Classroom talk leads to significant improvements in text comprehension, as well as gains in students’ inferential comprehension, critical thinking and reasoning. (Murphy, Wilkinson, Soter & Hennessey, 2009). However, teachers generally dominate conversations, talking as much as 70-80% of lesson time (Yair, 2000). So, the first steps to improving classroom talk are for teachers to talk less and for students to improve the quality of their contributions.

As such, this webinar will show the best ways to:

• Reduce teacher talk so that there is more opportunity for student dialogue
• Create the conditions in which exploratory talk can flourish face-to-face and through remote learning
• Identify strategies that will make dialogue more active, meaningful, challenging and collaborative

Check your local times
Webinar 1
Webinar 2 

Growth Mindset can significantly increase students’ willingness to work towards aspirational goals, overcome difficulties, and respond to feedback constructively. However, the two meta-analyses examining growth mindset in schools show disappointingly low effect sizes (0.21 in 2013 and 0.11 in 2019). This is not because of a lack of potential but due to problems with implementation including, over-simplification, conflicting priorities and mixed messages.

Having co-presented with Carol Dweck at more than 30 conferences, James Nottingham will give you a deep insight into:

• The nuances behind the research and the urban myths to avoid
• The systems and patterns of behaviour that may need adjusting to avoid conflict with growth mindset
• The best strategies for building a growth mindset culture so that everyone in the learning community (students, staff & families) benefit

Check your local times:
Webinar 3 
Webinar 4  

Students who fear failure or hide mistakes generally respond to setbacks negatively, which in turn leads to self-doubt and a lowering of aspirations and goals. (Haimovitz & Dweck, 2016). Whereas, those who are shown how to examine mistakes and learn from failure are more likely to develop humility, adaptation, and resiliency. Knowing this helps educators to encourage intellectual risk taking and create a safe and thoughtful culture of learning.

This webinar will show the best ways to:

• Enhance lesson design (online & onsite) to create more opportunities for learning from mistakes
• Adapt systems and patterns of behaviour to teach students how to respond more positively to the possibilities of failure
• Demonstrate how failure and mistakes can enhance social and emotional learning

Check your local times:
Webinar 5 
Webinar 6 

Performance is enhanced when students strive towards specific and challenging goals (Feldman, 1997). The attainment of those goals is also closely related to self-esteem and self-efficacy (Light, 2001). In other words, when we create the conditions in which students engage in challenging tasks, they achieve more, feel better about themselves and boost their sense of potential. So why do so many students avoid challenge? This webinar will explore some of the reasons and identify what we can do to encourage all students to step out of their comfort zone.

This webinar will cover:

• Some of the reasons why students all-too-often avoid challenging tasks and how to reverse this trend
• How the Learning Pit® encourages students to willingly step out of their comfort zone
• The best strategies for enhancing efficacy and engagement through challenge, questioning, and an emphasis on progress

Check your local times:
Webinar 7  
Webinar 8  

A school has a ‘good culture’ when staff live by a set of shared values and students succeed as a result (Bridwell-Mitchell, 2018). Unfortunately, components of a positive culture often get lost amid tangible outcomes such as higher test scores, excellent attendance, and improved graduation rates. Indeed, some commentators even describe culture as a ‘soft’ target. And yet, the evidence is clear – there is a strong and significant correlation between organisational culture and that organisation’s performance, and that culture can be designed and deliberately embedded.

This webinar will show:

• How a learning culture (online & in-person) is shaped by five interwoven elements, each of which staff have the power to influence
• A set of values about learning that evidence reviews identify as the most significant for student welfare & growth
• How mental models drive actions and lead to safe, engaging and inviting cultures of learning

Check your local times:
Webinar 9
Webinar 10  

The SOLO Taxonomy (Biggs & Collis, 1982) is “one of the most powerful models for understanding when to move students from surface- to deep-learning” (Hattie, 2013). It aligns to evidence-based practice and helps identify when to move students from ‘knowing’ to making links and connections between different concepts and ideas. It can also be used to design differentiated learning tasks that, when coupled with attainment-based grouping (rather than ability-grouping), can be effective in narrowing achievement gaps.

This webinar will show:

• How to use SOLO to design differentiated learning tasks that enable students to deepen their learning
• The ways in which SOLO supports students in developing metacognition, self-regulation, self-efficacy, and engagement
• How to recognise and respond to each stage of SOLO so as to deepen learning and close the achievement gap for all students

Check your local times:
Webinar 11
Webinar 12