This page contains feedback from teachers who attended a workshop.
Reasons to go on the workshop….
- effective strategies of learning based on evidence
- statistically proven to make a difference
- useful insights on how to ensure learning takes place
- implement the ideas quickly
- see how much of what you already do is effective.
The best/most useful bit of the workshop was
- How the brain learns and the importance of the learning cycle
- Questioning strategies and activating prior knowledge
- Busting some of the myths!
This section contains feedback from teachers who attended a workshop..
You should go on this EBTN training session because…….
- you can spend time embedding new techniques into your teaching which are statistically proven to make a difference.
- you can get useful insights on how to ensure learning takes place. You can also implement the ideas quickly.
- you will learn about things that you can do quickly and easily to improve your teaching. You will also see how much of what you already do is effective.
- it provides you with a profound understanding of the connections between how the brain synthesizes learning and more importantly the session identifies some of the more effective strategies of learning based on evidence.
You should run an EBTN training session for the whole staff because….
- it’s worth knowing the results of educational research so that you can channel the school into techniques which are proven to work.
- it is evidenced-based and staff will be singing from the same page.
- it is practical and very informative. The strategies discussed can be implemented easily into lesson planning.
- it really makes a difference! All teachers, however experienced, can benefit from understanding what strategies really work.
- it will have a large impact on achievement for a relatively small investment of money.
- this is the way forward if we wish to sustain pupil progress and see our pupils learning thrive.
The best/most useful bit of the session was…..
- How the brain learns and the importance of the learning cycle
- Questioning strategies and activating prior knowledge
- Busting some of the myths!
The help with how exactly to word ‘Advanced Organiser’ resources and having time to write these. Also the examples of the graphical methods.
Rachel Fenn
- Learning the functionality of the brain and connecting this to ‘learning’
- Focused approach on the top ten most effective strategies
Shamin Khan
I found the day to be helpful and encouraging towards making changes in my teaching to take account of the overwhelming evidence from Hattie’s review of the research studies. The printed notes, as further expounded and annotated, will be more useful to refer back to as a summary than Petty’s book.
Tom Dewhurst
the number of ideas for learning in the classroom and the clarity that the evidence has provided.
Duncan Fudge
Thinking/discussing how I would implicate the research findings.
Charlie Hosking