WATCH VIDEO
WATCH.
Follow the Five Es Process.
PHASE ONE
ENGAGE.
FAMILIARISE YOURSELF
Explore the range of materials. Make sure you know where to find any given WalkThru in the Googlesite and have explored the options for teacher workbooks and notes pages.
ESTABLISH THE WHY
It’s important to analyse the specific learning issues in your setting: Start by running a session with your staff to look at our Learning Model, using the WalkTrhus toolkit.
Consider the complexities of the classroom; And ask yourselves, what problems are we trying to solve? Once you know what changes you need to make, you’re ready to build your own training programme.
SELECT A FOCUS AREA
These could apply to your whole school or college, each team or individual. Include your staff in the selection process: It’s important for teachers to work on techniques which solve problems that they themselves recognise.
Combine any number of techniques into focused clusters. For example, ‘Cold Calling’, ‘Think Pair Share’ and ‘Say It Again Better’ make a strong combination to support questioning.
PHASE TWO
EXPLORE.
EXPLORE THE HOW
Support teachers to embed the chosen clusters of techniques into their practice by exploring the ‘How’ section of the Toolkit.
MAP OUT THE CPD CYCLES
Scope out your programme for the year ahead, ring-fencing the time that leaders and teachers will need to run training, coaching and team meetings.
Plan any coaching structures you’d like to engage your teachers in. Embark on a programme of Instructional Coaching with individual teachers or small groups, or use your existing teams to drive the process through a calendared cycle of meetings. Ideally every 2 to 4 weeks.
CPD MEETINGS & TRAINING
Combine discussion with modelling of the techniques by someone who has the confidence to show colleagues how it can be done - live or via video.
Make sure you build in time for action planning and reflection in each successive session; Providing a cycle of support and feedback for teachers to improve their teaching - step by step. Share’ and ‘Say It Again Better’ make a strong combination to support questioning.
SIX DESIGN DECISIONS
Consider these six design decisions.
PHASE THREE
EVALUATE.
At the end of a cycle, or your first year, plan a session where you take stock of the progress you’ve made. It’s important to use some form of objective assessment rather than relying on self-reporting or the general feelings people have.
Look at the T in our ADAPT process: T is for Test. What tests have you set yourself as a basis for evaluating impact? Be as objective as you can in gauging the progress you’ve made; the successes and the areas to develop further.
PHASE FOUR
EXTEND.
After the first year, you will be familiar enough with the WalkThrus toolkit and recommended processes to go further. You might want to stay focused on your original core set of WalkThrus; you might want to add additional techniques or change directly based on your analysis of the progress you’ve made so far.
PHASE FIVE
EMBED.
This phase is the mature long-term state you reach when, typically, you will have teachers well-versed in the WalkThrus techniques, using them successfully in their routine classroom practice. However you will always have new staff joining and some colleagues who will need some additional support.
Plan your long-run CPD and coaching systems so that everyone is included and the approaches can be adapted to suit each teacher, regardless of their career stage or level of confidence.