly throughout lesson