Pedagogy

Leadership Learning of Executive Heads through Continuing Professional Development and Learning (CPDL)

Files: 

Presentation at the ASCL National Conference, Birmingham  March 2020

Bringing together the experience of a multi-academy trust (The Futures Trust), a study of 13 smaller MATs and the evidence from a new analysis of research about the leadership of CPDL 

The presentation draws on:

  • The experience of a MAT leader and his senior colleagues 
  • an analysis of the leadership of learning 13 smaller MATs and similar groupings (sponsored by the ASCL-led NPQEL delivery partnership) examining how those 
  • the latest report from CUREE mapping the research evidence around the leadership of continuing professional development and learning 

 

Evidence Informed Mentoring

Files: 

Developing quality in mentoring as a driver for professional learning and school improvement

Philippa's presentation at the Hallam Festival of Education on 14th June 2019

Her presentation set out the evidence underpinning effective mentoring. She described the characteristics of good mentoring and supported this with examples through videos and activities. 

Teaching conditional spelling rules in the classroom: an intervention strategy for teaching the split digraph rules a-e/o-e

Aim: To explore the impact of computer presentations on motivation and learning in the classroom, to investigate whether it is best to teach related spelling rules within a given timeframe, or rules that differ from each other and to assess whether the learning of a related rule strengthens the knowledge of the first rule learned or whether it interferes with it.

Multiple intelligences (MI) in the classroom: An evaluation of the effectiveness of an 'MI approach' through the teaching and learning of History

Aim: The aims of the project were: 1. To establish, from a review of the literature, an MI approach to teaching and learning. 2. To evaluate the effectiveness of using an MI approach in the classroom on pupils learning. 3. To compare the relative impact of three different MI strategies.

Do children have similar models of understanding for seeing, hearing and smelling?

Aim: Many curricula include information about seeing, hearing and smelling, and an appreciation of these senses is related to an understanding of the behaviour of light, sound and gases. The National Curriculum for England requires sound to be taught in Year 5 and seeing to be taught in Year 6. It states that pupils should be taught that vibrations from sound sources require a medium through which to travel to the ear and that we see things only when light from them enters the eye.

Visual awareness strategy

Aim: To improve childrens' confidence and engage disaffected pupils (boys in particular) through the teaching of a Visual Awareness Strategy (VAST), as a third visual tool with which to express themselves across the curriculum and to instruct teachers in VAST strategies and Action Research Methods to enhance their own teaching through the use of a visual awareness strategy across the curriculum.