Syllabus

• Week 1

  Evaluating strengths and reflective practice

  • Welcome to the course

    Before you get started, take a moment to meet your fellow learners and plan your learning journey through the course.

  • Reflective practice

    How you can use reflection to support the development of your teaching practice, starting with identifying your strengths.

  • Reflective models

    Exploring different models to help you to reflect effectively on your practice.

  • Managing workload

    How do you organise and manage a large workload?

  • Reflections and feedback

    Reflections and feedback

• Week 2

  Behaviour management

  • Welcome

    What’s coming up in the next part of the course.

  • Behaviour in schools

    Meet Professor Terry Haydn and his research into behaviour and the working atmosphere in schools.

  • Working atmosphere scale

    Consider the working atmosphere in your classroom and the factors influencing it.

  • Underlying causes

    What is a student’s behaviour telling us? How to approach identifying the causes of inappropriate behaviour.

  • Identifying target(s)

    Reflecting on your current practice and identifying a target to focus on.

  • Reflections and feedback

    A chance to reflect on your learning.

• Week 3

  Assessment practices

  • Welcome

    What’s coming up in the next part of the course.

  • Assessment in your classroom

    Assessment can take many different forms. This is an opportunity to share what assessment looks like in your classroom.

  • Approaches to assessment

    In this activity, we will explore the different forms of assessment and identify strategies you can use in the classroom.

  • Bloom's taxonomy

    Questioning forms a vital part of effective assessment. In this activity we will focus on Bloom's revised taxonomy and explore strategies to encourage and develop talk and questioning within your classroom.

  • Self-review

    Consider the assessment strategies you use in the classroom. Do you favour one form in particular? How useful is the information you gain from these strategies?

  • Optional activity – classroom questioning survey

    It is important to have a clear understanding of the use of questioning in your classroom by both your students and yourself.

  • Reflections

    This is an opportunity to reflect on what you have learned from this part of the course.

• Week 4

  Challenge and support

  • Welcome

    In this part of the course, we will explore the impact challenge, support and motivation have on student progress.

  • High challenge, low threat

    Humans seek challenge. However, the majority of people feel very uncomfortable when facing a challenge in a high threat situations such as exams. This activity explores the impact these situations have on students.

  • Supporting learning

    All learners will need support in one form or another. This activity explores approaches to differentiation and other methods to support students.

  • Motivation

    A lack of motivation to learn means a student is unlikely to realise their potential, no matter how much support or appropriate challenge is provided. This activity explores some of the factors influencing student motivation.

  • Looking forward

    This is an opportunity to reflect on what you have taken from the previous activities and a look forward to the final section of the course.

• Week 5

  Reflection and next steps

  • Welcome

    In this part of the course, we will explore the impact challenge, support and motivation have on student progress.

  • Reviewing your progress

    The final part of any reflective cycle is to review your progress, celebrate success and identify the next steps in your professional development.

  • How has behaviour changed in your lessons?

    This is chance to return to the behaviour poll conducted in the second part of the course to see how things have changed.

  • Lesson study

    Lesson Study is a powerful collaborative tool, which can be used to develop pedagogy and address specific teaching and learning issues.

  • Coaching and mentoring

    Colleagues are a valuable source of support and guidance. Utilising these relationships through formal coaching and mentoring can be an effective method of supporting any teacher's professional development.

  • Drawing things to a close

    An opportunity to reflect on the course as a whole and how you can continue and extend your professional development in the future.

Who will you learn with?