Mind the Gap – Step up not catch up

Step up not catch up

Step up not catch up has to be the mantra for the future. ‘Catch up’ sounds simple until you unpick the complex layers of learning that are the essential life blood of educating a child. What are schools and other education settings catching up on? Some pupils have continued to learn, some have developed profound and useful life skills as part of organising their own learning and some undoubtedly will have missed the point, lost sight of the facts or misunderstood the task.

Now is the time to throw away the paradigm of constant ‘catch up’ for those who are left behind. It is, as ever, those who are disadvantaged, have less parental or other support and who generally believe themselves to be failures that will be highlighted as those that need to ‘catch up’.

A solutions focused way forward

Instead of ‘catch up’ I would like to offer a solutions focused way forward. There is funding, there is a summer ahead of us and there are opportunities to take a strategic leap into thinking differently about next steps in learning. We cannot look backwards and capture what is lost. We can, however, use the next few months to focus on learning, the how of learning and not the what of learning and create a readiness for learning that we can build on for years to come. If we tediously try to shoehorn in the so-called lost knowledge we are very likely to lose the already disillusioned and deflate those who have succeeded during the last year. It is not their fault. ‘Catch up’ sounds like we are punishing the learner and their teachers.

Instead, let us have a think about some of the obvious issues we have time now to rethink so that we create a future that is most definitely better than before.  Below are a few of the glaring areas that have needed mending for a long time. How about a fresh look at new approaches and a bit of strategic thinking?

A fresh look at new approaches and a bit of strategic thinking

  1. Transition from primary to secondary school – there is a well-researched average dip in attainment of up to 40% from the end of year 6 to the end of year 7. There isn’t much data yet about the consequences for ‘lost learning’ over the past year but I doubt it will be any higher than this. Turning that dip into an upwards curve is an essential element of our highly rated course ‘Crossing the Transition Bridge’ – Seamless learning from primary to secondary school’. We have gathered some great ideas and powerful solutions. A less dramatic but still worrying dip occurs between key stage 1 and 2, we have the answers here too, Creating a transition strategy that builds a continuum of learning from Key Stage 1 to Key Stage 2 and beyond
  2. Creating a tapestry curriculum – where pupils can make connections across their learning they remember, deepen their understanding and begin to develop higher order thinking skills. Learners need to see the explicit connection between the skills they are learning in English and Maths and how they are applied in every facet of the curriculum and beyond. Have a look at our two courses that create for those with responsibility for embedding these skills with a wealth of innovative and well-researched strategies that work. Enhancing the Role of the Literacy Coordinator – planning a strategy to ensure literacy is woven through the curriculum and Enhancing the Role of the Numeracy Coordinator – looking at where Maths is integral to learning across the curriculum
  3. Metacognition is about learning how to learn and how to think deeply about learning. Where these skills are added to the tapestry a picture emerges that the learner can understand and the learning is strengthened. This requires planning and the opportunities for professional conversations about learning in subject specific contexts and in cross curricular forums. We have just redesigned our two outstanding curriculum courses, Curriculum Futures for the Primary School- Defining the vision and delivering impact and Curriculum Futures for the Secondary School- Defining the vision and delivering impact they both provide outstanding resources, activities and presentations all built on our commitment to research led CPD.
  4. Formative assessment as an essential pedagogy for learning – There is such an imperative to ensure that all teachers have the skills to challenge positively, feedback constructively and allow the learner to understand what he or she can do to make progress, deepen their understanding and learn more. There may be gaps to fill or extra work to do to raise morale or concentrate on relearning some skills; where the teacher or teaching assistant can encourage, promote self-esteem and ignite a passion those gaps will soon become strengths. Spending time now ensuring all staff have the questioning, influencing and listening skills to empower learning and foster progression will reap huge rewards. We have superb off the shelf asynchronous training opportunities for schools to use with their staff. The future is formative and not summative, certainly for now, Formative Assessment – Creating the pedagogy of challenge, progression and deeper learning in the primary school and Formative Assessment – Creating the pedagogy of challenge, progression and deeper learning in the secondary school
  5.  Creating professional learning communities to share, collaborate and innovate – The expertise in a school is amazing but how often do we have the time or the structure to share that professionalism and knowledge more widely? Planning a strategy that ensures positive futures for every learner, every leader, every teacher and every school is essential. We know at Learning Cultures that the most successful way forward is to create a coaching culture that promotes high quality learning conversations and creates opportunities for the sharing and cascading of best practice, learner successes and teacher innovation. Where professional conversations lead the way, change happens. Start your coaching journey with the professionals at Learning Cultures. 

 

 

Coaching – an essential skill for all those with a pastoral role

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Coaching and the pastoral process has a symbiosis that should not be ignored. Coaching is about allowing individuals to find solutions, reflect on their own behaviours and have resilience when faced with difficulties. Delivering the pastoral system requires a range of skills that will nurture learners and allow them to grow and progress throughout their education.

Learning how to coach is a gift that creates a culture where individuals know their limits and are challenged to take responsibility. It is the opposite to telling individuals what is best for them, instead it is a collaborative process that leads to independence of spirit and fosters high levels or self-belief.

Stepping into the harsh reality of returning to education in the classroom will be a difficult process for many. The routines, the spaces and the management of learning is different in the home environment. Even for those who have remained in school things will change as class sizes grow.  There will be a wide range of different experiences that learners have faced and their ability to cope will vary as a result of many different factors. It will be for the pastoral team to work together in synergy to ensure all learners thrive, return to learning in the classroom as easily as possible and begin to find their equilibrium.

Learning how to coach will enhance the skills of pastoral leaders and tutors. They will become more intuitive, challenge limiting beliefs, use deep questioning to raise self-esteem and probe for clarity and understanding. Coaching is non-judgemental; a coach is a critical friend who will not disapprove, disagree or impose. A coach is there to listen deeply, to offer clarity and to give reassurance for anyone struggling with their own confusing reality.

In this course we look at how pastoral leaders can create highly effective teams that will support both their learners and their colleagues. We show how the development of a coaching culture will bring strength to the team and provide the model for ensuring there is a professional dialogue that fosters the celebration of good practice and where all those involved can learn from each other and collaborate successfully.  We create the opportunity for those attending to learn and practice some coaching skills including deep and rich questioning, active listening and influencing skills. We want the picture to unfold to reveal just how powerful coaching can be in the desire to develop within all learners, resilience, strength of character, a belief in fairness and a range of independent learning skills that will prepare them for a positive future.

This course is part of our suite of coaching courses. It can stand alone, or it can be part of a planned CPD strategy where all staff have the opportunity to learn how coaching can support them in their role. Making sure pastoral staff learn and practice a range of coaching skills and can see how coaching will enhance their role is a profound step in supporting all learners. The next few months will be an important journey where the pastoral team and the learners in their charge can cope with the realities of returning to the classroom, recognising there has been a cohesive learning journey over the past year and making strides towards discovering they have the confidence to move forward positively.

As with all the courses designed by the Learning Cultures coaching team the materials, resources, activities and presentations are all created so that those who participate in the training can take their learning back to their colleagues and cascade it. It is our sincere belief that any form of training must be sustainable and cost effective and by providing opportunities for others to share in the content of the training is essential. The delegate has the opportunity to pass on their knowledge to others but will also consolidate their learning through the process of discussing their learning with others.

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Leading a Coaching School or College: Coaching is the key to exceptional leadership

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Bringing staff and pupils back into school will bring its challenges and require exceptional leadership skills. Learning CulturesLeading a Coaching School or College live webinar is the place to start for senior leaders to focus on how they can create a collaborative culture that delivers outstanding learning, powerful pedagogy and a shared commitment to the highest quality education for all.

Making coaching an essential part of the strategy for the future is the best decision a school or college leader will make.  Coaching equips the leader with the skills to empower others, to influence change and to unlock potential.  The coaching leader will create a culture of reflection where he or she engenders trust and a belief that everyone can achieve what is crafted in the vision, rationale or ambition for all staff and learners.   Where a leader believes that everyone has the capacity to continuously improve there is a motivation to uphold high standards of performance and for each member of staff to accept challenge and find their own solutions to issues and problems that arise.

To build new futures, leaders will need to re-evaluate the ambition for continuous improvement, curriculum rationale and the best way to ensure that learners make the transition from home schooling to the classroom and continue to thrive. Focusing on using strategies linked to coaching will ensure that the imperative for change is the collective responsibility of all staff. Incorporating learner voice into the mix can only strengthen the outcomes.

For this to happen, the senior leadership team need to make the commitment to build a coaching culture and allow others to share in the responsibility to make sure that all staff and pupils can recapture their enthusiasm and motivation to learn and enhance their self-esteem.  Where the process of change is driven by collaborative professional learning communities who share a common goal, the team can build on what they know works well, identify barriers that might need to be overcome and carefully refine the options they can choose to ensure success.

Essentially, coaching leadership must be highly visible so that there is a constancy of purpose that is built on a culture of trust and respect. Opportunities to foster collaboration must be inherent in all aspects of team and individual planning. There needs to be a commitment to ensuring the highest quality implementation leads to desirable and positive impact.  Coaching must be about learning through a process of continuous improvement where there is a willingness to share success, where individuals know their strengths and their gaps in professional learning and where they accept failure as part of the process and reflect on how mistakes lead to learning.

Leading a Coaching School is a training course that will provide senior leadership teams with the skills they need to begin their journey towards creating a coaching culture. However, this course goes much further than that, challenging those in attendance to focus on how they can implement a strategy that leads to transformational change.  We challenge senior leaders to focus on their sense of urgency and how this drives the vision for excellence and continuous improvement. We ask that leaders know how to delegate, how to empower and influence others to take increased responsibility for how they set and achieve their own goals and targets that flow from the whole organisation improvement plans.

We include a range of tools and techniques that provide those who attend with all they need to continue to learn how to coach and how to use coaching to create a culture where professional learning conversations provide the basis for a collaborative culture built on reflection, the celebration of good practice and the collective desire to deliver a constancy of purpose that insists on the highest quality of curriculum, pedagogy and learning.

Our team at Learning Cultures have all been leaders in education. We know how lonely it can be. The role of the senior leadership team is to be the Captain of the ship, to steer the vessel and the people within it to safe and secure futures.  Where everyone pulls together using coaching as the driver, the leader is reassured that all staff are working as one to weather storms, deal with difficult people, manage behaviour or address poor performance.  Delegation means that the leader or leaders return to being the strategists whilst middle, team or subject leaders deliver and anchor deep learning opportunities for teachers and pupils across the whole organisation.

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Strategic CPD Solutions – innovative examples of good practice

Strategy is probably a long way down the list of priorities for all those leading in education unless it is linked to the issues that crowd every day.  However, an increasing number of leaders are taking the longer view and beginning to focus on the needs of their teams, their teachers and their pupils when relative normality returns. I wanted to share some of the innovative CPD that we have delivered in the past nine months, remotely of course, to individual participants, middle, pastoral and subject leaders and large and small INSETs that have involved everyone. Below are ten areas where we have made a significant difference to how schools are preparing for a positive future.

  1. Transition from Key Stage 2 to 3 – We are training several groups of transition leads from across alliances of schools using our Crossing the Transition Bridge – from primary to secondary school to look at how to ensure partnerships and seamless learning for all year 6 pupils this year as they cross the transition bridge.
  2. Blended Learning Strategies are the focus for a senior CPD manager who has spent time attending this course so that she can use the materials and resources to train all middle and subject leaders in her school to be more adaptable with their learners. Other schools are using the content to share and cascade to others.
  3. Rethinking Appraisal using Coaching has been the strategic focus for one school. They have bought our asynchronous, ready to use course Rethinking Appraisal and Performance Management that focuses on how to use coaching to ensure appraisal clearly focuses on how the individual can play their part in achieving the school vision. They have also completed several of our coaching courses to ensure that the school vision and appraisal this year belong to all staff
  4. Leading a Coaching School or College – Many schools and colleges are using our synchronous, face to face live webinar to start now to look at how coaching will be the answer to reflective and positive futures. This course has the answers that will help senior leaders to support all staff now and in the months to come as we return to whatever normal will look like. Coaching creates opportunities for individuals to find their own solutions, remain positive and self-aware and build resilience in times of adversity.
  5. Leading from the Middle – Many school leaders are using the content of this course to give their middle leaders the coaching skills to ensure that their teams are collaborative and can deliver the strategic plans that need to be carefully crafted now and for the future. This course is a powerful coaching course that develops the coaching skills of those who have a pivotal middle leadership role and who are responsible for the performance of their teams in delivering high quality teaching and learning through a deep and rich curriculum offer
  6. Coaching to Create a Culture of Positive Mental Health – Several primary, secondary and special schools and A MAT are using our course that focuses on how developing a range of coaching skills can support those with a role in promoting well-being and positive mental health for staff and pupils.
  7. Quality Assuring how the Curriculum Design Delivers Impact, Seamless Learning and ProgressionIndividual senior leaders from several schools have attended this course and are using our materials, resources and guidance to develop quality assurance practices that will ensure there is evidence that the curriculum intent delivers high quality learning, outstanding pedagogy and evidence of a positive impact on whole school improvement. We are currently supporting the development of policy documentation and timeline structures to support schools to develop professional quality assurance processes
  8. Key Stage 3 – A Vital Piece in the Curriculum Jigsaw has been a very popular course and resonates with the need to make sure that learning is seamless, planning builds on prior learning and clearly defined end points provide a blue-print for progression
  9. The embedding of literacy and numeracy across all subjects are key elements of a high-quality curriculum offer. Our two courses ‘Enhancing the Role of the Literacy Coordinator’ and ‘Enhancing the Role of the Numeracy Coordinator’ have not diminished in popularity since our decision to move all our courses online. We have the answers to some pressing questions and we provide an outstanding array of best practice examples
  10. Our Coaching Certificate Programme is an opportunity to train to become a certified coach over three terms with expert guidance from our coaching team. We are running this course for several schools, sixth form colleges and FE colleges. We are also now offering it to individuals from different organisations. We are receiving amazing revues for the content and process which leads to a Level 3 Certificate in Coaching from the Association for Coaching.

We have achieved so much in these times of deep adversity and many schools, colleges and other organisations have benefited from our talented and innovative team and our outstanding training packages. Now is the time to start to think strategically, we have the expertise to help you to make a difference to the future of learning and education.  glynis@learningcultures.org 0r 01746 765076 / 07974 754241

Creating a Coaching Culture – The power of positive learning conversations

There has never been a more important time to introduce coaching as the conduit for managing a future that shines a light on learning for everyone in the education sector.

Leaders can learn the skills that will empower them to instil confidence, self-belief and a shared commitment to look to the future and not dwell on the past.

Middle leaders, subject leaders and pastoral leaders can use coaching to create professional learning communities where they can work closely with their teams to assess learning, progress and well-being for both the teacher and the learner and anyone else who has been a part of creating successful outcomes over the past year.

Coaching fosters a shared commitment to excellence where individual teachers share with others their successes, their learning and their goals for future development opportunities.  There needs to be a catalyst to make sure that there are opportunities for all staff to come together to share their experiences, talk about what they have gained from having to teach in a very different way and how this change will impact on how they manage learning and their learners moving forward to a new normal.

Coaching creates a foundation that will foster the right culture for positive professional learning conversations that will inspire innovation, provide solutions for how to make curriculum changes or build bridges for those who have gaps in their learning.  The infrastructure for change is much clearer where coaching forms the basis for new beginnings. It gives all staff a sense of belonging, where they can share their successes and feel safe in revealing their fears and concerns.

Coaching is about trust; it is non-judgemental and above all it is about creating the right strategies for continuing professional learning.  Now is the time to choose coaching as the strategy for a learning culture that will lead to excellence for all. See below an example of how you might create a coaching culture. The full range of our coaching courses are listed underneath the chart.

Now is the time to build a culture of positivity and reflection

Now is the time to build a culture of positivity and reflection

build a culture of positivity and reflection

Happy new year to all the wonderful school leaders, middle leaders, teachers and support staff who have supported their learners, each other and the wider community through the last few very turbulent months.  Every educator has had to think differently about how they teach, how they communicate with their teams and how they make sure that learning continues to take place.  We are in awe of your resilience and commitment. You are on the frontline and everyone, everywhere should recognise this.

Here at Learning Cultures, we have had to adapt and change our working practices to be able to continue to deliver the CPD and coaching support that many in the profession rely on.  It was devastating back in March to hear that schools were closing. We genuinely thought that we would not be able to continue to trade.

However, as coaches with a can do positive attitude, we decided to change our business model and put all of our courses and services online.  For those who have attended any of our training will, I know, endorse the fact that the result has been outstanding.  There are so many positives that have come out of our new model for CPD that we feel sure we will continue to offer online courses long after this pandemic is behind us. We have stand-alone 5 section courses for you to buy and use when you can. We have live webinars that cover courses looking at the curriculum, at coaching and supporting well-being. We have recently launched a suite of nutshell courses, one-hour bite-size training opportunities that an individual can dip into when they are able.

As I write this, the uncertainty continues, primary schools are doing their best to continue to open in the face of a deepening crisis and secondary schools are working hard to develop Covid testing stations alongside planning to welcome back their learners in a couple of weeks. I cannot help but feel that CPD and training for staff is not at the top of the list of priorities.

However, national and international research and the training and support that we have been delivering over the past year suggests that continuing to value staff through providing them with opportunities to continue to develop as professionals is a vital component of maintaining high-quality learning, wellness and a feeling of being valued.

Learning how to coach builds resilience, fosters professional learning communities and promotes positivity. Leading a coaching school will reap exceptional benefits for all staff in these difficult times. Continuing to develop a well-sequenced curriculum is essential and our curriculum courses provide the resources and learning tools to ensure consistency, outstanding teaching and learning and a shared commitment to realise the vision for continuous improvement.  We have developed a course that looks specifically at blended learning and we have just launched a new course that helps teachers develop outstanding pedagogical skills using platforms such as ZOOM or Microsoft Teams. 

As the title of this news post says there has never been a more important time to create a culture of positivity and reflection. Investing in your staff with relevant and high quality CPD that is accessible, affordable and receives excellent testimonials will reap untold rewards that cascade widely across the whole organisation.

Thank you to you all, from Glynis and all at Learning Cultures.

 

 

Online INSET and CPD: Creating cost-effective, accessible and sustainable professional learning solutions

sustainable professional learning solutions

Learning Cultures, the leading provider of CPD for educators have created and continue to develop a range of cost-effective, accessible and sustainable professional learning solutions for all staff to take part in online.

Our expert team have produced the most amazing suite of relevant and detailed training programmes and coaching courses. The reviews we have received are outstanding, the comments on the quality of delivery, the excellent resources and powerful research make us aware that our hard work and dedication is worth it.

**Coaching**Curriculum**Leadership**INSET**Teaching & Learning***

Choose from the flexible range of courses, programmes and services listed here.

The CPD we offer is built on highly respected sector led research that emphasises the need to disseminate the content from a training programme widely to ensure that it has an impact on individual, team and whole organisational improvement. We design all our training so that those who attend can cascade their learning to colleagues through peer to peer coaching.  This ensures that those who attend consolidate their own understanding and share their knowledge with others.  The quality of the resources, the depth of knowledge of the presenters and facilitators and our commitment to using the latest UK and international educational research make sure we are seen as the leaders in CPD for the education profession.

**Coaching**Curriculum**Leadership**INSET**Teaching & Learning***

Use our contact us page and we will be in touch. Read our latest online brochure. Read our termly CPD newsletter .

Changing perceptions of learning: Recognising the learner voice

What is learning and how do we change our perceptions when learners are working away from the classroom? 

Remote learning means that learners are in control of their own space and are responsible for how they manage their time in terms of learning.  Focusing on how learners learn in the absence of the teacher and the processes involved is essential if we are going to continue to deliver quality outcomes for all.

A continued emphasis on content is impossible to deliver. The protocols that exist in the classroom do not apply in the same way and if we continue to put the teacher in charge we may well be missing profound opportunities to provide for the learner a new set of skills that will allow them to find their own route to the content and give them a whole suite of essential life skills.

Evidence suggests that taking account of learner voice has a profound impact on motivation, concentration and the desire to succeed. Creating for the learner a sense that they own their learning and can understand how they learn has a significant impact on outcomes. The list below is taken from an article I wrote in 2011 about curriculum decision making and the importance of learner voice and emphasises what the learner says they want:-

  • More emphasis on skills, and on personal and social development
  • More practical work linked to a skill or vocation
  • A more obvious link with the curriculum and real life
  • More connections made across different areas of the curriculum
  • A balance between academic subjects and those that are more creative, practical, or vocational
  • More choice, especially at Key Stage 4
  • A variety of approaches to teaching and learning
  • More emphasis given to how they can progress to achieve the next level
  • More opportunity to take responsibility for their own learning

This wish list still stands today and resonates even more when we look at some of the points that are pertinent to the need to create a blended learning approach.

Let us concentrate on one of the points above and link it to shifting the paradigm from content to experiential and conceptual learning.

‘A more obvious link with the curriculum and real life’

A focus on what learners are experiencing through enforced isolation such as looking at a lack of contact with peers, fear of loss, an imposition on their freedoms, having to be resilient, to reflect on their own ability to learn, enquire and draw conclusions are all a part of wider learning curve.

Applying some of these to concepts that overlay subject specific curriculum content may provide a rich and deep vein for delivering the curriculum and creating breadth and balance that recognises the importance of the learner. Freedom is a concept that learners will understand and can relate to a history topic focusing on slavery, emancipation of women or conscription during war time. Disease is a concept that in science might allow a narrative about previous vaccines for smallpox or polio.  How about baking bread, growing seeds, making models out of waste cartons, all of which allow for conceptual learning linked to specific subjects. I could go on and on with the connections that exist and that relate to the learner’s own experience.

We expand on these essential messages in our ‘In a nutshell’ course, Planning a learning curriculum that will translate between home schooling and the classroom and our live webinar about blended learning Blended Learning – Mixing the virtual with the actual: A pedagogy for the future

Have a look at all of our online CPD and other services by going to our website.

CPD and coaching for Schools

Listening, questioning, sharing, collaborating, co-constructing, talking, reflecting, creating, empowering, influencing

A few of the words that describe the power of coaching as the most desirable way to build a CPD strategy for your school or college.  Back to school does not mean been back to normal and many leaders in education are facing challenges that are unprecedented. Finding the solutions to continuing to provide a high quality of education and ensure all staff have the knowledge, skills, energy and motivation to deliver it is essential for learning for pupils and personnel across the organisation. Coaching is that solution.

The Learning Cultures’ coaching team know from many years’ experience that the most cost effective, innovative and solutions-focused way forward is to set about using the principles of coaching as a starting point for planning CPD for the next year and beyond. For most this will mean using virtual platforms and online tools.

The Education Endowment Foundation have come to the same conclusion, their recent Rapid Evidence Assessment of the efficacy of remote professional development concludes,

Remote coaching, mentoring and expert support can be effective alone or as part of broader professional development programmes (PD)

  • Coaching and mentoring can improve skills and knowledge of professionals when delivered remotely and may reduce feelings of isolation in professionals
  • Remote or blended coaching, mentoring and expert support can be used to complement broader remote or blended PD programmes
  • Collaboration between colleagues may also improve PD outcomes through enabling reflective practice and collective problem-solving

The power of coaching transforms learning and teaching, builds dynamic teams and creates positive and incisive leaders. We have had a part to play in ensuring coaching is at the heart of CPD across many schools and colleges here in the UK and internationally.  We have now spent the last six months finalising our online programmes using an ex Channel 4 producer and an award-winning designer to work with us to ensure our highly-praised and well-researched content is also accessible, interesting and relevant.

We have been astounded by the outcomes from the live coaching webinars that we have delivered throughout the summer and the success of the Moodle courses that we have developed for schools and colleges to buy and use anytime within their CPD calendar. The quality and flexibility of this approach means a whole new world of CPD and coaching possibilities to suit all those who educate across all sectors.

 

Comprehension – a vital key to unlocking deeper learning in a virtual world

How well do your pupils understand the work they are given in this time of virtual learning?  In a classroom the teacher fills the gaps explains the unfamiliar and corrects misconceptions.  How can we ensure this happens at home?

Comprehension is essential if pupils are to deepen their learning and unlock their potential to make sense of how the world works.  Blooms in its original form and the more recent revised form (as above) both recognise the importance of comprehension or understanding quite early on in their respective hierarchical pyramids. We cannot begin to analyse, justify, compare and contrast or evaluate until we have the skills with which to make sense of the facts. In any classroom we would expect to see some or all of the list below.

  • Discussion
  • Collaboration
  • Investigation
  • The acquisition of knowledge
  • Practice and reinforcement
  • What the learner produces to obtain feedback

For all of the above there is an essential component part which is being able to understand the information they have at their disposal. Learning how to de-code the written word or other information will lead to pupils being able to share, have a discussion or do some independent enquiry of their own. There is an opportunity here to focus on how to help your pupils to shape their own learning. Pupils should reflect and ask questions to test their own understanding of the content of the work being given to them or the reading they are asked to undertake.  Learning how to deeply understand text or indeed other materials such as graphs, charts, photographs and diagrams will reinforce what they already know and provide the platform to then build new learning.

A friend and colleague of mine developed a tool for her PGCE students to use as part of their teaching of English.  We have adapted the 5Ps of comprehension for English into 5Ps for other subjects and for non-fiction texts, worksheets or indeed graphs, photographs and diagrams.  Create for your pupils studying from home an opportunity to use a tool that will help them to articulate what they do understand and to focus on where they are unsure. It will give all pupils the confidence to reflect on the importance of understanding what they are given to support their developing knowledge.

The five Ps of comprehension   – Download the questions in this PDF that will provide pupils with an opportunity to reflect on how well they understand what they are reading or researching. The 5Ps are listed below.

  • Points of View – What is the text telling you and do you agree?
  • Patterns and connections – How has reading this added to what you already know?
  • Puzzles – What is puzzling you?
  • Possibilities? – Now you know this what else can you learn to add to your understanding?
  • Prediction – What might happen if…?

We are producing a suite of on-line training courses for leaders, managers and teachers in schools and colleges. These will be available after the Easter holiday at the end of April.  Keep up your CPD. Continue to follow our weekly posts with advice for how to support pupils learning from home.