Our professional development sessions provide staff with the key ideas that drive cognition and learning forward. We can help facilitate the positive changes your school want to make.
Find out how our metacognitive resources remove barriers to learning and add extra challenge to the curriculum.
Our goal is to create a dialogue about the transformative power of research evidence in the classroom. Our approach to teacher education helps educators learn new ways of problem-solving and empowers them with new instructional skills. Our design thinking mantra enables teachers to reframe learner needs with practical evidence-informed ideas.
An engaging presentation on a key theme for your staff
Try out the tools and frameworks
Understand more about the research
An in-depth workshop covering practical applications of cognitive science
Tools to take back to your classroom
An interactive day of activities and presentations for all of your staff
Opportunities to talk through ideas and make curriculum plans
A series of sessions that enable staff to create lasting change
Dig deep into learner needs
Create evidence-informed strategies and measure outcomes
How can schools develop a culture of reflective, independent learning?
How can we encourage our students to work at a greater depth?
Discover practical ways to implement the Rosenshine Principles of Instruction.
What strategies can we embed to develop reading and writing?
How can we reduce barriers to learning and provide greater access to education?
Why is Formative assessment such an integral part of the learning experience and what practical activities can teachers utilise?
Are you concerned about classroom passivity? Are all your learners engaged? Are your pupils curious? Add precision to your learning walks and lesson observations with this new tool.
"I can't tell you how much we enjoyed the session, how useful the resources are (and Paul's energy and enthusiasm for the process we're engaged in). The Research into Practice Program is helping us explore - and look ahead to design, experiment and share." Jenny Powlesland, Teaching and Learning Lead, Leighton Park School
Who is this for?
If your primary or secondary school has identified literacy outcomes as a concern, this course is for you. We see literacy as a whole school responsibility that needs a joined up approach.
In summary, the INSET course provides delegates with a fresh perspective. Metacognition plays an integral role in literacy, and delegates will receive a new layer of understanding as they explore some practical applications for its implementation.
By embracing evidence from metacognitive research, the course investigates how teachers can optimise communication, reading, and writing outcomes. You will have the opportunity to deconstruct and evaluate some universally accepted literacy principles, helping you facilitate effective classroom strategies. Breaking down literacy into its three core components of reading, writing, and communication, allows you to consider and develop practical strategies for enhancing these components.
This process enables you to: Develop students that can think critically, comprehend new ideas, and appropriate inferences. Utilise language frameworks that assist younger students in expressing their understanding of a topic. Organise ideas into effective writing plans.
Who is this for?
If your your pupils are reluctant 'to think for themselves' and sometimes come across as a little passive, this course is for you. Within this course we will look at how we can plan for cognition and facilitate deeper, more active thinking across your school. Download the details below.
Who is this for?
If your school wants to embrace new ideas within cognitive science but are unsure of how to get started, this course is for you.
Within this course delegates will dig deep into principals that have been identified as 'high impact'. We will use a base of research from popular authors such as Rosenshine. Delegates will get the chance to create plans of how to move forward with the key ideas from cognitive science.
If you are concerned that some of your remote learning experiences are not as active as they could be, this course is for you. Ensuring that your students are engaging with the curriculum effectively can be a challenge when they are not in the same room. We will look at practical strategies to get your students thinking independently.
Want to get your staff thinking differently about learning? Our 'perspective shifting' sessions on all things cognition and learning are suitable for senior leaders, literacy coordinators, head teachers, NQTs, RQT's, students and supply teachers.
Click to reveal how the Research into Practice Program can work in your school
We have an open conversation to find out about your school and your needs. We undertake an initial needs analysis Book Now.
In an online workshop, we dig deep into the learning needs of your classrooms. We explore some of the key ideas from the evidence base.
Participants create a 'hunch' of what might work. They continually experiment in the classroom and gather observations.
Teachers consider what has worked use this to inform curriculum planning in their classroom or across their school.
If you're curious about this approach and want to find out a little more before you make any decisions then give us a call. If you prefer, you can send an email to: firstname.lastname@example.org