Moving from inspiration to action
We have developed many resources in recent years designed to support teachers with their CPD. In these instances, the teachers themselves become learners. We aim to provide inspirational resources which encourage teachers to go through a process of ongoing reflective practice and put ideas into action.
Reflective practice sees the teacher taking a step back, reflecting on their own experience and skills. They consider how they can develop further, how they can teach better, how their learners can learn more effectively. It's a process that never stops. Formally, teachers need to register 30 hours of CPD per year. Informally, we know that CPD is something that teachers do all the time, often without giving it that label.
Our resources support CPD - often through a blended learning approach - through content that is underpinned by rigorous pedagogy; that challenges preconceptions; that offers practical, not just theoretical advice; that understands the range of environments that teachers teach in, and the learners they teach; that asks teachers to put their learning into action.
Reflective practice sees the teacher taking a step back, reflecting on their own experience and skills. They consider how they can develop further, how they can teach better, how their learners can learn more effectively. It's a process that never stops. Formally, teachers need to register 30 hours of CPD per year. Informally, we know that CPD is something that teachers do all the time, often without giving it that label.
Our resources support CPD - often through a blended learning approach - through content that is underpinned by rigorous pedagogy; that challenges preconceptions; that offers practical, not just theoretical advice; that understands the range of environments that teachers teach in, and the learners they teach; that asks teachers to put their learning into action.
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One project which shows CPD at its best is our development for LSN's Triple Science project. We produced a multimedia resource that exemplifies contemporary scientific developments as they relate to the Triple Science curriculum. We custom designed a video player which uses digression points at relevant stages of our videos to spark thought; users are inspired by the case studies, but also supported in further action by the associated resources.
We also understand that often the 'hook' for CPD is the provision of good learner resources; the two often go hand in hand in our resources.
For projects for the LSIS Teaching and Learning Programme, such as Creative and media, The Risk factor, Music and STEM in Space, we developed learner resources that were underpinned by the same active learning approaches that teachers were encouraged to develop in their teaching. Teachers could not only use the learner activities 'off the shelf', but were also encouraged to understand the underpinning pedagogy; to adapt them for their own teaching; and to create their own resources using these same sound pedagogical approaches. Although we provided dedicated CPD resources that teachers could use for their own development, the learner resources also had an intrinsic CPD objective.
We also understand that often the 'hook' for CPD is the provision of good learner resources; the two often go hand in hand in our resources.
For projects for the LSIS Teaching and Learning Programme, such as Creative and media, The Risk factor, Music and STEM in Space, we developed learner resources that were underpinned by the same active learning approaches that teachers were encouraged to develop in their teaching. Teachers could not only use the learner activities 'off the shelf', but were also encouraged to understand the underpinning pedagogy; to adapt them for their own teaching; and to create their own resources using these same sound pedagogical approaches. Although we provided dedicated CPD resources that teachers could use for their own development, the learner resources also had an intrinsic CPD objective.
