Primary NQT Conference

‘Inspire, Aspire, Create’

Thursday 18th May 2017

Queen’s Club, Palliser Road, West Kensington, London, W14 9EQ

8.30 – 8.55am Registration, refreshments and sign up for workshops

8.55 – 9.00am Housekeeping – NQT Induction Team

9.00 - 9.10am Richard Stanley, Tri-Borough Deputy Director of Education

9.10 – 10.45am Make Learning Real and ‘Engage Everyone’- Part 1- Simon Cooper Hind

10.45 – 11.00am TEA/COFFEE BREAK

11.00 – 12.30pm Make Learning Real and ‘Engage Everyone’ - Part 2 – Simon Cooper Hind

12.30 – 1.15pm LUNCH

1.15 – 2.15pm Workshop 1 - “Children as Storytellers”, Shakespeare Globe Education or

Workshop 2 - A Summary of Professor John Hattie’s Visible Learning Research & Its Implications for Teaching Practice - Dr Jeremy Monsen

2.15 – 2.25pm AFTERNOON TEA

2.30 – 3.30pm Workshop 4 - “Children as Storytellers”, The Shakespeare Globe or

Workshop 5 – Workshop 6 – “Teaching music – top tips for specialist and non- Specialist Teachers” with Sara Feldmann Brummer of the Tri-borough

3.30 – 3.40pm Plenary – Close

Booking details: https://www.thelillahuset.com/events/nqt-primary-conference-full-day-session/ NQT Primary Conference 2017

A Summary of Professor John Hattie’s Visible Learning Research & Its Implications for Teaching Practice

Dr. Jeremy Monsen presents some of the main outcomes of Professor John Hattie’s ground breaking research – called Visible Learning. This is a synthesis of more than 800 meta-analysis studies covering more than 80 million students worldwide.

The Visible Learning Project is the result of 15 years of research about what works best for learning in schools. The Times Educational Supplement called Professor Hattie ‘possibly the world’s most influential education academic’. John Hattie’s Visible Learning research has got a lot of attention within the media. The problem was that many individual aspects of his research were taken and used as a kind of checklist that could magically improve schools. It is argued that this is a far too simplistic interpretation. Teaching is an active problem-solving profession. What is required is that individuals and groups of teachers need to use the research to inform their critical reflection on their practice in designing new ways (or solutions) of achieving desired outcomes. It is a developmental problem solving process not a quick fix. The question that needs to be posed is ‘Why are so many of our teachers and schools so successful?’. This can be a useful starting point to put the research and subsequent reflect into a meaningful context. By the end of this introductory session participants will:

. Understand in general terms the methodological basis of Professor Hattie’s Visible Learning Research (e.g., Meta-analysis).

. Appreciate the importance of evidence based or informed knowledge to inform applied teaching practice.

. Know and understand some of the key findings from Professor Hattie’s research.

Have begun the process of reflecting on some of the implications of the findings for their own teaching practice.

Children as Storytellers

About Globe Education The Education team at Shakespeare’s Globe Theatre has been working with communities and schools for 18 years, building on established models of best practice, and developing exciting and engaging methods for adults and children to learn about language, history and drama. Globe Education practice recognises the importance of developing young children’s communication and language skills by involving them in a rich learning environment where they can develop their confidence and skills in expressing themselves. Furthermore, they learn skills in listening to their peers, teachers, support staff and other adults.

About the session For younger children, stories told or heard can help them understand the world in which they live and allow them to transmit that understanding to others. Talk is a rehearsal for writing, and first hand situations, experienced through drama and role-play approaches, provide young children with the ideas and language they need for writing. Using Shakespeare’s stories and the Globe Theatre as a stimulus to enhance pupils’ spiritual, moral, social, cultural development and understanding of the world, Children as Storytellers will help teachers’ develop pupils’ responses to and understanding of stories and their ability to share that knowledge. It will also develop pupils’ core speaking, listening, communication, language, drama and expressive arts skills through active participation, play and performance. Additionally, it will provide teachers with the skills and confidence to lead practical approaches to literacy, whilst supporting shared learning between Globe Education Practitioners and primary school teachers. For teachers, the project will encourage:

 Confidence in using drama and role play to support teaching

 Techniques for making Shakespeare accessible to young children

 Continuing Professional Development

 Team teaching skills alongside the Globe Education Practitioners