Harry Fletcher-Wood

Associate Dean, Institute for Teaching

Session

How can behavioural psychology help us nudge students in the right direction?

In the last few decades, the study of behavioural psychology has leaped ahead. Researchers have developed simple, effective ways to help people make good on their best intentions: saving more, eating better, trying harder. What does this mean for teachers? How can we use simple nudges to encourage students to work hard and be nice? How can nudges help us stop procrastinating? How can they encourage better teaching? This session will offer tentative answers to all of these questions, and encourage you to develop answers you can use in the classroom.

Bio

Harry leads the Fellowship in Teacher Education programme at the Institute for Teaching. He has worked in schools in Japan, India and London, teaching history and leading professional development. He blogs regularly at improvingteaching.co.uk and tweets sporadically at @hfletcherwood; his book, Responsive Teaching: Cognitive Science and Formative Assessment in Practice, is out now.

Twitter: @hfletcherwood

Website: improvingteaching.co.uk

Archive

Leads Network Day, Haninge 2018

Why does good professional development still fail?

There is a research consensus about good professional development: it takes time, it focuses on learning, it’s collaborative. Yet a series of recent, randomised-controlled trials have tested professional development using these models; the result: limited impact on teacher practices and no impact on student results. This session explores why these approaches seem to have failed – and how we can design better professional development.

2017 National Conference

Why does good professional development still fail?

We have ideas about what good professional development looks like – it takes time, it focuses on learning, its collaborative. Yet a series of recent, randomised-controlled trials have tested professional development using these models across a number of years, and found limited impact on teacher practices and no impact on student results. This session explores the reasons why these approaches appear to have failed – and what we should do next.

Scandinavia 2017

What makes great teacher training?

This session examines the weaknesses of much current teacher-training and the implications this has for student achievement.  It sets out the research on excellent teacher education, and great training in other fields.  From this basis, the session will suggest what every teacher-educator needs to know and be able to do, and how we might prepare teacher-educators to best serve.