Global SLTD2 23-24.pptx

skillsbuilder.org Skills Leader Training Day Two Global - Phase 2 2024.

skillsbuilder.org Intended Outcomes To connect with your network of skills leaders To reflect on how you use the Universal Framework 1 To consider the next steps for your programme 4 To explore the principles and share examples of good practice 2 To plan your case study 3.

skillsbuilder.org Step 7: I contribute to group decision making, whilst recognising the value of others’ ideas Step 3: I work with pride when I am being successful Introductions: 5 minutes ● Introduce yourself. ● Share a success from your programme..

skillsbuilder.org Recap: the ‘why’.

skillsbuilder.org One day, everyone will have the essential skills to succeed..

skillsbuilder.org A life-long journey of essential skills development We want every individual to have many opportunities to develop their essential skills across their lives. Wellbeing Education Career.

skillsbuilder.org The Universal Framework.

skillsbuilder.org Eight Essential Skills and the Universal Framework.

Speaking clearly Speaking engagingly Speaking adaptively Speaking influentially Step step O Step 1 step 2 step 3 Step 4 Step 5 Step 6 step 7 step 8 step 9 step 10 Step 11 step 12 step 13 step 14 step 15 Statement I speak clearly to someone I know I speak clearly to small groups of people I know I speak clearly to individuals and small groups I do not know I speak effectively by making points in a logical order I speak effectively by thinking about what my listeners already know I speak effectively by using appropriate language I speak effectively by using appropriate tone, expression and gesture I speak engagingly by using facts and examples to support my points I speak engagingly by using visual aids to support my points I speak engagingly by using tone, expression and gesture to engage listeners I speak adaptively by changing my language, tone and expression depending on the response of listeners I speak adaptively by planning for different possible responses of listeners I speak adaptively by changing my content depending on the response of listeners I speak influentially by changing the structure of my points to best persuade the listeners I speak influentially by changing the examples and facts I use to best persuade the listeners I speak influentially by articulating a compelling vision that persuades the listeners Getting Started: Speaking clearly and effectively Intermediate: Speaking engagingly Advanced: Speaking adaptively Mastery: Speaking influentially.

skillsbuilder.org Independent task In your own words: 1. What are the benefits of the Universal Framework for teaching essential skills? 2. What is your long term vision for essential skills at your institution? The Universal Framework Add notes to your workbook Page 3.

skillsbuilder.org How do you access the framework? Online Platforms Offline resources folder Other ways.

skillsbuilder.org Independent task: 1. Spend 5 minutes exploring an online or offline platform of your choice. 2. Be ready to feedback: how does this benefit your students? Add notes to your workbook Page 4-5 The Universal Framework.

skillsbuilder.org Discussion: 1. What else could you do to maximise the use of the platform/s or offline materials? 2. What additional training or support might your staff need to help them to use them effectively? Add notes to your workbook Page 4-5 The Universal Framework.

skillsbuilder.org Skills Leader Training & Networking 1 2 3 Skills Leader Training Day 1 Strategy Meeting 1 Teacher training session 1 Strategy Meeting 3 Strategic support from us Online training modules / dedicated support Ongoing support Hub / Benchmark / Launchpad / Homezone/ Offline Resource folder Tools Skills Leader Training Day 2 Strategy Meeting 2 Teacher training session 2 Training for your colleagues Skills Builder Global Programme The Skills Builder Accelerator is our flagship programme for educators..

skillsbuilder.org Independent task: 1. Make some notes on what you would like to get out of Teacher Training 2. Include: ➢ Who you want to involve ➢ What you would like them to know or be able to do by the end of the session 2. Think about when it will be possible to run this session (it usually lasts an hour) 3. Contact anyone who need to be involved in organising it, i.e. Headteacher, SLT etc SPRING Skills Leader Training Day 2 Strategy Meeting 2 Teacher training session 2 Teacher training 2 Add notes to your workbook Page 6.

skillsbuilder.org Break.

skillsbuilder.org The principles.

skillsbuilder.org The Skills Builder Principles Use of consistent language Mastery takes time Ongoing observation and assessment Explicitly teaching steps of the skills To reinforce understanding Links to the real world Keep it Simple Start Early, Keep Going Measure It Focus Tightly Keep Practising Bring it to Life.

skillsbuilder.org Principle 1: Keep it simple Use of consistent language Keep it Simple Why: • Consistent definitions enable clear understanding. • Students cannot demonstrate success without a clear definition. • Displaying the skills and steps reminds students and teachers to use these terms. How: • Use the language of the Universal Framework so the skills are always described in the same way. • Make the essential skills visible around the school through posters, icons and other visible signs..

skillsbuilder.org Principle 1: Keep it simple Bal Bharati Public School (India) Al-Kawthar Secondary School (Lebanon) Greenfield School (Vietnam).

skillsbuilder.org Principle 1: Keep it simple DLF Public School (India) Choithram School (India) Shri Natesan School (India).

skillsbuilder.org Reflection - Progress so far What successes have you had so far? What challenges have you had so far? How have you introduced the skills to teachers and learners? Use of consistent language Keep it Simple Bronze Award criteria The language of essential skills is used in some aspects of school or college life and among some members of the community, including: students, teachers and leaders. Some events such as assemblies also begin to reference the essential skills. Some teachers recognise and reward student effort and achievement in relation to essential skills. Some classrooms and other spaces where the essential skills are taught have visual cues and reminders of the skills (such as posters) on display. Add notes to your workbook Page 7.

skillsbuilder.org Principle 3: Measure it Why: • Understanding of the strengths and weaknesses of learners essential skills • Helps to make decisions about what to teach learners next • Tracks the progress of learners to guide future teaching in the classroom How: • Choose a skill and read the 16 steps • Record which steps your learners can do, and which steps need development • Choose a step that you will focus on first • Repeat the assessment to monitor progress and share success Ongoing observation and assessment Measure It.

skillsbuilder.org Principle 3: Measure it St Paul’s Primary School (UK) Greenfield School (Vietnam) Hamed Gouhar Official Language School (Egypt).

skillsbuilder.org Reflection - Progress so far What successes have you had so far? What challenges have you had so far? Ongoing observation and measurement Measure it Bronze Award criteria Some teachers regularly use formative assessment to prioritise and inform their teaching of essential skills. How have you used formative assessment to understand progress in the skills? Add notes to your workbook Page 8.

skillsbuilder.org Why: • Teach explicitly what is required to make the next step of progress. • Teach directly rather than simply hoping that learners pick them up. • Direct instruction and focused teaching leads to progress. How: • Create time for explicit Skills Builder lessons. • Include essential skills on timetables. • Give teachers training and planning time to decide when and how they will teach the essential skills. Principle 4: Focus tightly Explicitly teaching steps of the skills Focus tightly.

skillsbuilder.org Principle 4: Focus tightly Auxilium Convent High School Wadala (India) Calgary French & International School (Canada) The White Wings School (Nigeria).

skillsbuilder.org Reflection - Progress so far What successes have you had so far? What challenges have you had so far? Explicitly teaching steps of the skills Focus tightly Bronze Award criteria Some teachers engage in focused and explicit teaching of essential skills. Timetables or planning show that some teachers dedicate time to the teaching of skills, pitching teaching at an appropriate level. How have you pitched teaching at the right level or step for the learners? Add notes to your workbook Page 9.

skillsbuilder.org Why: • More opportunities to practise accelerates learners progress. • Make connections between subjects and essential skills and transfer their skills to a variety of contexts • Deep learning occurs when learners use their skills frequently in different situations How: • Consider an upcoming lesson plan. • Select a relevant skill and step/s from the universal framework for the task. • Introduce the skill step to the class, discuss and reflect on the skill step with your learners and consider how to build on this in subsequent lessons Principle 5: Keep practising To reinforce understanding Keep practicing.

skillsbuilder.org Principle 5: Keep practising Al Jawad School (Lebanon) Bal Bharati Public School (India) Northstowe School (UK).

skillsbuilder.org Reflection - Progress so far What successes have you had so far? What challenges have you had so far? To reinforce understanding Keep practicing Bronze Award criteria Some teachers provide opportunities for students to practice essential skills in the wider curriculum, crossing into different subject areas. How have you reinforced the learning over time? Add notes to your workbook Page 10.

skillsbuilder.org Building skills effectively 1. Assess students 2. Identify focus skill and step 3. Explicitly teach the content of that skill step 5. Reinforce learning over time through activities 6. Observe progress in application of skill step 4. Check understanding of skill step Ongoing observation and assessment Measure It Explicitly teaching steps of the skills Focus tightly Finding opportunities to reinforce understanding Keep Practising Use of consistent language Keep it Simple.

skillsbuilder.org Break.

skillsbuilder.org Preparing for your case study.

skillsbuilder.org The case study What is the case study? • The case study celebrates how your school has embedded the six principles. • As the Skills Leader it’s your opportunity to share your hard work and successes How do I complete it? • The case study is completed via an online form. What can I use for guidance? • The Case Studies Showcase and case study guidance document Where does it go? • The case study will be hosted on the Skills Builder Showcase. Explore Case Studies Showcase (skillsbuilder.org) Case study guidance document Add notes to your workbook Page 11.

skillsbuilder.org The case study activity Case study action Principle? “At the end of every half term, we conduct assessments to evaluate the progress of students in the 8 essential skills” “Artwork depicting each skill was created and displayed in prominent areas throughout the school premises” “The skills are consistently applied throughout a variety of class activities, ranging from role plays and dramas to mathematical problem-solving cases, and project-based learning with presentations and after school club activities.” “Skills Builder is integrated into weekly lessons across the entire school” “We have introduced the Skills Builder program starting from the Reception (kindergarten) level, ensuring that students are exposed to the concept of essential skills from an early age” “The school has effectively facilitated opportunities for students to apply their skills in real-world settings, such as during residential trips, field trips, and in preparation for school events.” Task: 1. Read the examples taken from a gold award holder case study. 2. Match each action to the principle it meets. Add notes to your workbook Page 11.

skillsbuilder.org Independent task: 1. Why is it important to write a case study? 2. What have you done so far with Skills Builder that you are most excited to share with others? 3. Which principles may be more difficult to write about? 4. Which essential skills will you use when writing the case study? Add notes to your workbook Page 11 The case study reflection.

skillsbuilder.org The case study timeline Book Strategy Meeting 2 with your Education Associate February Ask your Education Associate to share the link to the evidence folder, the online form and the ‘Guide to submitting your case study’ document. February Add evidence to the folder. This can be photographs, videos or documents. At least 1 piece of evidence for each principle (a single piece of evidence can be linked to more than 1 principle). Please do not include pupils faces. February/March Submit first draft to your Education Associate and agree a meeting to check in and receive feedback April Final submission including completed permission to publish forms As soon as possible after check in meeting Page 12.

skillsbuilder.org Next steps and Action Planning.

skillsbuilder.org 2 Skills Leader Training Day 2 Strategy Meeting 2 Teacher training session 2 TASK 1: Book your second strategy meeting with your Education Associate for this term TASK 2: What opportunities are there for a training this term? Which staff should you contact to provisionally reserve this slot? Task: Organising your phase 2 elements.

skillsbuilder.org Networking If you are interested in being part of a network group with other Skills Leaders from today, please share your email in the chat. We will send an introduction group email and then hand over to the group to keep in contact and share ideas, success stories and challenges. Please support each other with constructive feedback and professional, courteous comments. Networking An opportunity to share ideas, successes and challenges with others.

skillsbuilder.org Please follow the link in the email to give feedback Thank you Skills Leaders! Final thoughts ● What is your focus/priority for moving forward? ● What support will you need to achieve this?.