The names may differ but the practices cohere.
Teachers who are involved in effective cpdl use specialist advice or information to identify strategies that address their concerns and aspirations for pupils: research is clearly an authoritative source of such expertise. They also use specialist expertise to provide the scaffolding that helps them take control over their learning about new approaches.
The reviews suggest that such specialist support is usually drawn from colleagues who sit outside day-to-day routines, the immediate school environment and accountability systems. This suggests that providing objective information about alternative possibilities and current realities, challenging orthodoxies and creating a sense of planned purpose for experimentation and risktaking are all roles that researchers and others who are knowledgeable about research findings and processes are well placed to provide.
This evidence suggests strongly that sharing the risk of looking silly, as teachers abandon familiar routines to try something new, helps them to trust each other quickly. The process of determining with a partner how to tackle new approaches and coming together regularly to offer each other an ear and moral support is an effective catalyst for ownership of professional learning, however it is initiated.
This approach significantly expanded the opportunities for professional learning-focused dialogue.
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These might include the development and use of, for example, learning agreements and questioning frameworks as prompts to help teachers plan their own learning and create structures for sustaining coaching-based cpdl. They involve taking control of the process of inviting others into their learning and have an important role in helping teachers and researchers to bridge the differences that flow from their different roles and warrants for action.
The way time is organised represents one of the most visible tools. The time needed to sustain enquiry-oriented learning in order to secure coherence and impact on pupils depends on the learning distance to be travelled. This helps teachers to focus in different learning cycles on sub-sets of pupils and to identify the evidence they need to collect and engage with through coaching or enquiry conversations in order to make connections between the two. This is significant in the context of relative effect sizes.
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The effect sizes for these contributions range from. Timperley suggests that for professional learning to be effective it needs to occur at three inter-related and parallel levels: student, teacher and organisation.
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This evidence highlights the importance of teachers taking an active role in their own learning. Taking such responsibility involves setting out to understand connections between practice and theory and drawing on multiple sources of knowledge and evidence, including research and scholarship. Skip to content Skip to search. Published London : Paul Chapman Pub. Language English. Series New Bera dialogues.
Subjects Teachers -- Training of -- Research -- England. Teachers -- Training of -- Research -- Great Britain.
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Open to the public ; LB Monash University Library. Open to the public ; The University of Melbourne Library. University of Queensland Library. Global Education and Educational Reform. Conclusions — Educational Discourses. Back Matter Pages About this book Introduction This book explores curricular, teaching and learning practices in schools in England and in higher education institutions, and considers the damaging effects of the Research Excellence Framework REF for UK higher education institutions, international comparative assessment systems such as the Programme for International Student Assessment PISA , and broadly, how educational judgements are now made about educational matters.
The book offers an account of a new education model, which is directly in opposition to agendas currently supported by the right of the political spectrum.