Every school places high value on ensuring that they are able to produce learners who are motivated and able to take the lead in developing and evaluating their own learning, whilst gaining a gaining a rich and ambitious curriculum experience.
We are pleased to offer a brand-new conference for Summer 2019, which will immerse delegates in the most current research and leadership strategies that will enable senior leaders to create a climate for self-directed teaching and learning in their schools.
Offering real solutions for senior leaders wishing to develop truly metacognitive learners who actively participate in their own progress and improved performance, our conference includes keynote contributions from Phil Naylor, ResearchEd and Blackpool Research school, Anne De A’Echevarria, author, director of Thinkwell and Visiting Fellow Newcastle University, and Julie Watson, Metacognition lead at Huntingdon Research School.
The event will feature a range of expert workshops offering practical strategies and solutions to all aspects of leading and teaching metacognition in the context of the new Ofsted curriculum requirements.
BENEFITS OF ATTENDING
- Explore the importance for the new curriculum of content knowledge, pedagogical knowledge and the link to metacognitive teaching approaches
- Utilise practical examples of how to use cognitive load theory, interleaving and dual coding
- Explore the importance of content knowledge, pedagogical content knowledge and the link to metacognition and memory
- Find out more about how to reshape your teaching on metacognition to improve student performance and attainment
- Utilise evidence of the EEF into metacognition to set appropriate challenges for students
- Discover new methods on using classroom dialogue and questions to develop metacognitive skills
- Explore developing the vision: what should 21st Century learning look like?
Friday 28 June 2019
|WHO SHOULD ATTEND?||
10.00 – 10.45am
The Place of Metacognition in a Knowledge Rich Curriculum
- Analysing the evidence base of the new OSTED inspection framework and its implications for the curriculum
- Exploring the importance of content knowledge, pedagogical knowledge and pedagogical content knowledge and the link to metacognition and memory.
- Utilising practical examples of how to use cognitive load theory, retrieval practice, interleaving and dual coding, including questioning and other applications of the evidence
Phil Naylor, ResearchEd and Assistant Director, Blackpool Research School
10.45 – 11.05am
11.05 – 11.50am
Reshaping Teaching on Metacognition to improve Student Performance and Attainment
- Introducing teachers to a clear, visual model of the learning process that they can use with students
- Developing thinking tools and strategies to make thinking visible and explicit
- Highlighting the skills and dispositions that underpin progression across the curriculum
- Analysing related reflection tools and rich questioning to help teachers assess progress and assessment of metacognition
- Demonstrating practical activities and reflecting on the underpinning teaching principles
Anne de A’Echevarria, Director Thinkwell
11.50 – 12.30pm
Workshop Strand 1
1A Developing Pupils’ Metacognitive Knowledge and Skills
- Developing practical methods so metacognitive skills can be planned into teaching across the curriculum
- Exploring successful methods for delivery of metacognition
Jude Hunton, Vice Principal, Ashlawn School
1B Using the evidence of the EEF into Metacognition to Set Appropriate Challenge for Students
- Analysing each of the recommendations of the EEF guidance report to demonstrate how they can be utilised by schools to improve student attainment and performance
- Demonstrating the difference between metacognition and self-regulation and how teachers and students benefit from a close understanding of each
- Developing usage the new ‘metacognitive process’ in schools, considering how this will look for our students
- Considering the goldilocks degree of challenge and how important this is to get right in order to enable students to be metacognitive
- Setting appropriate levels of challenge for students, so they can develop and progress their knowledge of tasks and master their own learning
Julie Watson, Metacognition Lead, Huntingdon Research School
1C How to Use Classroom Dialogue and questions to develop Metacognitive Skills
- Moving your teaching from teacher-led to student-driven questioning
- Making students’ critical thinking skills visible to extend and enhance their understanding of the metacognition skills which they are utilising
- Developing classroom dialogue techniques and strategies such as the Harkness method, sentence starters, and dialogue development activities
- Establishing and extending successful and purposeful in-class routines to foster metacognitive thinking through classroom dialogue and questions
Stefanie Waterman, Southbank International School, Kensington
12.30 – 1.30pm
1.30 – 2.20pm
Workshop Strand 2
2A Thinking through Modelling
- How to model your own thinking to help pupils develop their thinking including examples of how to make subject specific
- The importance of making the implicit explicit to secure progress
- Setting appropriate challenge to develop pupils’ engagement with problem solving,
Jude Hunton, Vice Principal, Ashlawn School
2B Thinking Through Assessment
- A highly practical workshop exploring how ‘teaching thinking’ and ‘assessment for learning’ can be integrated
- Making personal, learning, and thinking skills the focus of metacognitive learning conversations and formative assessment
- Involving pupils in using and designing their own evaluation tools in key thinking skills/processes such as ‘decision making’ or ‘evaluation’
- Peer and self-assessment to develop a deeper understanding of what better thinking and learning involves and so develop the skills that underpin progression across the curriculum and beyond
Anne de A’Echevarria, Director of Thinkwell
2C Self-Regulation in Action: Techniques to Help Pupils Develop Mastery in their own Learning and Progress
- Developing students’ self-awareness and self-regulation and their role in learning, leading to students receiving a high Quality of Education
- Developing student’s self-knowledge, self-esteem and self-confidence so that they can take full advantage of the teaching and learning process
- 5 successful methods: analysing and implementing techniques to ensure students’ mastery of their own learning and progress
John Medlicott, Director of JMC educational consultancy
2.20 – 2.25pm
2.25 – 3.15pm
3A Assessing and Reviewing the Effectiveness of Metacognitive Approaches and Interventions
- Analysing the need for exploration and clearly defining the problem in your school to develop metacognition, self-regulation and learning strategies effectively
- Developing methods and techniques to assess and review if metacognitive approaches and interventions are effective
- Obtaining further techniques on Metacognition and self-regulation to continually improve student attainment and progress
Julie Watson, Metacognition Lead, Huntingdon Research School
3B Leading whole school change on teaching thinking
- Exploring and analysing case studies of how to successfully lead change to improve school performance, including the necessary strategic approaches to introduce this successfully
- What is the purpose of education? Why and how should we educate young people?
- Developing the vision: What should 21st Century Learning look like?
- The importance of practitioner research and engagement with external expertise
- The role of mentoring and coaching in developing ‘expert’ teachers and future leaders
- Student Voice – why does it matter?
Kim Cowie, Lecturer in Education, Newcastle University
Plenary and depart
Co-Director of Secondary PGCE, Newcastle University
Kim Cowie was a successful senior leader in a number of schools in the north east of England. She is now Co-Director of Newcastle University’s initial teacher education programme, where she also lectures. A key aspect of her training is to provide an impact for teachers, giving them the confidence to be effective and inspirational teachers and leaders who can play an important role within schools and the wider communities of which they are a part.
Anne de A’Echevarria
Visiting Fellow, Newcastle University and Director of ‘Thinkwell’
Anne de A’Echevarria taught for 15 years in secondary schools in the UK and France, and also as a PGCE lecturer, before helping to establish Thinking for Learning in 2002, an educational research and development team, partnered with Northumberland LA and Prof. David Leat’s Centre for Learning and Teaching at Newcastle University. A visiting fellow at Newcastle University, she now directs her own consultancy, Thinkwell. She has worked alongside individuals and teams within a wide range of different organisations including primary and secondary schools, museum clusters, local authorities and the BBC, exploring how best to develop a culture of enquiry, creativity and creative learning in their organisation.
Director of JMC educational consultancy
John Medlicott has held a number of Senior Management positions as well as leading departments both in the UK and internationally. He has taught for 15 years and has trained teachers for over 10 years, including on metacognition and the curriculum and has recently written an article for a major awarding body. . He is a regular Keynote speaker and workshop provider in School Leadership, Marketing and Teaching and Learning, where he is regularly graded as “outstanding” by delegates on their evaluation forms. He has chaired and led session in national conferences in school leadership and teaching and learning and has led a debate on “the future of A levels” and “Implications of the new OFSTED Framework” at the 6th annual Sixth Form Leadership conference in London.
ResearchEd and Assistant Director, Blackpool Research School
Phil Naylor is currently seconded from his latest senior leader role to head the Teacher Development Trusts Blackpool Hub. He is currently the Assistant Director of Blackpool Research School, a Science SLE and currently studying for an MSc. He regularly presents on metacognition, its use in the classroom practical teaching activities and how to use research-based evidence to support teaching. He is also a School Governor and member of the EEF working party on the development of the upcoming Science guidance.
Head of Upper Primary, Southbank International School, Kensington
Stefanie Waterman is a published author of three textbooks on teaching and learning and has been an IBPYP teacher for 13 years. Currently she is Head of Upper Primary in an international school, having previously been Head of Upper School, which has students from the ages of 3 to 18. She has responsibility for performance management, curriculum and team development and has particular focus on how using classroom dialogue can improve student performance.
Metacognition Lead, Huntingdon Research School
Julie Watson is the Assistant Director of Huntington Research School as well as being Subject Leader of Psychology. She has delivered a large amount of training both within school and externally on a range of topics including Memory, Metacognition and Resilience. In addition to working for Huntington School and the Research School Julie is the practicing subject specialist in Psychology for Pathfinder TSA and is an examiner for a leading awarding body. She is an experienced pastoral leader and was Head of Year 12/13 for three years.
Deputy Headteacher, Ashlawn School
Jude Hunton is Deputy Head at Ashlawn School, Vice Principal in Charge of Teaching and Learning and a Head of English. He is lead for literacy, has organised researchED Rugby three times and presented at numerous Chartered College events on methods for improving student thinking and learning. Jude has also published articles on this area in researchED’s ‘Impact’ journal.