Teachers

Free After School Seminar for Teachers

Applying the skills of effective learning for success at school.

After each student learning course one of our presenters will be available to run a one hour after-school seminar for teaching staff for no charge. This seminar introduces the idea of using the classroom experience to develop within each student, the skills of the self-regulated learner. Helping teachers learn how to shift from a transmission teaching style to a more facilitative one by utilising excellent digital resources in every subject area. How to focus on the skills of learning being employed by the students and improving those while enabling students to gain the content knowledge they need through inquiry learning.

There is no limit on numbers for this seminar.

[Contact Lance King for further information]

Teaching with 21st Century (ATL) Skills in Mind

One of the difficulties in designing standard courses to help all schools to move ahead down the 21st Century or ATL skills teaching path is that every school is at a different point in their development and has different needs. In recognition of these differences the workshop programme you will see below has been divided up into nine specific topics each with a descriptor and a time frame for delivery.

Each topic can stand alone as a short workshop or can be built together into a maximum of three full days of workshop delivery. Schools are encouraged to build their own programme out of the topics listed below and to consult thoroughly with Lance before delivery to make sure that their programme meets their specific needs.

All topics will be delivered in a workshop style and are all designed to give schools clear practical strategies for design, mapping, vertical and horizontal articulation, implementation, administration, assessment and teaching of 21st Century skills.

Topic 1. Introduction – 1 hour:

• What are 21st Century skills?
• What is the evidence of the need for these skills in the present student population?
• What are the frameworks of skills available world-wide?
• What is the overall aim, rationale and structure of a 21st C skills programme?

Topic 2. Self-Regulation – 1 hour

• What are the skills of the autonomous, self-managed learner?
• What is the connection between self-management and self-regulation of learning?
• How can teachers help students to take responsibility for their own learning and develop into self-regulated learners?
• How do you teach a skill?
• What are the levels of proficiency of skill acquisition?
• How do you assess a skill?

Topic 3. Designing and Teaching Core Generic 21st C Skills – Cognitive Skills – 3 hours

• What are the structural features of a 21st C skills programme?
• What are the different possible teaching practices for 21st C skills?
• What are Core Generic 21st C skills?
• What are the key Cognitive, Affective and Meta-cognitive Core Generic 21st C skills?
• How do you teach them?
• What are the steps of development of the Cognitive 21st C skills across a students school life?
• What are strategies for teaching all of the key Cognitive Core Generic 21st C skills?
• How can you map out Cognitive Core Generic 21st C skills both horizontally and vertically?

Topic 4. Designing and Teaching Core Generic 21st C Skills – Affective Skills – 1 hour

• What are the Core Generic Affective skills?
• How do you teach them?
• What are the steps of development of the Affective 21st C skills across a students school life?
• What are strategies for teaching Affective Core Generic 21st C skills?
• How can Affective Core Generic 21st C skills be mapped out both horizontally and vertically?

Topic 5. Teaching Resilience, Courage and Failing Well – 2 hours

• What is the significance of failure and student reaction to it?
• How can students (and teachers) learn how to fail well?
• What is the role of attribution of causality in success, failure and subsequent motivation?
• How can teachers model flexible mindsets and develop the process focused classroom?
• How do Locus of Control and Learned Helplessness ideas contribute to the nature of resilience?
• How can students learn to be more resilient?
• How can a school develop a resilience focused culture?

Topic 6. Developing Meta-cognition – 1 hour

• What is the difference between meta-cognitive knowledge and meta-cognitive performance?
• How can teachers raise meta-cognitive awareness in students?
• How can students improve their own performance through meta-cognitive reflection on subject matter, 21st C skills and teaching/learning strategies?
• Developing self-assessment practices

Topic 7. Designing and Teaching Subject Specific 21st C Skills – 2 hours

• What are the subject specific thinking and learning skills that are necessary for academic success in each subject group?
• How do you teach them?
• What are the steps of development of the Subject Specific 21st C skills across a students school life?
• What are strategies for teaching each Subject Specific 21st C skill?
• How can Subject Specific 21st C skills be mapped out both horizontally and vertically?

Topic 8. ATL skills for High Stakes Exams – 1.5 hours

• What proportion of final assessment questions focus on demonstration of knowledge, skill acquisition, understanding and transfer?
• What are the skills and teaching strategies needed for improving students retention of knowledge and acquisition of skills?
• What are the most significant exam preparation skills and how can you teach them?

Topic 9 – Gaining Knowledge, Developing Meaning and Understanding – 1.5 hours

• What are the teaching practices and lesson design strategies for improving students development of understanding and achieving transfer?
• How can teachers use inquiry questions in classes to develop dialogue and higher order thinking
• How can teachers design learning experiences that use ATL skills, achieve subject objectives and promote the development of self-managed learning at the level of self-regulation?

[Contact Lance King for further information]

> FIND OUT MORE ABOUT STUDENT COURSES