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Trevor is working with a growing number of Learning Networks in both the Planning and Implementation phases. Planning: The early days of the formation of the learning network are critical to its success. Acting as an external facilitator Trevor can:
Implementation: Trevor can provide a range of quality inputs to ensure a learning Network achieves its stated goals in 4 key areas 1. TEACHER TRAINING: Providing INSET or training to teachers or schools within the network on topics related to the learning focus: Trevor has a wealth of expertise and experience on strengthening teaching, learning and thinking in the primary classroom. A list of the areas Trevor could provide training on are listed below: 2. PUPIL TRAINING: Working with individual classes of pupils (and their teacher) to develop their competence, confidence and identity as effective learners and achievers. Trevor (and his colleague Debbie Belsher) have worked with a large number of primary classes from year 1 through to year 6 to strengthen learning, thinking and creativity skills. They recently worked on 39 action research projects in North Tyneside Primary Schools 3. ON GOING SUPPORT: Trevor can work with the network to ensure it develops and functions successfully, that agreed action is taken on time, that progress is monitored and evaluated, that success is celebrated and shared and that the pupil learning focus is fully met. 4. SECURING SUSTAINED DEVELOPMENT: Working with head teachers, senior managers and key-workers Trevor can provide guidance and practical support to ensure that the benefits of the network are consolidated both in and throughout each school. He will show how theory, experience, training and practice can be linked and woven into a teaching and learning policy that inspires and secures agreed best practice in every classroom. To discuss how Trevor could help your learning network succeed: Call: 0116 2791111 Fax: 0116 2791199 or email Trevor: trevor@optimal-learning.net Training for Learning Networks (Summary of areas that you could choose to cover)Teaching for Learning: Covering many of the topics raised by the DfES in the Five Year Primary Strategy (e.g. learning styles, personalised learning etc.) this material examines the learning brain and provides practical advice on how to teach in a way that is brain friendly. Trevor examines the conditions and techniques that optimise learning in the primary classroom. Developing Children's Learning to Learn skills: The DfES increasingly recognises the importance of developing children's independent learning skills. In this session Trevor shows what children can be taught at KS1 and KS2 about their amazing brains and learning strategies. He also explores how children can reflect upon their learning and how lessons should be constructed to strengthen learning. Delegates are provided with a wealth of ready to use and photo-copiable resources for both KS1 and KS2. Personalising Learning: In this session Trevor explores how, in a 30 pupil classroom, a teacher can construct learning opportunities that allows each child to develop and apply a learned skill in ways that are effective, meaningful, motivational and memorable for them. Topics covered include: preferred learning styles, multiple intelligences and children's values, beliefs and interests. Developing Children's Thinking Skills and Creativity. It is essential that children are able to think logically, critically and creatively and that they can apply learned skills to solve real problems, create real products and provide real services. Teachers will learn how to: create a safe environment where children are happy to explore and share ideas; develop children's thinking skills; develop their capacity to ask questions; make children aware of different ways of thinking and get them to reflect upon their thinking. Teachers will be introduced to the 30 TAD's (Thinkers and Doers) and given activities and photo-copiable resources for using them at KS1 and KS2. The Role of the Headteacher (and senior manager) in Strengthening Teaching, Learning and Thinking in Primary Schools. Using case study material and many practical examples Trevor explores the strategies that heads and senior managers can employ to create a school ethos that promotes learning and achievement and details how to formulate and implement three key policies on Teaching, Learning and Thinking that guide and inspire best practice. Recognising and Catering for Learning Styles. We increasingly understand that children learn, think and remember in a variety of ways and it is essential we cater for learning styles when planning and delivering lessons. This session explores the three key learning styles: Sensory (visual, auditory and kinaesthetic) Hemisphere Dominance (left and right brained learners) and Gender (the "average" male and female learner). Practical advice is given on how to recognise, assess and cater for preferred learning styles and what children can be taught at KS1 and KS2 about appropriate learning and memory strategies. Raising and Maintaining Children's Self-Esteem. If children are to learn effectively it is essential that they believe that they can. This session examines how to develop a child's identity as a learner and achiever. Trevor provides both the theory and practice and a wealth of practical examples on how to ensure pupils are confident, motivated learners. Multiple Intelligences: Recognising and nurturing gifts and talents. Gifts and talents coming in many forms - cast the net wide enough and your school may just find that every child is on the gifted and talented register …. TWICE!!! This session examines how primary schools and classrooms can enable children to see and realise their potential, to feel proud of the abilities they have and to value the gifts and talents of those around them … to pupils to a position where they can say "I AM TALENTED AND TOGETHER WE ARE TEAM AWESOME!" A range of photo-copiable materials are provided for use in KS1 and KS2 classrooms Developing Children's Emotional Intelligence. If children are to learn happily and effectively in a primary classroom they need the inter-personal skills to work co-operatively and collaboratively and the intra-personal intelligence to work independently and get the best out of themselves. The DfES now recognises the importance of developing children's EQs (Emotional Quotients) during the primary phase. In this session Trevor details the type of activities schools can undertake from foundation through to Year 6 to develop children's Emotional Intelligence. Talking for Learning and the Community of Enquiry. Teachers (and the DfES) increasingly recognise the importance of pupil talk as part of the learning process. This session examines how to transform a 30 pupil class into a community of enquiry where discussion, debate and sharing of ideas are seen as routine … starting in Year 1 with "I agree/disagree" and "Think/Pair-Share" activities through to year 6 where whole class debate occurs naturally and children are able communicate effectively and express their ideas and opinions. Creating the Conditions for Learning and Thinking: This topic considers how to create a physical and emotional landscape within a primary classroom and school where children feel Relaxed, Alert, Motivated and Positive - the Optimal Learning State. Through case studies and strategies for immediate use Trevor shows how to create a classroom climate that promotes learning and thinking. Raising Boy's Attainment and Self Esteem. Trevor presents the latest research on the "average" boy's learning brain and why he often struggles to learn in the primary classroom. Trevor provides a wealth of practical advice and strategies on how to teach in a way that is boy friendly, how to organise the curriculum and school day to ensure they are happy and engaged and how to develop the skills he needs to succeed academically. |