Transforming Learning and Teaching

`Transforming Learning and Teaching is well worth reading. The story of five schools acting together to improve what they do is a heroic and admirable one, especially in the present climate. The pressure to comply with prevailing orthodoxy, rather than devise orginal treatments, has been too strong for many to act with the same courage and insight as the five Redbridge schools, but it can be done with enthusiasm and integrity, as these teachers, heads and pupils show′ - Ted Wragg, The Times Educational Supplement`This is a fascinating study that deserves a wide readership′ - Headteacher Update`Rigorous, realistic, accessible and eye-opening - this book ought to be at the well-thumbed heart of any primary school where building children′s "learning power" is a genuine priority′ - Guy Claxton, Professor of the Learning Sciences, University of Bristol′For school practitioners, this book has much to commend it. It presents a convincing picture of the challenges which face any new initiative, and of the improvement which resulted in pupils′ learning.′ - Janet A. Harvey, University of Gloucetrshire, UK

• Introduction - `We Can If… ′The Story How the Story Is ToldHow the Book Can Be Used Setting the Scene The `Learning to Learn′ ProjectThe LEA Context at the Beginning of the ProjectA Brief Description of the SchoolsOur Guiding Mantra - ′We Can If…′ Getting Started and Keeping Going Taking Time to Get To Know One Another and Share ConcernsTaking Time to Clarify the Purposes of the Journey (Our Learning Intentions!)Beginning to Learn How to Learn From Each OtherBringing the Rest of Our Travelling Companions On BoardCollecting Baseline DataSharing ′Highs′ and ′Lows′ Along the Route and Supporting One AnotherDeveloping Our Teaching Practice to Enhance Pupils′ LearningEncouraging Thinking Skills and Learning SkillsDeveloping the ′Language of Learning′ In Our ClassroomsStimulating the Learning BrainDeveloping Children′s Emotional IntelligenceSupporting Teachers as Learners and ResearchersDeveloping Teachers as LearnersCoaching Managers in the Skills of Leadership for LearningProviding Induction Programmes For Newly Recruited Staff and NqtsInvesting In High-Quality Training Opportunities for AllEmbedding Support and Development within Our SchoolImprovement PlansProviding Leadership for LearningHeadteachers Model Total CommitmentLeadership Is Distributed Across the SchoolDeputy Heads Become the ′Levers′ Of School ImprovementMiddle Managers and Teams Become Leaders of Learning AndLearning LeadersLeadership Roles Are Developed Amongst Other Members of StaffChildren Become Leaders of LearningAccelerating Children′s LearningHeeding the Health WarningsReflecting On and Reviewing ProgressWorking In Partnership with ParentsMaintaining and Enhancing Inclusive Provision for A Broad AndBalanced CurriculumCreative Differentiation to Support InclusionKeeping Track of Children′s LearningIdentifying Issues That Can Inform and Have an Impact On TheTracking Of Pupils′ LearningEnsuring the Micro and Macro Management of Quantitative DataUsing a Range of Qualitative Tracking MeasuresTracking the Focus CohortEvaluating the Impact of the ′Learning to Learn′ ProjectAnalysing Test Data to Assess the Value Added By the SchoolsTaking Account of the Outcomes of Objective External ValidationsObtaining People′s Perceptions of ′Learning to Learn′Growing Learners - Children′s Views about LearningWhat Does Learning Mean To You?What Does It Mean If You Learn Something?How Do You Learn Best?How Do You Feel Learning Has Improved For You?Are There Particular Things Teachers, Support Staff or Other PupilsDo Which Help You To Learn?How Do You Feel About The ′No Put-Down′ Zones?What Gets In The Way Of Your Learning? How Do You Try To Sort This OutAre There Things You Wish Your Teacher Would Do That He/She Does Not Do?What Is It Like To Be A Learner In Your Class?Transforming Learning and Teaching - Lessons and Key PrinciplesLessons LearnedTransforming Learning and Teaching - Key Principles