How does an Online IG Interactive Event work?
- A full day event delivered via an interactive online platform
- Opportunities for virtual networking and discussion
- Speaker sessions delivered with live presentations and resources
- Live interaction tools and match-making networking
- Varied formats and screen breaks to support an engaging experience
- Post-event resources to facilitate implementation of key takeaways
This evidence-based teaching and learning event will provide a unique opportunity to evaluate effective, evidence-based teaching techniques and learning methods, adaptable across every school setting, to improve the standard of education in your school, and the quality of teacher development.
With the June 2020 Great Teaching Toolkit Evidence Review having identified that a personal curriculum for teacher learning, formative and actionable feedback, and peer networks as three core elements required to ensure effective teaching, this day will be an opportunity to engage with subject peers in a series of interactive sessions and workshops facilitated by sector leaders and award-winning practitioners.
Outstanding pedagogy will be the core theme that runs through the day, as the Department for Education, Ofsted and the Chartered College of Teaching offer their reflections, requirements and recommendations for the future of teaching.
Discussions will also be had on the long-term impact that remote learning, due to school closures because of COVID-19, will have on the future of teaching, including by looking at best practice remote learning models from Finland, and how to adapt classroom practices to account for the time spent out of school. With the June 2020 DfE announcement of a £1 billion support package for schools and tutors to help boost pupil progress and attainment after the lost learning time, now is a crucial time to ensure teachers can offer the best possible educational experience.
Use this time to explore the agenda for the day and make new connections with peers.
A short explainer video will help you explore how to make the most of our new next generation Conference platform.
You’ll be able to create networking meet ups, access content on demand and use our new Q&A, chat functions and virtual polling tools.
Jonathan will open the day with reflections on the changing landscape of teaching and learning, including the impact of school closures due to COVID-19.
- Discussing how curriculum changes in recent years are working to raise education standards
- Considering how updates to the teacher training (ITT) guidelines and requirements has, and will continue to, improve the level of education for all pupils in different education contexts
- Exploring how the DfE’s commitment to teacher CPD, for early career and more established teachers, is improving pedagogical techniques and encouraging an exploration of different learning techniques
- Analysing the future of evidence-based pedagogy: How data and evidence will be used in curriculum design, lesson planning and teacher training and development
- Understanding the impact COVID-19 school closures will have on future inspections
- What does evidence-informed practice look like? Outlining Ofsted’s expectations and how it evaluates the quality of provision using the new framework, particularly through embedding this in the curriculum
- Sharing guidance on how to improve the quality of education and pedagogy based on observations made since the framework came into effect in September 2019
- Exploring how the cognitive load theory was used to develop the education inspection framework, and the implications on classroom practice
- Discussing how schools can effectively implement evidence informed practices into everyday school life, and how to translate existing research into practical teaching methods
Connect with attendees to discuss key themes with your peers, or use this time to take a screen break.
- Discussing what makes the Finnish Education system one of the best and most cost-effective in the world, for example through the development of an innovative ‘double flip-pedagogy’ whereby the responsibility of teaching a coding class is given to pupils
- Outlining how such activities equip pupils with a range of 21st century skills, from coding, communication, collaboration to creative and critical thinking, and understanding how education leaders can implement the flipped approach as a part of evidence informed teaching
- Elaborating on ALO Finland which provides access to massive open online courses (MOOCs) on Finnish education, enabling global educators to learn about the Finnish Education system and virtually visit Finnish classrooms to gain best practice insights
- Exploring the future of teaching and learning on a global scale, as well as the benefits and challenges of learning from other education systems to implement evidence-based teaching
The latest PISA results show that students in Finland scored higher then the OECD average in reading, maths and science; with 67% of students holding a growth-mindset – 4% higher than the OECD average, in 2018.
- Identifying international trends from the Teacher CPD report published in November 2019, showcasing opportunities and challenges in developing professional learning for teachers
- Supporting teachers to be more evidence-informed and research-engaged whilst also having to manage their workload and wellbeing through workshops, access to resources, mentoring and assessments, facilitated by the Chartered Teacher programme
- Examining how teachers and school leaders can help translate research findings into practical strategies than can be used in the classroom
- Highlighting the importance of making research accessible to school leaders and teachers through the use of Impact, a termly journal, to encourage discussion and debate around key research issues
- Outlining the key guidance provided in the Evidence Informed Teaching: Self- Assessment Tool for Teachers such as how to effectively understand, develop and evaluate engagement with evidence
Network with peers to share research and guidance on implementing evidence-informed teaching through the match-making connection feature, or use this time to take a screen break.
In this session, Kimberley will outline her award-winning problem-based learning approach,
which encourages pupils to identify problems, interested and conflicts, and teaching them
ways to constructively analyse these.
She will also demonstrate evidence of the importance on personal passion projects, and how
these can help pupils build social skills and enhance academic achievements.
Kimberley will also touch on the Educators Rising programme, and how this approach to
recruiting quality teachers is raising the standard of teaching and learning at a district level,
across Louisiana, and more widely across the USA.
Kimberley is a finalist for the Global Teacher Prize 2020, Louisiana State Teacher of the Year 2018, and has been recognised with the NEA Foundation Global Fellowship (South Africa) and the Louisiana Public Interest Fellowship.
- Examining the key lessons learnt from the evidence generation, synthesis and dissemination of the first 9 years of the EEF
- Exploring how intervention programmes can support teachers to use evidence-based
teaching to improve pupil attainment as a longer-term outcome, and can create positive
changes in teachers’ attitudes and engagement
- Outlining the importance of using evidence informed teaching and proven methods to
effectively tackle the attainment gap
- Discussing the resources and toolkits available to improve teaching quality and pupil
attainment, by encouraging the use of evidence informed teaching and best practice, and
summarising the evidence gathered through the Teaching and Learning toolkit
- Demonstrating how education SLTs can tackle challenges related to COVID-19 by adopting evidence-informed practices and supporting staff to successfully implement these schoolwide
- Looking at the value and importance of developing school-university links to enhance the
use and spread of research-based practice
- Driving forward with Professional Learning Networks (PLN’s) and discussing the importance of collaboration between teachers and academics in enhancing teaching standards
- Elaborating on the use of academic research to improve teaching and learning, and
highlighting how different approaches such as the research learning communities (RLC)
approach has resulted in successful research-informed interventions to improve pupil
outcomes, as staff better understand the specific interventions needed for different classes and individuals and how to deliver them
Continue the discussion with peers, and explore opportunities for implementation of new ideas post-event, or use this time to take a screen break.
- Exploring the implementation of actionable evidence to embed a sustained and
effective professional development for Year 4 and 5 teachers across 15 schools
- Examining how utilising research to develop the maths curriculum using
metacognition has had an impact on raising attainment for all, but has been
particularly effective in closing the attainment gap
- Discussing how other research-based practices can positively impact maths teaching
and learning, such as retrieval practice and teaching time tables, when combined
with metacognitive techniques
- Sharing best practice on how to bridge the gap between theory and practice and
effectively put evidence to work, drawing from the Education Endowment
Fund School’s Guide to Implementation
- Outlining the concept of a ‘thinking school’ and the belief that teacher learning is the
key to school improvement, and discussing the idea of building dynamic learning
communities to improve practice, in a post-COVID19 learning environment
- Working in partnership with researchers from the UCL Institute of Education to
engage in a Research Informed Peer Review (RiPR) and outlining what the RiPR
- Describing the process and value of engagement in RiPR to improve teaching
practices through best practice, assessing theories in action, and thorough internal
reviews of school processes on the basis of research evidence
- Discussing how to overcome challenges related to COVID-19 by introducing a new
approach at a school to enhance the quality of teaching through evidence informed
strategies and initiatives, such as teacher engagement in collaborative action
research, peer learning and lesson studies to develop their knowledge and
understanding of pedagogy
- Exploring the outcomes of this innovative approach including improvements in
outcomes of the lowest attaining 30% pupils, resulting in 86% of children achieving
the expected standard in reading, writing and maths, including 97% in maths alone
Mayor of London’s School for Success Award 2018 & 2019
Following the final session, delegates will still have access to the event platform, to continue conversations with peers and accessing resources.
*Programme subject to change
This Forum is specifically designed for the Education Sector. Typical job titles will include:
- Heads of Education and Learning
- Heads of School Improvement
- Heads of Curriculum
- Directors of Teaching and Learning
- Heads of Research
- Directors of Academy Trusts
- Deputy and Assistant Headteachers
- Principals and Vice Principals
- School Improvement Managers
- Chief Executives
- School Governors and Trustees
- Strategic Managers for Pupil Achievement
- Senior Lecturers in Education