The professional learning product

“There are many ways my teaching has changed from these playlists. I feel I have gained the confidence to create resources that will best support my learners and focus on what has been learned instead of what I have done as a teacher. I feel I have a greater understanding of when to use each of these strategies in the classroom to benefit my learners. I also feel that I have a clearer understanding of what 'independent learners' truly means.”

“...the examples and video clips were so incredibly useful, they really broke things down and I will definitely use elements of this to show my staff. It really made me stop and think about my practice, particularly with remote learning - it clicked answers into place as to why certain methods I had used were not as successful as others, for example, the use of text and image together. I think it's a must-see for practitioners…”

“A very comprehensive playlist which gave enormous detail of good practice at both synchronous and asynchronous levels. Clear and understandable content…”

“What also struck me is that this isn't anything new to us - we all explored theorists at university, it's about recalling and using the best bits to help us move forward with curriculum design and school practices.”

“I am hoping to share elements of these modules with different staff in school - with the hope of sparking some interest as our staff will also develop with appropriate opportunities. I will most certainly be considering the different approaches within different contexts, especially when considering individual learner's needs and addressing these via good quality teaching and learning, as well as differentiation.”

“This playlist allowed me to connect with the reasons why I went into teaching and what I wanted to gain in the classroom through learning…”

“I found the material in the playlist to be incredibly effective to go 'back to basics' on what we all know about teaching and learning as good practitioners...I would want to use a combination of the above to reform our whole school approach to teaching and learning so it becomes more centred on developing the learner's knowledge of subjects, but the core of teaching and learning is consistently emphasised and embedded around the school.”

“l enjoyed exploring models of memory and theories that indicated how we can help our learners to remember. It was fascinating to explore the contrasts to the previous module on behaviourism.”

“I am more aware of the various approaches that are used on a day to day basis within the classroom and the strengths and weaknesses of them. It has challenged me to consider the way in which work is presented to the children and how what I often think will engage the children will actually be distracting them. It is an opportunity to take risks, and I feel encouraged to 'have a go'.”

“Moving forward, I would like to develop this within my school setting to focus on metacognition to develop and support a whole school culture of learning to reduce cognitive load particularly for KS4 and 5 with examination pressure.”

“It was really interesting and comforting to have affirmation that there is a place for drill and practice... many of our language sessions have an element of drill and practice in order to learn new vocabulary and phrases required for the task or activity. Moving forward and now having seen this module, it gives me the confidence to continue in this way and justifies using this strategy in future lessons.”

“I found the behaviourism playlist particularly useful when looking at how we could incorporate asynchronous learning and online lessons into our everyday practice.”

“I found this playlist very interesting, particularly the 4 different asynchronous learning styles. It would be quite easy to assume that pupils at home would fall into the 'Home based-digital' learner bracket, when the reality is probably quite the opposite.”

“I thought the range of information was useful. I thought it was very well presented and easy to follow. Some of the worked examples were useful and something I have already shared with [other] staff. I also used some of the information to reflect on my own resources and presentations especially when relating to the barriers and variations of learning.”