- COURSES ON OFFER
- Habits of independent learners and how to model them
- Enabling students to learn outside of the classroom and beyond the syllabus
- Preparatory work for lessons
- The Harkness philosophy for teaching and learning, focused on student leadership and discussion
- Using GCSE and A Level reformed qualifications as an opportunity to promote independent learning
- Developing initiative and independence of thought in learners
Independent Thinking & Learning: "From spoon-feeders to self-starters: developing independence in learners"
|Event Focus Categories:||
Teaching and Learning
|Target Audience:||All educationalists wishing to learn about / introduce a more independent learning approach into their classrooms|
Independent learning benefits students by improving their academic performance, increasing their motivation and confidence and giving them greater awareness of their limitations and their ability to manage them. Being familiar with the elements of independent learning such as thinking skills and planning and self-evaluation will help make independent learning work.
This interactive workshop will focus on bringing independent learning into classroom practice. Some of the areas of focus include:
The workshop will enable participants to discuss and develop their own ideas, but will also provide clear strategies to take away for developing independent learning in your classrooms / schools.
|Course Leader 1:||
Dr Guy Williams (Head of Upper School, Wellington College)
Guy is an experienced teacher of Philosophy and Religion and has taught at Wellington College since 2008. During that time, he has served as Head of Department and as Head of Upper School. He has worked in curriculum development, examining, textbook authoring, and has mentored a number of teachers on their way into classroom practice. Guy has worked on various independent learning strategies, including philosophical and dialogical approaches to teaching.
|Course Leader 2:||
Aidan Sproat (Head of Mathematics)
Aidan is in his seventh year as Head of Maths at Wellington College. He believes strongly that content should be embedded within context and prefers problem-centred approaches to teaching as opposed to topic-centred approaches. In addition to leading on the Wellington Maths Department’s initiatives to create Harkness-style resources for A-level, he has also written textbooks for the IB Middle Years Programme.
He is committed to broadening the public face of mathematics, and in addition to promoting Maths amongst the student body he runs an annual course for parents aimed at helping them find beauty and excitement in the subject.
|No of Participants:||20|