Workshops

Bradley Lightbody

Bradley Lightbody has enjoyed a 35 year career in Further Education and held senior posts in Sixthform, Adult Education, Quality management, Teacher Training, Resource management and worked as an Additional Inspector with Ofsted.

You may read his full profile on LinkedIn and find regular posts on different aspects of teaching and learning. You are highly welcome to link with him.

Bradley Lightbody Linkedin

Email: Bradley@collegenet.co.uk
Mobile: 07919557053

Big Picture Lesson Plan

Welcome to Collegenet training workshops for teachers and trainers

Collegenet offers a comprehensive range of training programmes as listed below. All the workshops are available for in-house delivery from small audiences up to whole college presentations. In some cases half day condensed programmes can be delivered. However, the half day option repeats the same course morning and afternoon to give two attendance opportunities or two separate half day workshops may be selected. We are also happy to customise any of our courses to better suit your needs. All programmes can be adjusted to reflect school, college, WBL, adult or HE staff training requirements.

Presenter

All of the workshops are presented by Bradley Lightbody who enjoys a reputation as a highly engaging and motivational presenter. In addition Bradley has an excellent reputation for translating theory into effective practice with a wealth of strategies and practical suggestions for staff to take away and implement in their own classrooms.

Workshop selection

Select from one of the following workshops and note that Bradley is happy to customise all programmes to ensure it meets your needs or to design a training programme to your specifications.

Outstanding lessons

This very popular programme closely addresses the demands of Ofsted criteria and how to put into action to a grade one standard. There will be opportunities to discuss and identify the differences between grade two and grade one and to self-assess against grade one descriptors. Although individual lessons are no longer graded by Ofsted the impressions gained by inspectors from classroom observations and/or learning walks contribute to the overall grading judgement for the Quality of Education.

The core of the programme is a fast paced and engaging presentation of the Diamond Lesson Plan as first featured in Bradley Lightbody's textbook, Outstanding Teaching and Learning in 2012 and now fully updated and extended in Bradley's latest textbook, Great Teaching and Learning published October 2019. . All staff will gain a wealth of teaching strategies to put into action in their own lessons and gain a full update on current Ofsted criteria.

Great Lessons

Great Teaching and Learning provides an in-depth focus on five key strategies underpinning highly successful teaching, learning and assessment and is based upon Bradley Lightbody's new textbook, Great Teaching and Learning published in October 2019. The programme addresses the changing educational landscape in relation to the impact of neuroscience, Artificial Intelligence (AI) and the Fourth Industrial Revolution. The pace of change has prompted an international re-evaluation of how well existing education systems equip young people for the future. Central to this re-evaluation is a fusion between the classroom and online learning to create stimulating sequences of learning to both challenge and inspire. Gain a detailed overview of evidence-based practice across five major elements, knowledge, questions, elaboration, feedback and challenge. Firstly, enhancing teachers' knowledge of evidence based scholarship, Pedagogical Content Knowledge (PCK), neuroscience and the skills of highly effective teachers. Secondly, the power of questions to drive high standards by guiding, checking and extending learning. Thirdly, the ability to develop and elaborate learning through a rich mix of teacher led direct instruction, collaborative and online learning. A significant consideration here is the opportunity to develop and build key employability skills. Fourthly, the motivational impact of personalised target setting and feedback offering timely support and acceleration as appropriate. Finally, the challenge to develop a learning culture that values every learner, stirs curiosity, enthuses, builds self-belief and promotes creative thinking. Great teaching and Learning not only presents the theory but a wealth of practical teaching, learning and assessment strategies to adopt or adapt. Copies of the book may be provided for delegates as part of the day at a reduced rate.according to the numbers involved.

Great learning

Our learners are all different in terms of their ability motivation, organisational skills, study skills, behaviour and effort. We tend to focus on ability in our progress reviews and identify above average, average and below average performance. Hattie refers to 'proficient', 'somewhat capable' and 'novice'. To embrace all of the above factors a more holistic view is important to recognise and meet the needs of the three broad 'learning' groups who populate our classrooms namely independent, dependent and directed learners. The independent learners will, as the title suggests, apply themselves well outside of the classroom and will most often possess high study and learning skills and enjoy supportive family backgrounds. They tend to give us our highest learning outcomes. The dependent learners are often less well organised and lack the motivation and/or study skills to explore deeper and further. They may also not enjoy effective home support and have low career aspirations and are largely dependent upon what is covered in each lesson. The majority will pass but not with high outcomes. Directed learners most often underperform and need very clear study directions and learning support and consistent application of behaviour management strategies if they are to progress. Without significant direction they will be in danger of very low grades or failing. Once broad strategies are in place the focus should shift to each individual and the fine tuning of target setting to address the precise support and personal development needs of each individual. This programme will address the issues and focus on practical team strategies under the significant headings 'Why learn?' What to learn?' and 'How to Learn?' The Government report published 16th November 2016 entitled,' State of the Nation 2016: Social mobility in Great Britain' idenfifies how important action within these three interlinked area is. The report highlights that, 'Just 5% of children eligible for FSM gain five A GCSE grades. The income gap is larger then the ethnic gap or gender gap.' Ths programme will explore the issues and make practical suggestions.

Great Classroom Management

Some of our students exhibit challenging behaviour either in a direct disruptive manner or in a series of low level but exhausting challenges to progress within the lesson. The result is the significant loss of learning time because the teacher's attention is regularly diverted to dealing with poor behaviour. Ofsted's criteria firmly identifies that all learners should arrive equipped to learn and apply effort to succeed.

This programme identifies the key areas for action to build and sustain better behaviour from the induction course forward.

The starting point is a clear learner contract coupled with consistent team enforcement to set a culture of expected behaviour and social norms. However, most of the course deals with practical guidance on classroom management, diffusing tension, avoiding confrontation and how best to handle disruptive learners.

Applying Ofsted 2019

Ofsted 2019 has significantly raised the bar in relation to classroom practice by (for the first time) specifying the importance of schools and colleges addressing and applying evidence-based practice and in particular taking account of neuroscience research in relation to learning and memory. This reflects the outcomes of significant academic research studies over the past decade, in particular, although in the case of the Pedagogical Content Knowledge (PCK) we are going back to Shulman 1986, the Pygmalion Effect dates back to1968 and the Ebbinghaus 'forgetting curve' the whole way back to 1880. However, it is the more recent research findings arising from neuroscience in relation to learning and memory that have influenced the inspection and wider education agenda. There are other changes of emphasis within Personal Development, Behaviour management and Leadership but it is the above changes within the application of the new Quality of Education judgement that will require the greatest developmental attention to secure good or better future inspection outcomes.

This programme is aimed at programme managers and team leaders to examine the expectations of Ofsted across the four aspects of inspection. It will provide opportunities to consider the criteria and in particular to target the grade one criteria and to consider a range of practical strategies to address grade one.

The Impact Strategy

Impact is an acronym which identifies six key areas of activity to boost the performance of learners and to build and sustain team good practice. This workshop is aimed at course teams to encourage reflection on current strategies and to agree on improvements.The end point is to write and publish an 'Impact' teaching and learning strategy of benefit to the whole team and to advance learning.

Inspire - how do you inspire and motivate your students?
Milestones - how do you set and monitor significant personal learning targets and crucially intervene when targets are missed?
Planning for learning - how do you share the curriculum goals and promote independent learning?
Assessment for learning - how do you show all students how to improve and gain greater participation and 'real time' learning feedback in lessons?
Core learning - how do you embed English, Maths and employability skills?
Team best practice - Writing a teaching and learning strategy as the voice of the team.

Learning Fusion

Artificial Intelligence is transforming everything it touches and the rise of instructional design,
MOOCS and SPOCS are increasingly challenging educational norms. The pace of change has prompted an international re-evaluation of how well existing education systems equip young people for the future. Central to this re-evaluation is a fusion between the classroom and online learning to create stimulating sequences of learning to both challenge and inspire. Online learning is often regarded as an add on or an enhancement to a lesson but it is perhaps time to shift our focus from planning individual standalone lessons to planning across a sequence of lessons and the spaces inbetween. Over the past five years we have all become more alert to the fact that learning is developed overtime and should involve regular spaced practice and interleaving. Consequently our lessons do not all have to follow a three part pattern with a start, middle and end. Nor does every lesson have to rise throught lower order to higher order and they most certainly do not have to specify objectives in the form of all, most and some. A learning sequence presents a focus on a topic as a whole across the span of the identified lessons and flows from the classroom to online and back again. Our lessons should have soft edges and take advantage of regular online learning extensions involving flipped and blended learning strategies. The content of this programme is based upon the two major chapters in Bradley Lightbpdy's new textbook, Great Teaching and learning relating to online learning and the future of learning.

Embedding Equality & Diversity

All individuals regardless of ethnic identity, religion, sexual orientation, disability or gender should feel a sense of welcome, safety and security and that their interests and needs are not only known but are being actively addressed.

Ofsted will focus on actions rather than policies in relation to narrowing the well-documented achievement gaps between different groups of learners and actions to promote equality and diversity and to tackle discrimination.

This course will present the latest data and issues related to underachievement and discrimination and present a host of suggestions on how to embed effective practice into lessons and the overall life of your college.

Great question and answer

Questions are the heartbeat of learning from planning stimulating lessons and through each stage of the lesson to promote engagement and to provide vital 'real time' checks on progress and understanding. Recap and recall should regularly extend into 'all response' question and answer strategies to ensure full participation and to check the progress of all rather than some learners. Equally in the centre ground of the lesson the application of Wiliam's PPPB in terms of Pose, Pause, Pounce and Bounce plus 'hinge' questions to inform whether to step forward or to step back. The close of the lesson should involve exit ticket questions and bridge questions to extend learning beyond the classroom. This programme is based upon the latest evidence-based research and drawn from three major chapters on questioning strategies contained with Bradley Lightbody's new textbook, Great Teaching and Learning published October, 2019. This programme fully involves the delgates the delegates in active exploration of a range of questioning techniques and is accompanied by a detailed training booklet.