Every weekday of the Summer Term, the best and the brightest in education will be live at 11 am at our Youtube channel here:
Find out who’s on and when below. You can also catch up on any you may have missed on our YouTube channel playlist.
Helping Students Think Critically about Internet Sources
Our highest hope for schooling is teaching students to think critically; we don’t want them just to learn factual content, we want them to evaluate and integrate what they read and learn. That’s more challenging in the Internet era, with tidal waves of accurate and inaccurate information; how much the more so today, with so many students working independently. In this talk I will explain, from a cognitive perspective, the difficulty of getting students to evaluate information. I will suggest curricular and instructional strategies to address these difficulties.
Daniel T. Willingham is a psychologist at the University of Virginia, where he is a professor in the Department of Psychology. Willingham’s research focuses on the application of findings from cognitive psychology and neuroscience to education.
Head of science at The Totteridge Academy
Dual Coding for Teachers Who Can’t Draw: Improving Every Teacher’s Explanations
In this session, Adam will outline major findings from cognitive science including the Multimedia Effect, Redundancy and Split Attention – empirical findings which can be placed within a framework called Dual Coding Theory. Dual Coding has become an incredibly popular tool for teachers, and Adam will show which strands of the Theory are most helpful to most teachers most of the time.
Adam is the head of science at The Totteridge Academy. Adam has presented CPD on a national and international scale, including for researchEd, and edited the research Ed Guide to Explicit and Direct Instruction. Adam is also managing editor of CogSciSci, a website dedicated to bringing cognitive science into the science classroom.
Assistant Headteacher, Reach Academy Feltham
Seven Distinctions Every Subject Leader Should Know About
In this session Jon will outline seven distinctions which have implications for how curriculum is organised, sequenced, designed, taught and assessed in each subject. There is no shortcut to expert curriculum design, but understanding these distinctions will help to equip you with a number of theoretical lenses from which to approach the what, why and how of your subject.
Jon is assistant headteacher at Reach Academy Feltham, an all-through school in London. Jon leads on curriculum and assessment in the primary phases, and also teaches A Level Religious Studies. Jon is also a Visiting Fellow for Ambition Institute where he tutors on the Masters in Expert Teaching Course. Jon has acted as an expert advisor for the DfE, Ofsted and the STA.
Author and Teacher Trainer, Teacherhead Consulting
Rosenshine’s Principles and Curriculum Design: What’s the connection?
Most schools are working on curriculum design and many use Rosenshine’s Principles of Instruction as a reference point to inform their work on teaching and learning. This session examines the way they link, focusing on sequencing concepts in small steps, using a range of examples from different subject areas.
Tom spend 30 years as a teacher and then a Headteacher and is now working with schools and colleges delivering training for teachers and leaders. He writes the blog teacherhead.com and has published several books including The Learning Rainforest and, most recently, Teaching Walkthrus with Oliver Caviglioli.
Principal: Ark Soane Academy
Simplicity rules: simplifying your practice for classroom success
This session will explore how we over complicate what we do, and how we can find more classroom success, and more balance for ourselves, by radically simplifying what we do.
I am the Principal of Ark Soane, a new school opening in September 2020. I’m an English teacher and I’ve worked in a number of schools as a Head of English, Assistant Head and Deputy Headteacher. My book about education, “Simplicity Rules”, was published by Routledge last year, and I write a blog called readingallthebooks.com.
CEO, Teacher Development Trust
Unleashing a learning culture in your staffroom
In this session, David Weston will explore how some school leaders are able to engineer a research-engaged climate of staff learning which creates traction between appraisal, CPD and school improvement. He will look at research around teacher development, change management, professional climate and reflect on practices that the Teacher Development Trust has helped to build in some of our member schools.
David Weston is the founder and Chief Executive of the Teacher Development Trust, the national charity for effective professional development. He is Chair of the Department for Education’s Teachers’ Professional Development Expert Group and, alongside Bridget Clay, wrote Unleashing Great Teaching. David taught maths and physics for ten years.
Matt Hood & Sam Twiselton
What is educator expertise and how do we develop it?
Sam Twiselton grills Matt Hood and both share their collective experience and advice
Matt is the founder of Ambition Institute & Independent Adviser on Educator Professional Development at Department for Education. Sam is Director of Sheffield Institute of Education.
Dianne Murphy & James Murphy
Co-founders at Thinking Reading
The Bridge Over The Reading Gap
All over the English speaking world, there is a systemic problem of about 20% of secondary students failing to reach acceptable literacy standards before leaving compulsory education. This translates into millions of people whose lives have been unnecessarily damaged by aspects of their education. We will explore how this pattern became systemically embedded, its impact on individuals and society, and most alarmingly, how the research evidence showing how to resolve the problem has been studiously ignored for decades. We will look at this evidence, examine its ‘real-world’ applications to reading, and consider not only the direct impact of effective teaching on reading skills, but also its long-term influence on students’ confidence, self-esteem, motivation and life chances.
Dianne has a background in teaching, special education and linguistics. She developed Thinking Reading, a high-impact intervention specifically designed to meet the needs of adolescent struggling readers. After setting up literacy centres in New Zealand and UK secondary schools, where students achieved remarkable progress, she went on to work full-time sharing and replicating the programme in UK schools. James has been an English teacher, head of English and senior leader in New Zealand and England. He has a background in special education, education research and literacy. Together they lead Thinking Reading, and co-authored “Thinking Reading: what every secondary teacher needs to know about reading”. James is the editor of “The researchED Guide to Literacy” and Dianne has contributed chapters to “What Does This look Like in the Classroom” and “The researchED Guide to Literacy”. On Twitter they are @ThinkReadTweet and @HoratioSpeaks
Pedro de Bruyckere
What about education post-corona?
While we are in this deep crisis, we also need to prepare for the day that schools will reopen. What can we do before that day and after the reopening that will benefit our children?
Pedro De Bruyckere (PhD) is the co-author of several books on youth and education in Dutch and is an often asked international public speaker on education. One of his strongest points is that he is funny when explaining serious stuff. He co-authored the two popular Urban Myths about Learning and Education books. He is also an avid blogger on new research in education, do check www.theeconomyofmeaning.com.