Podcasts about ambition institute

On this episode of Mind the Gap, Jon Hutchinson is joined by educator, researcher, and author Neil Gilbride to explore the powerful concept of self-efficacy—and why it matters now more than ever in schools. Drawing from his new book, Neil delves into the psychological foundations of self-efficacy, its relationship to agency, and the practical ways it can transform classroom practice. He shares insights from his own diverse career, from play schemes to academia, and explains how educators can help pupils—and themselves—navigate complexity, build resilience, and believe in their capacity to succeed. Together, Jon and Neil discuss Bandura's legacy, the critical importance of managing failure, and why effective modelling is about more than just showing how—it's about lending belief. “If we're not proactively thinking hard about using our capacity to share knowledge and ways of being and working,” Neil says, “then we're not using one of the most powerful weapons in our arsenal.” This episode offers a compelling and deeply human lens on what it means to teach, lead, and learn in today's education landscape.Dr Neil Gilbride CPSychol is an Honorary Senior Research Fellow at University of Worcester and Associate Dean at Ambition Institute, one of the largest professional development providers in England. He has amassed 20 years of experience working across education as an academic, practitioner and knowledge mobiliser. Neil's research interweaves adult developmental psychology and complexity theory to better understand educational leadership and practitioner development. His most recent book is Bandura's Self-Efficacy Theory in Action. Follow him on Bluesky @neilgilbride.bsky.socialJon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs ⁠⁠⁠⁠⁠⁠www.meno.acacdemy⁠⁠⁠⁠⁠⁠, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X ⁠⁠⁠⁠⁠⁠⁠⁠@jon_hutchinson_⁠⁠⁠⁠⁠⁠ or Bluesky ⁠⁠⁠⁠⁠⁠@jonhutchinson.bksy.social⁠⁠⁠⁠⁠.This podcast is produced by Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/

Grades give us comfort and numbers feel concrete. But what if our obsession with quantifying learning is actually getting in the way of understanding it? Today, we're rethinking assessment.Shane Leaning speaks with Amarbeer Singh Gill and Jennifer Curran from Ambition Institute about assessment in education. The conversation challenges our reliance on grades and numbers, exploring the limitations of traditional assessment methods and offering insights into more meaningful approaches to understanding student learning.Key Topics DiscussedThe difference between attainment and progress, and why they require different assessment approachesWhy grades can be misleading without shared understanding of their meaningThe false sense of security that numerical scores can provideThe importance of ongoing formative assessment in the classroomFinding the right balance between measuring learning and facilitating itHow school leaders can evaluate and improve their assessment practicesGuest LinksAmarbeer Singh Gill (Singh): @SinghAmarbeerGJennifer Curran (Jen): @jennimc_dResourcesProfessor Becky Allen's blog on progress Daisy Christodoulou's book "Making Good Progress"Article by Singh and Jen on assessmentEpisode PartnersThe International Curriculum Association's Global.Learn.Connect Netherlands: Learn moreThe University of Warwick's International Programmes | Learn more at warwick.ac.ukThank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on LinkedIn and Bluesky. My website is shaneleaning.com and email address is shane@shaneleaning.com. Hosted on Acast. See acast.com/privacy for more information.

Episode 217: This week on Thinking Deeply about Primary Education, John Jackson and Emma Lindley-Thompson from Ambition Institute return to explore the next extract from their expert edit—this time, focusing on concreteness fading and its role in mathematics teaching.We discuss: The relationship between procedural knowledge and conceptual understanding and how this influences mathematics instruction. The challenge of premature reliance on abstract symbols and how teachers can strike the right balance between concrete and abstract representations. The debate over concrete representations—do they make abstract ideas clearer, or do they hinder transfer to new contexts? Key implications for teacher professional development and how educators can implement concreteness fading effectively in the classroom.Whether you're a maths specialist, a primary educator, or a leader supporting professional development, this episode provides valuable research-backed insights to enhance mathematical understanding in your teaching.If you enjoy this episode, please support us by subscribing to our YouTube channel, leaving a review on Spotify or Apple Podcasts, or making a donation via www.ko-fi.com/tdape. Join the conversation on our Discord server!Click here for tickets to TDaPE Manchester. 30 wonderful sessions about everything primary education.

On this episode of Mind the Gap, Jon Hutchinson and Emma Turner are joined by Chris Such, primary educator and author ofThe Art and Science of Teaching Primary Reading and his newest book,Primary Reading Simplified. Chris returns to discuss his latest book, which moves beyond research principles to offer a concrete model for reading instruction. Together, they explore the challenges of teaching reading beyond phonics, the importance of fluency practice, and the pitfalls of small-group guided reading. Chris challenges the assumption that comprehension can be taught through isolated question types, emphasizing instead the role of fluency and language knowledge in understanding text. He says, "The idea that we can shortcut reading development by drilling comprehension questions is a fundamental misconception." Reflecting on reading pedagogy, Chris highlights the power of whole texts over extracts and the importance of meaningful discussions in developing young readers. The discussion concludes with a call to rethink primary reading instruction: prioritizing fluency, rich classroom talk, and a love of literature.Christopher Such is a primary school teacher, school leader, teacher educator and consultant who has worked in schools since 2006. As part of Ambition Institute's learning design team, he co-designed their National Professional Qualification in Leading Literacy (NPQLL). He has contributed to the initial teacher training programmes for Teach East, Torch SCITT and Ambition Institute, focusing on reading instruction and mathematics pedagogy. In his work as an education consultant, he has worked with schools, multi-academy trusts, English hubs and wider organisations to develop teachers' understanding of reading and implement approaches to evidence-informed classroom teaching that prioritise meaningful experiences with texts. His first book, The Art and Science of Teaching Primary Reading, is required reading on many initial teacher training programmes and higher education courses. He is the author of the education blogPrimary Colour, and he can be found on social media platforms@Suchmo83.Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs ⁠⁠⁠www.meno.acacdemy⁠⁠⁠, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X ⁠⁠⁠⁠⁠@jon_hutchinson_⁠⁠⁠ or Bluesky ⁠⁠⁠@jonhutchinson.bksy.social⁠⁠.This podcast is produced by Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/

Episode 211: This week on Thinking Deeply about Primary Education, I'm joined by John Jackson and Emma Lindley-Thompson from Ambition Institute to explore interleaving practice in mathematics lessons. Drawing on their expert edit, Helping Pupils Learn Maths, and insights from a seminal study, we dive into how interleaving can transform the way students engage with and retain mathematical concepts. We discuss: What motivated the creation of Helping Pupils Learn Maths and how teachers can make the most of it. Why a key study on interleaving caught their attention and its implications for teaching. The characteristics that make interleaved practice effective. Practical strategies for implementing interleaving in the classroom. How to avoid common misconceptions and pitfalls, like teaching different topics every day. Whether you're a teacher, leader, or researcher, this episode provides actionable insights to help you harness the power of interleaving in the (mathematics) classroom. If you enjoy this episode, please support us by subscribing to our YouTube channel, leaving a review on Spotify or Apple Podcasts, or making a donation via www.ko-fi.com/tdape. Join the conversation on Discord to share your thoughts and ideas!

The Education Brief: Saturday 23 November 2024 - Top stories include: A new Teaching Commission aims to address the teacher recruitment and retention crisis. Ambition Institute, Education Development Trust, Teach First, and UCL Institute of Education secured contracts to deliver the Early Career Framework from 2025. A report on the Behaviour Hubs programme reveals contrasting outcomes. The government has commissioned research into the Safety Valve scheme's effects on children and families. This week's deep dive:  New Data on Suspensions and Exclusions We'll also tell you what's happening at HEP this week and what we've been watching, listening to, and reading! Watching - https://fairnessfoundation.com/posts/great-britain Listening - https://podcasts.apple.com/gb/podcast/the-wellbeing-equation-why-happy-staff-stay-with/id1608692574?i=1000673251399 Reading - https://www.mqmentalhealth.org/mental-health-and-the-internet/ AI Tool - https://www.blooket.com/ Music by Slo Pony

Miguel Herdade trabalha em inovação social, gestão de organizações sem fins lucrativos, e implementação de políticas públicas, com especial interesse por desigualdades, educação e integração social. Radicado em Londres há vários anos, fundou e dirigiu organizações sem fins lucrativos em Portugal e no Reino Unido. No RU, foi Director Associado no Ambition Institute e “governador” de uma escola primária. Em Portugal, foi co-fundador e Director na Orquestra Sem Fronteiras, co-fundador e Diretor Executivo da Academia do Johnson e foi assistente na Nova SBE. É membro (independente) do Grupo de Reflexão Sobre o Futuro de Portugal junto do Presidente da República e cronista na revista SÁBADO. -> Apoie este podcast e faça parte da comunidade de mecenas do 45 Graus em: 45grauspodcast.com -> Deixe o seu email aqui para ser informado(a) do próximo Curso de Pensamento Crítico [a anunciar em breve]. _______________ Índice: (0:00) Introdução (3:58) Retrato dos portugueses a nível de escolaridade. | Expulsão dos Jesuítas pelo Marquês de Pombal. (20:17) A proeza de Portugal ter conseguido aumentar, ao mesmo tempo, a quantidade e qualidade do ensino.  (28:03) Evolução dos rankings PISA: problema da falta de professores e impacto da Pandemia (34:28) Quando Portugal é capaz de ter boas políticas públicas — e como aprender com isso | Somos o país do Mundo em que menos crianças passam fome na escola (dados: OECD, PISA 2022 Database, Tables I.B1.4.46) e dos que têm refeições com maior qualidade nutricional (fonte: O'Connell, R. and Brannen, J. 2021. Families and Food in Hard Times: European comparative research. London: UCL) (41:25) Quem são os heróis não celebrados desta revolução no ensino? | Números do ensino profissional (45:48) O lado bom dos exames -- e como exigência é boa para as crianças mais pobres | Cultura de desrespeito pelos dados entre os decisores políticos  (53:43) O lado mau dos exames | cognitive load theory | Lei de Goodhart (1:04:51) A importância subvalorizada do ensino Pré-escolar | Curva de Heckman | Impacto da pobreza equivalente a QI | Polémica nos Açores: filhos de desempregados discriminados no acesso às creches gratuitas | Dados OCDE. em Portugal, cash benefits vão sobretudo para quem ganha mais (tabela 6.12) | Porque o Reino Unido decidiu aumentar propinas e criar bolsas generosas (1:16:19) Porque é que as mães são mais importantes do que os pais para os resultados escolares dos filhos? | Estudo do convidado sobre a pandemia (em co-autoria) (1:17:42) O problema do crescente fosso nas notas entre rapazes e raparigas | John Locke e a educação das raparigas | Problemas identitários | Desigualdade | Livro: The Spirit Level: Why More Equal Societies Almost Always Do Better, de Richard G. Wilkinson e Kate Pickett (1:28:08) Ensino pre-escolar | Ras Chetty - estudo sobre amigos no Facebook (1:38:22) Como dar mais condições aos professores? Livros recomendados: Hillbilly Elegy, de J.D. Vance | Regresso a Reims, de Didier Eribon | Trilogia de Copenhaga, de Tove Ditlevsen | Submissão, de Michel Houellebecq ______________ Esta conversa foi editada por: Hugo Oliveira  

On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by Josh Goodrich, founder of Steplab. Josh shares his journey from being an English teacher and deputy principal to creating Steplab, an organization focused on improving professional development through instructional coaching. The discussion covers the core elements of Josh's book, Responsive Coaching including awareness, insights, goals, steps, and habits. They delve into the challenges of helping teachers change, the importance of situational awareness, and balancing structured approaches with the relational aspect of coaching. Josh offers insights on scaling effective PD, overcoming resistance from sceptical teachers, and ensuring impactful coaching conversations. Josh Goodrich is an English Teacher, school leader and MAT CPD lead based in London. He also works on the learning design team at the Ambition Institute. He now spends most of his time working on his instructional coaching platform Steplab, with the aim of giving every school the power to run an impactful coaching programme. Josh recently published his new coaching book Responsive Coaching. You can follow him on X @Josh_CPD Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She founded ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help retain teachers in post. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. This podcast is produced by Haringey Education Partnership. Find out more at ⁠⁠⁠https://haringeyeducationpartnership.co.uk/

In this episode I'm talking to Sarah Cottingham. Sarah is Associate Dean at Ambition Institute, author of Ausubel's Meaningful Learning In Action, a Professional Development Consultant and former English teacher.I was really eager to speak with Sarah after reading her work about Ausubel's theory and applying it to recent discussions about how English can be approached in a more conceptual manner. Added to this is the requirement that every subject be approached conceptually within the IB framework but with limited practical guidance about how to implement such a curriculum.We discuss:- What a subsumer is and how secondary departments should plan with them in mind- What the subsumers Sarah believes we should teach Secondary school English students are- What Sarah thinks of the IB MYP 'Key Concepts', 'Related Concepts' and ‘Global Contexts'- How an English subsumer could be fed with detail over the course of a secondary education- What an advance organiser is- And finally, how subsumers interact with retrieval practiceThanks so much to Sarah for giving up her time to discuss this brilliantly written book in more detail as well as her wider contribution to the conceptual teaching discussion.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Ausubel's Meaningful Learning in Action BookSam Gibbs and Zoe Hellman's The Trouble with English and how to Address ItDavid Didau's Making Meaning in English

Peps Mccrea is an award-winning teacher educator, designer and author. He is Director of Education at Steplab and author of the ultraconcise High Impact Teaching series, one of which - Motivated Teaching - is the main topic of this episode. On the side, he writes Evidence Snacks, a brilliant newsletter that we speak about at the top of this conversation, and composes excellent instructional threads on Twitter. Previously, Peps was a Dean at Ambition Institute, where he oversaw the design of programmes for teachers and teacher educators (eg. Masters in Expert Teaching, Teacher Education Fellows, and Early Career Teachers), he was a Senior Lecturer in Teacher Education at Brighton University, and teacher and leader at various schools. LINKS Peps. Mccrea website: https://pepsmccrea.com/ Sign up for Evidence Snacks: https://snacks.pepsmccrea.com/ Sign up for the Rethinking Ed Round-up: https://rethinkinged.beehiiv.com DON'T BE A STRANGER The Rethinking Education podcast is hosted and produced by Dr James Mannion. You can contact him at rethinking-ed.org/contact SUPPORT THE RETHINKING ED PODCAST: Become a patron: https://patreon.com/repod Buy James a coffee: https://buymeacoffee.com/repod

On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by Jon Hutchinson. The three of them talk about Jon's role at Reach which aims to weave five important threads into their community partners' educational systems: curricular coherence, understanding the principles of great teaching, maintaining relationships, understanding the community, and strong leadership. A large part of the conversation focused on the current curricular incoherence that plagues many schools. Jon says about teachers, "You're just one small part of that kid's journey, and it is incumbent on you and on the broader system to think about that journey in a much more coherent way." Finally, the trio discuss Reach's booklets, the Meno Academy videos Jon makes with his brother, and the effectiveness of instructional coaching. Jon Hutchinson is a former assistant headteacher of Reach Academy Feltham now director of Reach Foundation. He has taught across both KS1 and KS2, and also tutors on Ambition Institute's Masters in Expert Teaching. Jon has sat on expert panels for the Department for Education, Ofsted and the Standards and Testing Agency. Follow Jon on Twitter @jon_hutchinson_ Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter ⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠ Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She founded ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help retain teachers in post. Follow Emma on Twitter ⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠. --- Send in a voice message: https://podcasters.spotify.com/pod/show/mindthegap-edu/message

No arranque de mais um ano letivo, impõe- se o debate sobre o sistema educativo. Como lidar com a falta de professores? Que políticas poderão reforçar os recursos e as aprendizagens na educação? O debate parte do ensaio “Economia da Educação - Um olhar sobre o sistema de ensino português “ com a participação do autor, Pedro Freitas, investigador na NOVA SBE, e Miguel Herdade, Director associado do Ambition Institute em Londres, cidade onde é governador de uma escola primária pública. O “Da Capa à Contracapa” é uma parceria com a Fundação Francisco Manuel dos Santos para ouvir terça-feira às 23h15 na Edição da Noite da Renascença ou em podcast nas plataformas habituais.

No arranque de mais um ano letivo, impõe- se o debate sobre o sistema educativo. Como lidar com a falta de professores ? Que políticas poderão reforçar os recursos e as aprendizagens na educação?O debate parte do ensaio «Economia da Educação, Um olhar sobre o sistema de ensino português» com a participação do autor, Pedro Freitas, investigador na NOVASBE e Miguel Herdade, diretor associado do Ambition Institute em Londres, cidade onde é governador de uma escola primária pública.O programa Da Capa à Contracapa é uma parceria da Fundação Francisco Manuel dos Santos com a Renascença.--Descubra o livro «Economia da Educação, um olhar sobre o sistema de ensino português» aqui 

In part Three of this special series of Game Changers, Phil Cummins continues his conversation with Sean Harris, Doctoral researcher, Trust Improvement lead, journalist & author. Sean is a part-time doctoral student with Teesside University investigating poverty in schools and how we tackle this in classrooms. He is also a Trust Leader at Tees Valley Education Trust in the North East of England. Sean is a writer and freelance journalist too. He is a published author in the fields of education, community work and theology. Sean enjoys learning about learning, sharpening his practice with the help of educators and thinking about the ‘so what?' of research in relation to our classrooms. Sean is a visiting Fellow with Ambition Institute and has featured in a number of podcasts exploring the science of learning, educational disadvantage and leading curriculum. Sean has worked across multiple sectors included youth work, the charity sector, education and public sector industries. He is an experienced Trustee and governor of other settings too. Sean was one of various key leaders that helped to facilitate Newcastle upon Tyne becoming one of the worlds first FairTrade cities in 2003. The Game Changers podcast is produced by Joshua Jeffries for Orbital Productions, supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil via LinkedIn, Instagram and Twitter. Let's go!

In part two of this special series of Game Changers, Phil Cummins continues his conversation with Sean Harris, Doctoral researcher, Trust Improvement lead, journalist & author. Sean is a part-time doctoral student with Teesside University investigating poverty in schools and how we tackle this in classrooms. He is also a Trust Leader at Tees Valley Education Trust in the North East of England. Sean is a writer and freelance journalist too. He is a published author in the fields of education, community work and theology. Sean enjoys learning about learning, sharpening his practice with the help of educators and thinking about the ‘so what?' of research in relation to our classrooms. Sean is a visiting Fellow with Ambition Institute and has featured in a number of podcasts exploring the science of learning, educational disadvantage and leading curriculum. Sean has worked across multiple sectors included youth work, the charity sector, education and public sector industries. He is an experienced Trustee and governor of other settings too. Sean was one of various key leaders that helped to facilitate Newcastle upon Tyne becoming one of the worlds first FairTrade cities in 2003. The Game Changers podcast is produced by Joshua Jeffries for Orbital Productions, supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil via LinkedIn, Instagram and Twitter. Let's go!

In part one of this special series of Game Changers, Phil Cummins joins in conversation with Sean Harris, Doctoral researcher, Trust Improvement lead, journalist & author. Sean is a part-time doctoral student with Teesside University investigating poverty in schools and how we tackle this in classrooms. He is also a Trust Leader at Tees Valley Education Trust in the North East of England. Sean is a writer and freelance journalist too. He is a published author in the fields of education, community work and theology. Sean enjoys learning about learning, sharpening his practice with the help of educators and thinking about the ‘so what?' of research in relation to our classrooms. Sean is a visiting Fellow with Ambition Institute and has featured in a number of podcasts exploring the science of learning, educational disadvantage and leading curriculum. Sean has worked across multiple sectors included youth work, the charity sector, education and public sector industries. He is an experienced Trustee and governor of other settings too. Sean was one of various key leaders that helped to facilitate Newcastle upon Tyne becoming one of the worlds first FairTrade cities in 2003. The Game Changers podcast is produced by Joshua Jeffries for Orbital Productions, supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil via LinkedIn, Instagram and Twitter. Let's go!

In this episode of the Oxfordshire Teacher Training podcast, Matthew Coatsworth sits down with Peps Mccrea to explore motivation. Peps is currently Dean of Learning Design at Ambition Institute and Director of Education at Steplab, as well as being the author of the High Impact Teaching series of books. Peps explains what motivation is, how it works in education, and the relationship between motivation and behaviour. He shares a series of key ideas and core drivers from his book Motivated Teaching, and considers motivation not just for pupils but for teachers and mentors as well.https://pepsmccrea.com/Follow Peps on twitter: @pepsmccreaSign up to his regular Evidence Snacks newsletterAnd if you are not already a subscriber, search Oxfordshire Teacher Training on your favourite podcast hosting platform, or check out episodes here including guests such as Rob Coe, Sam Twiselton and Tom Sherrington.

In this episode, we talk with Stuart Bird, Head of Outreach, about the next live online episode of Pop Talks. With exam season approaching like a bullet train, POP! Talks is back with Revision SLAM!  Whether you, your children or your students are priming up for revision time, whether GCSEs, A Levels, degrees or beyond, this online talk features an expert line up of insightful, stellar speakers with proven, practical, professional tips to re-think our way to success. Don't work harder, work SMARTER. Livestreamed on YouTube on Wed 26 April 7.00pm. SAVE THE DATE! Book your ticket ⁠here⁠.   Guest speakers include: Peps McCrea - Guru of retrieval practice and hot-off-the-heels of headlining at Embley, Peps the legend is here for you. Award-winning teacher educator, designer and author. He is Dean of Learning Design at Ambition Institute, Director at Steplab, and author of the ultra-concise High Impact Teaching series. Lauren Steadman - Born without her lower right arm, three-time World Champion and seven-time European Champion, Lauren has made history proudly representing Team GB in paratriathlon - the culmination of a 16-year dream. She has also competed in SAS: Who Dares Wins and Strictly Come Dancing. Here Lauren will focus on the unbeatable power of determination. William Wadsworth - The Exam Study Expert. Recently featured in The Times, author of ‘Outsmart My Exams', and the largest worldwide exam-based podcast, The Exam Study Expert gives clear, practical strategies to improve your revision and exam technique. Find out more examstudyexpert.com Lola Anderson - Surbiton Old Girl, Lola is now a full time Team GB Rowing athlete: Women's Single Sculls champion at Henley Royal Regatta; Senior European Champion. At 24, she is already third best in the world. She knows how to succeed;  she has a plan for success that works. Lola will detail goal-setting, and preparing the mind to visualise and execute success. An open Q&A will follow the presentations. Questions are welcomed in advance at communityclassroom@surbitonhigh.com For students of all ages and abilities, Revision SLAM is a must. Livestreamed on YouTube on Wed 26 April 7.00pm. SAVE THE DATE! Book your ticket here.   Find previous episodes here.

For this episode, special guest Sarah Cottingham joins Tom Sherrington and Emma Turner to discuss Sarah's work and expertise in recent research, learning design, retrieval practice, neuroscience, learning schema, and professional development. The conversation begins by exploring Sarah's explosion onto the educational scene, her beginnings as a teacher, trying different strategies to enhance student learning, her movement into neuroscience, and her work with the Ambition Institute. A primary focus of this conversation is Sarah's framework for neuroscience and learning which connects cutting-edge research with classroom realism. In the second part of the episode, the trio discusses student learning, existing knowledge, teaching strategies, and professional development. The episode closes with a discussion on the necessity of time to explore topics. As Sarah explores, self-explanation is essential, and there are hundreds of similar strategies in which you are rehearsing the connection between new content and existing knowledge. Sarah is truly a wealth of neuroscience, learning, and teaching knowledge. About the participants: Sarah Cottingham is a former English educator, researcher, writer, and author. She works as the Associate Dean of Learning Design for the Ambition Institute and is a professional development consultant. She runs the Overpracticed Blog, focusing on memory, retrieval practice, and learning design. She has an ‘In Action' book with John Catt Educational in production that will be published in 2023. Follow Sarah on Twitter: @overpractised Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specializing in teacher development and curriculum & assessment planning. His books include Teaching WalkThrus, Rosenshine's Principles in Action, and The Learning Rainforest Fieldbook. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter @teacherhead Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She is the founder of ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help to retain teachers in post. Turner is the author of Be More Toddler: A Leadership Education From Our Little Learners, Let's Talk About Flex: Flipping the flexible working narrative for education. Follow Emma on Twitter @emma_turner75. --- Send in a voice message: https://podcasters.spotify.com/pod/show/mindthegap-edu/message

Why is teaching still so exhausting after more than two and half years of concentrated attention on teacher wellbeing? Despite the strategies and well-intended efforts, many teachers report being more emotionally and physically tired than ever. Our guests identify the often overlooked reasons and discuss why they are excited about two promising solutions. Follow on Twitter: @ ClassTechTips @jmattmiller @Waldenkent @bamradionetwork @jonHarper70bd Benjamin White is a teacher, writer, and researcher currently working as Assistant Head at Maidstone Girls' Grammar School in Kent, England. He recently co-authored ‘The Next Big Thing in Education' with Professor Becky Allen and Matthew Evans. Ben has a particular interest in teaching practice and its relationship with shifting policies, fads and educational research. He has written research guides for Ambition Institute and led research projects for the Education Endowment Foundation, Ashford Teaching Alliance and the Department for Education. He also developed Compare and Learn (a comparative learning web-app). He holds a Masters in Education and professional studies and currently facilitates the National Professional Qualification in Leading Teacher Development. Dr. Monica Burns is the author of Tasks Before Apps: Designing Rigorous Learning in a Tech-Rich Classroom (ASCD). She is a curriculum and educational technology consultant, Apple Distinguished Educator, and founder of ClassTechTips.com. Matt Miller spent more than a decade in the classroom, creating unique learning experiences for my students through technology and creative teaching. He is the author of Ditch That Textbook on innovative teaching ideas and rethinking education. He is a Google-Certified Innovator. and one of the top 10 influencers in educational technology and elearning worldwide. Resources: Hornets, Slugs, Bees and Butterflies: not-to-do lists and the workload relief revolution The Next Big Thing in School Improvement How to Use ChatGPT: Time-Saving Secrets for Busy Teachers Teachers, Workload, and Wellbeing: Why is teaching exhausting and what can we do about it? Ditch That Textbook

"What is expert teaching? How might research help teachers improve their practice? And, crucially, how can schools ensure that teachers have a clear understanding of what great teaching looks like? In The Teaching and Learning Playbook, Feely and Karlin provide persuasive answers to these very tricky questions. In simple terms, this is a comprehensive, highly-practical manual for excellent teaching. Alongside helpful explanations of each pedagogical technique, the book also provides compelling and convincing video footage of what this might look like in the cut and thrust of a real classroom. With its exemplification of key teaching concepts, in one fascinating and cohesive volume, The Teaching and Learning Playbook is a game-changer for both school leaders and classroom teachers." Mark Roberts, Author, English Teacher, and Director of Research at Carrickfergus Grammar School "A superb directory of carefully chosen and categorised classroom techniques that every classroom teacher will be better for using. Simple to follow steps, along with video explanations makes this a bible of 'go to' strategies for every teacher, irrespective of their age or stage. I only wish I'd had access to this playbook of experience and expertise when I first started teaching!" Jon Tait, Education Author, Leader, and Speaker "Effective PD thrives when we have clarity and consensus around 'what good looks like'. The Playbook is the most comprehensive attempt to codify great teaching in the UK to date." Peps Mccrea, Dean, Ambition Institute "The Teaching and Learning Playbook is a great guide for those who want to get better, or who want to help others do the same. It is as useful for teacher educators as it is for classroom teachers. The seven barriers is a concise summary of the best available evidence on why getting better is tough, and what we can do about it. The playbook contains a precise, clear guide for what teachers can productively focus their efforts on, and the right ways to implement teaching techniques." Josh Goodrich, Founder Steplab, Teacher and Educator "The Teaching and Learning Playbook is essential reading for school leaders looking to ensure the highest outcomes for their pupils. What we know about most successful schools in the county is they have a high level of organisational clarity. The Playbook provides evidence and research based approaches to support school leaders in the implementation of dozens of proven school improvement strategies. This is all done with a level of detail that prevents them from transforming into ‘lethal mutations' or less effective versions of the strategy. I will recommend the Playbook to my colleagues and use it in all the leadership coaching and training I undertake." Dr James Lane, Executive Headteacher and Leadership Coach About the Author Michael Feely is an experienced teacher and school leader. He is passionate about the transformative impact that education can have on children's lives and those in their community. Michael is currently Principal of Dixons City Academy in Bradford. Ben Karlin has worked as a teacher and school leader in disadvantaged communities since 2010, as well as roles in the business and charity sectors. He is currently Fellow, Learning Design at Ambition Institute.

In this episode Toria chats to Nick about how leading a school isn't easy and that what works for one setting won't necessarily work for another. Nick is an ardent believer that leaders need to know their school well and the problems that they are trying to address. He talks to Toria about the perils of fads on social media and how this can direct leaders away from what their setting needs. Nick is the Executive Headteacher of the Alwyn and Courthouse Federation in Berkshire. He is a visiting fellow with Ambition Institute, facilitating on the NPQH and is one of the organisers of ResearchED Berkshire. He blogs at www.mrnickhart.wordpress.com and tweets @mrnickhart. Support the showIf you enjoyed this episode please share it with others and I would love it if you would leave a review on Apple, Spotify or anywhere else. The Tiny Voices Talk book is out now . Use the code ITL25 to get 25% off it until the end of 2022. https://www.independentthinkingpress.com/books/teachingskills/tiny-voices-talk/

Often, and for too long, the link between cutting-edge research into education and actual education in practice has been too distant, too fractured. Sarah Cottingham is here to change that.Sarah is a former Teach First teacher-turned-teacher educator, now working at the highly accomplished Ambition Institute where she designs NPQs (National Professional Qualifications). Her insights into memory and the notion of 'learning first, not teaching first', built not only her classroom teaching experience but also her work training new teachers, have been hugely influential on our thinking here at Qualified Tutor - and now we bring that to you (building on our episode with Bradley Busch, a friend and colleague of Sarah's).Next steps:Get more of these insights regularly on Twitter @overpractised and on Sarah's blog at overpractised.wordpress.comListen to her Tips for Teachers episode with Craig Barton at tipsforteachers.co.uk/sarah-cottinghamGrab a copy of the books Sarah referenced: Why Don't Students Like School? by Daniel Willingham and the In Action Series led by Tom Sherrington Join the newly launched and incredibly exciting LTC Connect: a packed calendar of events & content across our 6 Hubs: English, Maths, Science, Wellbeing, SEND and Business. Just £7.50 per month for access to all the content in all 6 Hubs️⭐️ Enjoy the podcast? Give us a 5-star review!Visit speakpipe.com/QualifiedTutorPodcast to have your voice heard by posing your thoughts and questions to SarahQualified Tutor is a tutor-training organisation, with a suite of high-quality, industry-first programmes. The Level 3 Qualification for Tutors (qualifiedtutor.org/level-3-qualification-for-tutors/) consists of 8-10 weeks of online learning, interactive live sessions with peers and expert facilitation at every step of the way, and will set you apart in a crowded space.Our CPD-Accredited Tutor Training (qualifiedtutor.org/cpd-accredited-tutor-training/) is a 4-week course in teaching and learning, and comes with a Certificate of Completion and a teaching qualification that many tutors will never have had the chance to obtain. Be the first to take the next step in tutoring.

Motivation matters: naturally, we all know this. It's what drives us, as humans, to behave and act in a certain way. In schools, you'd struggle to find a teacher, or even a pupil, who would say that motivation doesn't have a part to play in teaching and learning.  However, up until recently the science behind motivation was a mystery to classroom teachers. Peps Mccrea, the dean of learning design at the Ambition Institute, and director of research and development at Steplab, has been a key player in this change. In 2020, he published Motivation Teaching, a book which shifts through the science to bring educators practical advice about motivation. In this episode of Tes podagoy, Mccrea explains his findings, and shares the approaches to boosting motivation in your classroom.

Neste primeiro episódio do nosso novo podcast, "CÁ E LÁ - Conversas Além Fronteiras", o jovem José Paulo Soares, conhecido host do podcast "A conversar é que a gente se entende", conversa com Miguel Herdade, Diretor Associado de uma das maiores organizações sem fins lucrativos para a educação no Reino Unido, o Ambition Institute. Também disponível no Youtube: https://www.youtube.com/watch?v=KXUODW8CxQA

In this episode I speak with Jon Hutchinson, Director of Training and Development at the Reach Foundation. Jon is also a Visiting Fellow at Ambition Institute for their Masters in Expert Teaching programme. Jon has spoken at ResearchEd events and has contributed a superb chapter on Instructional Coaching for the 'ResearchEd Guide to Leadership'. Jon blogs at www.pedfed.wordpress.com We explore in depth Jon's thinking behind his 'Five Best Bets for Teaching & Learning' which are: 1. Low Stakes Quizzing 2. Instructional Coaching 3. Sequencing Curriculum 4. Improving Ratio 5. Learning about Cognitive Load Theory You can read the original post Jon wrote on this here: https://www.teachfirst.org.uk/blog/five-best-bets-improve-teaching-and-learning-year-ahead You can follow Jon on twitter @jon_hutchinson_ Get involved and share widely. Keep the conversation going using #becomingeducated and tagging me @dnleslie If you have time I would love for you to review Becoming Educated and share what you love about the podcast. You can support the podcast by buying me a coffee here: https://www.buymeacoffee.com/dnleslie This episode is sponsored by UpLearn: Up Learn is an online, curriculum-learning resource for A Levels that helps teachers improve educational outcomes amongst students, whilst reducing their own workloads. Developed by an experienced team of educators, Up Learn courses contain high-quality videos, quizzes and exam preparation material. Teachers direct students to certain sections of Up Learn as homework, facilitating flipped learning, consolidation of classroom material and independent learning. 97% of students who complete an Up Learn course achieve A*/A, with many starting from D's and U's. What could yours achieve? Find out by booking a demo today at uplearn.co.uk, and be sure to quote Becoming Educated for a 10% discount.

Episode 55: This week, we have a guest who needs no introduction. Despite enjoying success as an engineer, mathematics teacher and Dean of the Ambition Institute, Peps Mccrae is best known as the author of his ultra concise books for teachers, and the go to for all things motivation. Referenced regularly from episodes 1 - 53 and everything in-between, it was nothing short of an honour to interview Peps, so without further ado lets spend some time thinking deeply about primary education. Support the podcast at www.ko-fi.com/tdape Join the TDaPE family discord at https://discord.gg/xeNhPVRZZJ

Peps Mccrea, Dean of Learning Design at Ambition Institute and author of books such as Motivated Teaching and Memorable Teaching, is the guest on this episode. With hosts Tom Sherrington and Emma Turner, Peps discusses his work as a professional teacher educator and what drove him to enter this role relatively early in his career. He talks about his approach to training educators, the priorities he sets for delivering impact, and more important considerations about ensuring each student is taught by an excellent teacher. Peps also discusses the challenges and benefits of writing “ultraconcise” books for educators, the influence of social norms on teachers' behaviours, the frameworks for reliably developing teacher expertise, and more. Subscribe to Mind the Gap with Tom & Emma on YouTube to view all video episodes: https://www.youtube.com/c/MindtheGapwithTomEmma Mind the Gap is presented by John Catt Educational, a leading independent publisher that has supported teachers and school leaders with research-based, easy-to-use professional development publications since 1959. Learn more about books from Tom, Emma, and many other world-class authors at us.johncattbookshop.com (US) or johncattbookshop.com (International). About the participants: Peps Mccrea is Dean of Learning Design at Ambition Institute, where he oversee the design of programmes for teachers and teacher educators. In the past, he has been a senior lecturer in teacher education, teacher, and school leader. Peps also writes ultraconcise books for teachers including Motivated Teaching and Memorable Teaching. Learn more on his website https://pepsmccrea.com and connect with him on Twitter @pepsmccrea Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specializing in teacher development and curriculum & assessment planning. His books include Teaching WalkThrus, Rosenshine's Principles in Action and The Learning Rainforest Fieldbook. Follow Tom on Twitter @teacherhead Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. Turner is author of Be More Toddler: A Leadership Education From Our Little Learners and Let's Talk About Flex: Flipping the flexible working narrative for education. Follow Emma on Twitter @emma_turner75 --- Send in a voice message: https://anchor.fm/mindthegap-edu/message

It is our absolute pleasure to welcome Nick Hart, Executive Headteacher of Courthouse Junior School in Berkshire. Nick is a well-respected voice in education and many of you will have heard him talking at ResearchEd. Nick is also the organiser of ResearchEdBerks, which will be on 7th May 2022. Nick also runs an influential blog thisismyclassroom.wordpress.com and is a visiting fellow of Ambition Institute.

Listen we chat with Kathryn Morgan & Jade Pearce. Kathryn Morgan is Head of Leadership Content at the Teacher Development Trust. Kathryn is a former Deputy Head Teacher and MAT Director of Professional Learning and Development. Having previously worked at Ambition Institute as Associate Dean for Learning Design, Kathryn is interested in the instructional design and content of leadership professional development. Kathryn keeps her knowledge and experience of school improvement up-to-date as a Chair of Governors. Jade Pearce is an Assistant Headteacher for Teaching & Learning. Jade also has an NPQH & a Masters in Education. Jade is also a primary school governor and also a member of the Education Endowment Foundation Expert Voicers Group.

In September 2021 a new Early Career Framework comes into place. In this episode we're joined by Nicola Podd and Sophie Morgan-Williams from Ambition Institute, who guide us through the changes and what schools need to get in place. An important listen for school leaders, mentors, tutors and ECTs themselves! In the episode we mention Ambition Institute's Instructional Coaching guide, which you can find here: https://bit.ly/3kk3nml

His is - Director of System Leadership at Ambition Institute, author of "Leading Academy Trusts-why some fail but most don't" and former National Schools Commissioner He also is a thoroughly nice bloke who had been to the land of numpty like the rest of us!

In this episode, host Alex Quigley investigates the evidence on supporting pupils to form effective learning behaviours - both in-school and at home - with our panel of experts: Kirsten Mould, EEF learning Behaviours specialist and current secondary school SENCo, explains how positive behaviours and routines underpin successful learning, in and out of the classroom (Start – 12:05). To find out more about learning behaviours, read Kirsten's EEF blog. Harry Fletcher-Wood, author, researcher and associate dean at Ambition Institute, highlights the importance of embedding habits in sustaining pupils' engagement with their learning; (12:05 – 28:03). To find out more about habits of success, read Harry's blog. Jenny Thompson, principal of Dixons Trinity Academy in Bradford and behaviour advisor to the Department of Education, discusses the way in which shared language and culture set standards for behaviour within her school's community. (28:03 – End). Hear more about the culture in the Dixons Trust here. There is also a range of support resources for schools given the challenges of Covid-19 here.