Great Teaching Strand
What makes great teaching, and what does it look like in the classroom? Come find out! All sessions that form part of the strand are linked to the research evidence on the things that teachers know and do that have the biggest impact on learning. This stand is curated in partnership with Evidence Based Education.
Great Teaching: naming it, seeing it, and getting more of it
In this session, Stuart will share insights into The Great Teaching Toolkit project that he and colleagues at EBE have been working on for the past five years. He will talk about the power of schools using a common language of pedagogy, as well as the ‘lightbulb’ moments generated by granular, personalised feedback on a teacher’s practice. He’ll also highlight the huge potential of structured collaboration within schools, and across networks of schools. Finally, Stuart will show those attending how they can access the Toolkit for free to receive confidential, personalised feedback on their teaching.
Stuart Kime
Director of Education, Evidence Based Education
Dr Hannah Bickerdike
Head of GTT Experience, Evidence Based Education
Thinking Moves A – Z: a scheme for teaching and learning metacognition
“Roger Sutcliffe, the creator of the scheme, will explain how the 26 verbs in the A – Z encompass but surpass Bloom’s famous, but flawed, taxonomy of cognitive processes. He will show how all teaching and learning can be improved by planning for and practising individual Moves, and by developing a rich range of metacognitive strategies, expressed as simple combinations of Moves. He will finally explain the simple structure of the 6-hour online training that gives individuals and schools the confidence to begin a lifelong ‘metacognitive journey’ of their own.
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Roger Sutcliffe
Educational Consultant, DialogueWorks
Three* things every teacher should know about promoting learner motivation
Students who are motivated to study, learn, engage and succeed are more likely to do so. In this session, Stuart will guide us through a key motivation theory – Self-Determination Theory (SDT) – and related practical strategies that teachers could select and adapt in your own contexts. SDT prioritises the kinds of motivation that support an individual’s wellbeing and development as much as their task performance: it provides an excellent framework for educators interested in leveraging the best available research evidence to help their students want to learn more. Come along to find our why the * is in the title of this session!
Stuart Kime
Co-founder and Director, Evidence Based Education
Using the Great Teaching Toolkit to create a Metacognitive Cycle of learning
The session will focus on the Metacognitive Cycle, that was developed alongside the research from the Great Teaching Toolkit. Comprising five key stages, this cycle enhances student learning by fostering metacognitive knowledge of tasks, strategies, and self. The session will explore the benefits and classroom application of metacognition as a powerful learning strategy, empowering students to take charge of their own learning. The session aims to equip educators with insights into how the Metacognitive Cycle can facilitate effective planning, monitoring, and evaluation of thinking processes, leading to improved academic performance, heightened motivation, and enhanced self-regulation. The Metacognitive Cycle is underpinned by the latest educational research from Evidence Based Education, the Education Endowment Foundation, and Professor Dylan William’s five formative assessment strategies. This will help ensure that the cycle can be adapted across different subjects, Key Stages, and contexts to create independent and autonomous learners.
Mike Downes
Head of History, Dulwich College Shanghai Pudong
Being 1% braver with assessment: little tweaks that make a big difference
Join Debbie and Claire to hear the story of how YCYW invited teachers to become a little bit braver with assessment; how they encouraged tinkering and why they set boundaries for the how and what.
Through this story telling you will walk away with ideas on:
• How to ensure assessment is purposeful and supports effective communication, response, and interpretation.
• Why expectations and boundaries are so important when influencing change at scale
• How to encourage the resilience to keep going and try new things
• Why modelling the ‘elephant in the room’ conversations are essential if wanting colleagues to have honest conversations about assessment
• How to start small and think big about assessment in your school
Claire Peet
Academic Professional Development and Quality Assurance Senior Manager. YCYW Education Network
Debbie McNally
Head of Academic Improvement, YCYW Education Network
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