Influencing the Teaching of Your Colleagues
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Introduction
1.1 Course introduction and Overview
How Teachers Learn
1.2 Task 1 — Reflect on your own learning as a teacher
1.3 How Teachers Learn — Novices vs. Experts & 1.4 How Beliefs Inform Behaviour
1.5 Task 2 — Exploring Beliefs
1.6 Beliefs — So What & 1.7 Factors that Influence Teacher Learning
1.8 Task 3 — Audit of your own context
1.9 Section summary — what barriers and opportunities have you identified
Changing Teacher Behaviour
2.1 Introduction to Clarke & Hollingsworth model
2.2 Task 4 — Elaborating a model of teacher professional growth
2.3 What makes effective CPD
2.4 Task 5 — Additional Reading: Models of effective professional development
2.5 Section Summary — Putting this into practice
Putting Ideas into Practice
3.1 Putting the Clarke & Hollingsworth model into practice & 3.2 Formal opportunities to lead change & 3.3 Informal opportunities to lead change
3.4 Task 6 — Reflection on opportunities to influence your colleagues
3.5 Leading change
3.6 Task 7 — Staff voice
3.7 The importance of focused modelling
3.8 Task 8 — Prepare to model a teaching segment for a colleague
3.9 The importance of linking modelling with structured discussion
3.10 Task 9 — Model teaching for a colleague then take part in a structured follow up discussion
Conclusion
4.1 Summary — The importance of the continuous learning cycle
References.pptx
Products
Course
Section
How Teachers Learn
How Teachers Learn
Influencing the Teaching of Your Colleagues
Buy now
Learn more
Introduction
1.1 Course introduction and Overview
How Teachers Learn
1.2 Task 1 — Reflect on your own learning as a teacher
1.3 How Teachers Learn — Novices vs. Experts & 1.4 How Beliefs Inform Behaviour
1.5 Task 2 — Exploring Beliefs
1.6 Beliefs — So What & 1.7 Factors that Influence Teacher Learning
1.8 Task 3 — Audit of your own context
1.9 Section summary — what barriers and opportunities have you identified
Changing Teacher Behaviour
2.1 Introduction to Clarke & Hollingsworth model
2.2 Task 4 — Elaborating a model of teacher professional growth
2.3 What makes effective CPD
2.4 Task 5 — Additional Reading: Models of effective professional development
2.5 Section Summary — Putting this into practice
Putting Ideas into Practice
3.1 Putting the Clarke & Hollingsworth model into practice & 3.2 Formal opportunities to lead change & 3.3 Informal opportunities to lead change
3.4 Task 6 — Reflection on opportunities to influence your colleagues
3.5 Leading change
3.6 Task 7 — Staff voice
3.7 The importance of focused modelling
3.8 Task 8 — Prepare to model a teaching segment for a colleague
3.9 The importance of linking modelling with structured discussion
3.10 Task 9 — Model teaching for a colleague then take part in a structured follow up discussion
Conclusion
4.1 Summary — The importance of the continuous learning cycle
References.pptx
6 Lessons
1.2 Task 1 — Reflect on your own learning as a teacher
1.3 How Teachers Learn — Novices vs. Experts & 1.4 How Beliefs Inform Behaviour
1.5 Task 2 — Exploring Beliefs
1.6 Beliefs — So What & 1.7 Factors that Influence Teacher Learning
1.8 Task 3 — Audit of your own context
1.9 Section summary — what barriers and opportunities have you identified