Creating the Conditions for Learning is a new course for teachers and leaders of secondary and FE. It covers an impressive range of pedagogical concepts and theories and turns them into tangible strategies to put into immediate practice in the classroom.
This course covers:
- The 6 conditions for learning
- The 5 keys of lesson planning
- The ‘Big 3’ for formative assessment
This course also examines the importance of ‘transfer’, how constructive alignment and the SOLO taxonomy can be embedded into everyday assessment, what teachers can learn from the field of cognitive science to maximise the effectiveness of their learning environment and explores five practical ways of instilling a Growth Mindset culture in the classroom.
- Understand and utilise the factors underpinning successful learning
- Improve the quality and effectiveness of assessment practices
- Develop a rationale for assessment; using assessment as learning
- Improve the quality of lesson planning and curriculum design
- Develop strategies for learning at scale – making lectures engaging
- Take away practical, proven strategies to ensure students are engaged, motivated and achieve their potential
Full Course Content:
The Six Conditions for Learning
- Intrinsic Motivation: Students want to learn and know why it matters
- Purpose: Students have clear targets; they know what they need to learn
- Practice: Students are afforded opportunities to learn by doing, and by learning from their mistakes (the open loop)
- Feedback: Students receive – and produce – information about what they have mastered and what they still need to practice
- Metacognition: Students explain key concepts to each other and learn by teaching, thereby taking ownership of their learning
- Assessment: Students are involved in making judgments about their own and others’ achievements against the learning outcomes
The Five Keys to Lesson Planning
- Connect the Learning: Ensure students understand the learning goal and why that goal is important. Ensure students’ starting points are identified through pre-tests and acted upon.
- Personalise the Learning: Ensure the lesson is tailored to meet individual needs. Ensure diagnostic data about students’ starting points are used to inform the ongoing lesson planning process.
- Grab Their Attention: Ensure the lesson grabs and maintains students’ attentions from the beginning by using sensory ‘hooks’; ensure the learning is appropriately paced and activities are varied and challenging.
- Teach Less, Learn More: Ensure students are afforded sufficient time and space to acquire the necessary experiences, knowledge and skills to meet the learning goal. Remember less is more: cover a smaller amount of curriculum content but in greater depth and detail – as well as from a range of different perspectives.
- Take Time to Reflect: Provide students with regular opportunities to reflect on their progress, revise their thinking, and re-draft their work, acting on the formative feedback they receive from teacher-, peer- and self-assessments.
The Big 3 for Formative Assessment
1. Challenge through Pitch
“A teachers’ job is not to make work easy. It is to make it difficult. If you are not challenged, you do not make mistakes. If you do not make mistakes, feedback is useless.”
– John Hattie
2. Engagement through Questioning
“Engaging in classroom discussion really does make you smarter… [and questions are] crucially important if [you] are to improve the quality of students’ learning.”
– Dylan Wiliam
3. Progress through Practice & Feedback
“[Some people] assert that an individual’s intelligence is a fixed quantity…we must protest against this brutal pessimism…with practice, training, and above all, method, we literally to become more intelligent than we were before.
– Alfred Binet
“True intuitive expertise is learned from prolonged experience with good feedback on mistakes.”
– Daniel Kahneman
What other teachers have said about the course
I’ve learnt more about pedagogy in the last hour than I did in four full years studying for my BA Ed
Matt Bromley was absolutely fantastic. His approach was energetic and funny at the same time. I have learnt a lot of new things.
I wish we could have heard more!
Excellent – best trainer for INSET I have heard in 11 years of teaching!
I enjoyed Matt’s presentation. He was very inspiring. He really makes sense!!
Very entertaining, informative speech. I liked the way Matt contextualised the talk for us. I found his energetic nature refreshing & inspiring
A very engaging and interactive course which was tailored to our needs
Practical advice that can be immediately put to use… a boost to my confidence
Matt worked his audience so well, building up trust and rapport very quickly. He has great subject knowledge and the pace and structure were spot-on.