Harry Fletcher-Wood

Associate Dean, Institute for Teaching
Speaking at

Sessions

Responsive teaching: a fresh look at feedback

Every teacher faces some problems every lesson: one of the biggest is how we can help every student to improve, when each student needs something different. This session looks at how we can offer effective feedback quickly and sustainably to help students improve. It tackles problems like:
– How can we ensure students respond well to feedback?
– How can we guide students while also building independence?
– How can we offer effective, frequent feedback without marking late every night?
The session will share the evidence and practical techniques which can you can use in the classroom tomorrow.

Bio

Harry has worked in schools in Japan, India and London, teaching history, organising university applications and leading teacher development. He now works at the Institute for Teaching, where he leads a programme for teacher educators. This is his tenth visit to Sweden in ten years: he has trained teachers with Teach for Sweden and visited schools in Malmö, Gothenburg and Stockholm. Responsive Teaching: Cognitive Science and Formative Assessment in Practice is out now.

Twitter: @hfletcherwood

Website: improvingteaching.co.uk

Archive

Scandinavia 2018

Responsive Teaching: Cognitive Science and Formative Assessment in Practice

We face some problems every day as teachers: How can we plan efficiently, when there is so much we want students to learn, and so little time? How can students know what success looks like? How can we know what they’ve understood? What feedback will help them improve? This session reviews the evidence from cognitive science and formative assessment about how we can address these problems. It uses this evidence to suggest practical techniques teachers can use on Monday morning.


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.

National Conference 2018

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.

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.

National Conference 2017

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.