Thomas Bogle’s Post

The future of work will be immensely different from what we've been used to. How do we prepare our children for this future? In this video, I discuss the most important FUTURE-READY skills we need to teach our children. https://lnkd.in/gFDhEUFw

A good read summarising the EEF metacognition report in practice. Teachers need to plan the journey to independence carefully. It’s a generative process and the EEF recommendations scaffold the shift. “Basically, any time that you, as a learner, look up an answer or have somebody tell or show you something that you could, drawing on current cues and your past knowledge, generate instead, you rob yourself of a powerful learning opportunity” (Bjork and Bjork, 2011, p61).

Teach a child how to fish and we will have a nation of independent learners! Over the last couple of years, we have seen the practice of Gradual Release appear in our pedagogical strategies as a way of scaffolding the teaching and learning sequence. Slowly and deliberately allowing pupils to observe, help and try has transformed the way we introduce new concepts in class. Imagine learning how to drive and, in lesson 1, you are asked to go full speed down a motorway without guidance! Unlikely to succeed, right? Our gradual release sequence goes like this... I do, you watch I do, you help We do You do, I help You do, I watch You do

How do you structure and scaffold your lessons to facilitate the development of independent learning skills for all students, including your multilingual learners? The Education Endowment Foundation (EEF)'s seven-step model offers a comprehensive framework to "shift responsibility for learning from the teacher to the student"* gradually, either within a single lesson or across a series of lessons. For multilingual classrooms, it is crucial to ensure equitable opportunities for all students to develop these independent learning skills alongside accessing the more advanced concepts and skills from our curricula. So as you review and adjust your curriculum frameworks for next academic year, consider spending time to reflect on which of the following scaffolds could support your learners at each of these seven steps outlined in this model: - visuals; - multiple-choice questions; - cloze paragraphs; - sentence starters; and - learning checklists. By providing essential scaffolding at each stage of this framework we can make independent learning skills accessible to all students, in turn creating inclusive learning environments where every student has the support they need to become confident, independent learners. #inclusivelearning #teachingandlearning #teachers #schools #learning #ealteachers #multilinguallearning * @John Holmes: https://lnkd.in/e3GVQ-DU

Useful graphic! For some students this will look different for sure, but it highlights the gradual development of strategies and the time it can (and should) take.

Understanding how students learn and optimising strategies for maximising learning is critical in preparation for the new academic year. If you're finalising your school PD calendar and monitoring and evaluation strategy for the next academic year, we'd love to talk about the value we can add. _______ #learning #uaeschools #schoolleaders #teachingandlearning #internationaleducation ______ The Education Endowment Foundation (EEF) outlines the key drivers and we've built flexible and effective PD and monitoring programmes that bring these findings to life.

It needs strategic scaffolding and support to gradually build motivation and competence, empowering individuals to become self-sufficient and confident in their abilities. #masterylearning #autonomy #confidence #competency #independence

This 7-step programme designed to support pupil independence and autonomy is vital for self-directed and more importantly lifelong learning. Take a look! Remember: ‘You are your first teacher’.

Nerel Winter and Jeff Petty were dropping gems in our most recent webinar on the power of competency-based assessment: "We have to rethink education about being about academics solely and rather about relationship networks and really redesigning school to be around each one of our students and knowing them well and being able to create school around who they want to be." "If you're undertaking this work [of shifting to a learner-centered system], find other people people who are doing it to remind you that it's possible." Watch the full recording here: https://hubs.ly/Q02Sldqs0