Keynote One: The future of education.
by Professor Sugata Mitra
In this talk, Sugata Mitra will take us from the origins of schooling as we know it, to the dematerialisation of institutions as we know them.
Thirteen years of experiments in children's education takes us through a series of startling results: children can self organise their own learning, they can achieve educational objectives on their own, and can read by themselves. Finally, the most startling of them all: groups of children with access to the Internet can learn anything by themselves.
From the slums of India, to the villages of India and Cambodia, to poor schools in Chile, Argentina, Uruguay, the USA and Italy, to the schools of Gateshead and the rich international schools of Washington and Hong Kong, Sugata's experimental results show a strange new future for learning.
Keynote Two: What makes an outstanding teacher?
by Phil Beadle
In an amusing hour long session Phil looks at the three qualities that transform a good teacher into being outstanding.
Plenary: Developing 21st century learners – the next big challenge.
by Professor Guy Claxton
Building Learning Power (BLP) is the most detailed, rigorous and comprehensive approach yet to raising standards by building independent learning habits. In this talk, the founder of BLP outlines the approach and discusses the evidence.
Workshop One: Motivation – what works? Drawing on accessible psychology.
by Phil Beadle
Phil takes a detailed look at the techniques and competencies teachers might use in order to motivate even the most intractable students.
Workshop Two: Be amazing!
by Brian Ashton MBE
You are unique, so be different! Brian discusses what is required to travel 'from flatline to futuristic' as he elaborates on his thoughts around the importance of a dream, spirit, beliefs and character.
Workshop Three: The teacher as coach – what role does character education have in the classroom.
by Gareth Pearson
The world of work in the next 25 years is changing faster than ever and will be more uncertain than we have known to date. Our pupils will, in all likelihood, have 4-5 careers and will need to be able to cope with ever increasing volume of information and an ever increasing, technology driven, pace of change. At the same time we are finding examples of stress both in the work place and in schools, is ever increasing.
As educators, what steps are we taking to prepare our children for this kind of life? What is the role of the modern teacher? Is it subject expert or life coach? What role do we have in explicitly coaching our pupils to have the necessary mind–set and character qualities to cope with uncertainty and rapid change?
Workshop Four: Cultivating well–being – the role of the school and the family.
by Ian Morris, Alicia Drummond and Laura McInerney
This workshop will run as a panel led by questions from the audience. Before this, however, the panellists will briefly discuss their area of expertise in the field.
Ian Morris and Laura McInerney will introduce the vital role that well-being can play in schools and argue as to why it should be common place in our educational landscape. Alicia Drummond will also discuss the importance of well-being as part of family life, and addresses how the school can work with parents to cultivate well-being at home.
Workshop Five: Evidence-based teaching – what works best?
by Oliver Caviglioli
Teachers can now work from global, accumulated evidence on which techniques work best to promote deep learning and exam performance. Find out what these techniques are and what lies behind them all.
Workshop Six: A strategy of alternatives – thinking about technology and pedagogy.
by Nick Dennis
The workshop will explore the possible consequences of thinking about the use technology in learning in a shallow way and provide alternatives that lead to a substantive education experience for staff and students.
Workshop Seven: What makes successful teacher learning?
by David Weston
In this workshop you will find out what the research tells us about how teachers learn, how they improve their practice, and how they can increase their impact on learners. During the session you will have opportunities to reflect on your own learning and the CPD practices in your school and then create an action plan to develop them.
Workshop Eight: Making assessment productive and rewarding the learning process.
by Victoria Capelin
The purpose of assessment is for learning to take place, not testing to take place. In this workshop Victoria discusses how assessment can be used to advance learning, inform planning and be valued by students as a tool to develop their understanding.
Workshop Nine: The importance of engaging with parents to keep pupils on track.
by Loic Menzies
The workshop will explore the following questions by drawing on recent research and practice:
1) Why does working with parents matter?
2) What examples of good practice are there?
3) What factors contribute to effective parental engagement?
The session will be based around Loic Menzies' report for the Joseph Rowntree Foundation's "Educational aspirations: How can English Schools work with parents to keep them on track" (available online here)
Workshop Ten: The molten core of learning!
by Zoë Elder
Participants will discover how involving young people more effectively as agents of their own learning can have a high impact on the quality of their experiences at school.
This workshop will provide participants with the opportunity to explore some of the factors that underpin the ideal conditions for learning and how these can be deliberately designed
for in lessons.
In this workshop...
- 1) Participants will have the opportunity to deconstruct what we mean by "engagement" into observable learning behaviours.
- 2) We will discuss and share practical strategies to articulate these behaviours and dispositions through everyday lesson design using learning outcomes, success criteria and structured reflective tasks.
- 3) Finally, we will consider the design and use of some observational tools that can be used to develop a shared language for learning.
As a result of this workshop, participants will have a deeper understanding of how to:
- 1) Design learning opportunities to develop specific learning behaviours and dispositions
- 2) Articulate expectations of learning behaviours
- 3) Seek out and celebrate learning dispositions
Workshop Eleven: 21st century teaching – what has to change?
by Professor Guy Claxton
Many innovations in education fail because they do not spell out precisely what they expect of teachers. In this workshop, we will look in detail at the habit changes that are required of teachers if schools are to make the transition from 19th to 21st century values that is so urgently required.
Workshop Twelve: Promoting engagement with the wider society.
by Michael Dunn
Using theory of knowledge and critical thinking as a scaffold, Michael Dunn will explain how to encourage students to focus on contemporary events and issues.