{"id":1127,"date":"2024-03-22T14:52:42","date_gmt":"2024-03-22T14:52:42","guid":{"rendered":"https:\/\/educationfestchina.com\/elementskit-content\/dynamic-content-widget-c13dbc2-8ad7b53\/"},"modified":"2024-03-28T04:09:19","modified_gmt":"2024-03-28T04:09:19","slug":"dynamic-content-widget-c13dbc2-8ad7b53","status":"publish","type":"elementskit_content","link":"https:\/\/educationfestchina.com\/zh\/elementskit-content\/dynamic-content-widget-c13dbc2-8ad7b53\/","title":{"rendered":"dynamic-content-widget-c13dbc2-8ad7b53"},"content":{"rendered":"
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Great Teaching Strand<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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<\/a>\u00a0on the things that teachers know and do that have the biggest impact on learning. This stand is curated in partnership with Evidence Based Education.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Great Teaching: naming it, seeing it, and getting more of it<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Stuart Kime<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Director of Education, Evidence Based Education<\/h3>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Dr Hannah Bickerdike<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Head of GTT Experience, Evidence Based Education<\/h3>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Thinking Moves A \u2013 Z: a scheme for teaching and learning metacognition <\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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“Roger Sutcliffe, the creator of the scheme, will explain how the 26 verbs in the A – Z encompass but surpass Bloom\u2019s 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 \u2018metacognitive journey\u2019 of their own.
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Roger Sutcliffe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Educational Consultant, DialogueWorks<\/h3>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Three* things every teacher should know about promoting learner motivation<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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 \u2013 Self-Determination Theory (SDT) \u2013 and related practical strategies that teachers could select and adapt in your own contexts. SDT prioritises the kinds of motivation that support an individual\u2019s 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!<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Stuart Kime<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Co-founder and Director, Evidence Based Education<\/h3>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Using the Great Teaching Toolkit to create a Metacognitive Cycle of learning<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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\u2019s 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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Mike Downes<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Head of History, Dulwich College Shanghai Pudong<\/h3>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Being 1% braver with assessment: little tweaks that make a big difference<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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:
\u2022 How to ensure assessment is purposeful and supports effective communication, response, and interpretation.
\u2022 Why expectations and boundaries are so important when influencing change at scale
\u2022 How to encourage the resilience to keep going and try new things
\u2022 Why modelling the \u2018elephant in the room\u2019 conversations are essential if wanting colleagues to have honest conversations about assessment
\u2022 How to start small and think big about assessment in your school<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Claire Peet<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Academic Professional Development and Quality Assurance Senior Manager. YCYW Education Network<\/h3>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Debbie McNally<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Head of Academic Improvement, YCYW Education Network<\/h3>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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