FOR PROFESSIONAL DEVELOPMENT COORDINATORS
Expert Insights.
Bite-size interviews with researchers and educators to help you lead in-house programmes and further your own professional development.
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LUCY LOWDE
How to implement Oracy in schools and colleges
Lucy offers practical tips for effectively integrating Oracy in the classroom and across schools and colleges.
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Watch here
NATALIE PACKER
How can schools best support parents/guardians of children with SEND?
Effective communication from schools can be key when supporting parents and guardians of children with SEND.
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Watch here
ANDREW WATSON
How much should research inform teaching practice?
Andrew suggests that research should inform rather than replace teachers' own judgment, knowledge and teaching strategies.
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Watch here
BECKY ANDERSON
How to embed Cold-Calling and Wait Times in your
classroom
Becky discusses her experience of embedding these techniques within a school's Teaching & Learning practice.
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Watch here
DR ZACH GROSHELL
How does Cognitive Load Theory apply to teaching?
Learn about why applying Cognitive Load Theory to the classroom is vital to effective teaching practice.
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Watch here
DR JO CASTELINO
Should you stop grading homework?
Top tips for providing feedback without grades.
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Watch here
PROFESSOR JOHN HATTIE
Should feedback be immediate or delayed?
Learn about the importance of the nature of the task when giving feedback, and how it determines whether feedback is given immediately or delayed.
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Watch here
PROFESSOR JOHN HATTIE
How to develop a culture of learning
Get top tips about how to develop a culture of learning in the classroom.
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Watch here
PROFESSOR PAUL CALDARELLA
Why does behaviour-specific praise work?
Professor Caldarella
discusses the benefits of making feedback behaviour-specific and instructional.
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Watch here
KATIE HOLMES
How to develop metacognitive learners
Katie covers the where, the why and the how to introduce metacognition to students.
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Watch here
YAMINA BIBI
How
to introduce Cognitive Science with staff and students: a deep dive
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YAMINA BIBI
How can teachers make Metacognition subject-specific?
Yamina shares how her school provides consistent
pedagogical knowledge alongside subject-specific research.
Watch here
Watch here
DR MUSTAFA SARKAR
Creating a high-support, high-challenge environment to nurture Resilience
Find out what factors educators should be aware of in order to create environments that nurture Resilience.
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Watch here
LUCY LOWDE
TEACHER
How to implement Oracy in schools and colleges
Lucy offers practical tips for effectively integrating Oracy in the classroom and across schools and colleges.
NATALIE PACKER
RESEARCHER
How can schools best support parents/guardians of children with SEND?
Effective communication from schools can be key when supporting parents and guardians of children with SEND.
ANDREW WATSON
RESEARCHER
How much should research inform teaching practice?
Andrew suggests that research should inform rather than replace teachers' own judgment, knowledge and teaching strategies.
DR ZACH GROSHELL
RESEARCHER
How does Cognitive Load Theory apply to teaching?
Learn about why applying Cognitive Load Theory to the classroom is vital to effective teaching practice.
BECKY ANDERSON
RESEARCHER
How to embed Cold-Calling and Wait Times in yourclassroom
Becky discusses her experience of embedding these techniques within a school's Teaching & Learning practice.
DR JO CASTELINO
RESEARCHER
Should you stop grading homework?
Top tips for providing feedback without grades.
PROFESSOR JOHN HATTIE
RESEARCHER
Should feedback be immediate or delayed?
Learn about the importance of the nature of the task when giving feedback, and how it determines whether feedback is given immediately or delayed.
PROFESSOR JOHN HATTIE
RESEARCHER
How to develop a culture of learning
Get top tips about how to develop a culture of learning in the classroom.
PROFESSOR PAUL CALDARELLA
RESEARCHER
Why does behaviour-specific praise work?
Professor Caldarella
discusses the benefits of making feedback behaviour-specific and instructional.
KATIE HOLMES
RESEARCHER
How to develop metacognitive learners
Katie covers the where, the why and the how to introduce metacognition to students.
YAMINA BIBI
RESEARCHER
How to introduce Cognitive Science with staff and students: a deep dive
Yamina discusses introducing Cognitive Science to her school and how "celebrating small wins" motivates students to use effective learning strategies.
YAMINA BIBI
RESEARCHER
How can teachers make Metacognition subject-specific?
Yamina shares how her school provides consistent
pedagogical knowledge alongside subject-specific research.
DR MUSTAFA SARKAR
RESEARCHER
Creating a high-support, high-challenge environment to nurture Resilience
Find out what factors educators should be aware of in order to create environments that nurture Resilience.
Created by InnerDrive, a UK based company delivering high-quality training, based on Cognitive Science research.
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Please fill the form in below and we will get back to you as soon as we can. We look forward to hearing from you!
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Cognitive Load Theory
Cognitive Load Theory highlights that all information first has to go through our working memory, which has a limited capacity. Too much information can overload students' brain, which can hinder or even completely halt transfer to their long-term memory – which is where learning happens.