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Want to find out more about HPL and the different ways you can implement it in your school? We are running a series of FREE webinars designed to give you some insight into what HPL is and how it can benefit your school, your students and your staff.
The webinars are:
Tuesday 20th February 2018, 1pm and 4pm (GMT): Introducing HPL into your school with Deborah Eyre
Interested in the High Performance Learning concepts and framework but not sure how to implement it most effectively in your school? In this webinar HPL Founder, Deborah Eyre will talk about the High Performance Learning approach and the various ways you can take it forward in your school - from a self-guided model to taking up the full support of the HPL team and going for our Award.
This will be a chance to ask questions and get the information you need to plan how to introduce High Performance Learning in your school.
Tuesday 6th March 2018, 1pm and 4pm (GMT): Is my school ready for the HPL Award?
Are you a successful and ambitious school looking to become world class? Do you want to focus on securing consistent, high impact pedagogy as the major lever for improvement? The HPL Award programme supports schools to develop the high performance routines that deliver advanced learning as standard and enable you to develop thoughtful, independent students able to pass tests and take their place as global citizens. Achievement of the Award is a confirmation of a school’s ability to provide an exceptional level of education for its students, using the High Performance Learning approach to enable them to reach high levels of academic performance.
In this webinar, Deborah Eyre, HPL's Founder, will introduce the HPL Award, help you decide if your school is ready for it, and let you know how you can apply. There will be a chance to ask questions and get the information you need to make this significant decision for your school.
Tues 20th March 2018, 1pm and 4pm (GMT): Getting the most out of HPL Membership
HPL Membership is a platform for teachers to learn about the HPL philosophy and access resources and tools that will enable them to use HPL in their classrooms and improve outcomes for their students. It includes a wealth of resources such as tools, articles and webinars - but how do you make best use of all this information, as a classroom teacher or as someone implementing HPL in your school?
During this webinar our Senior Programme Manager Angharad Eyre will:
• explain the benefits of HPL membership
• suggest effective and engaging ways to use the membership site and webinars
• explain how membership works alongside HPL programmes such as the Award or the Foundation programme.
Tues 24th April 2018, 1pm and 4pm (GMT): Is the HPL Foundation right for my school?
The HPL Foundation programme is a year-long project that supports a group of enthusiastic and skilled teachers to embed the HPL philosophy in their classrooms, leading to a fresh approach to teaching and learning. At the end of the programme there will be a measurable impact on the performance of students in the target classes and the teachers will be equipped to operate as HPL Leading Teachers in order to engineer the roll-out of the philosophy and practice in their school.
In this free webinar, Associate Director Jeremy Reynolds will:
• tell you more about the HPL Foundation programme
• explain the benefits of joining
• explain the next steps to becoming a Foundation School and starting your HPL journey
Follow the links below each webinar to register - and as these are free and accessible by anyone, please do share them with any friends or colleagues who might be interested. We hope to see you there.
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Meeting with Jumeirah College's HPL Steering Group yielded a very interesting and productive discussion on how this group of staff could lead the way in the early stages of the school's adoption of HPL and ideas were given on how best to launch into the 'play and practice' strategy with ACPs and VAAs. Tracking the effectiveness and impact of HPL was very much in focus and one member of staff at the school has developed an interesting online approach for doing this that could well have wider applications.
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In November, HPL was profiled to Ministers of Education and Health from Latin America and the Caribbean. The Washington DC-based Inter-American Development Bank chose HPL as its example of the way in which education can and should be altered to respond to our new knowledge around executive functioning emerging from Neuro-Science and psychology.
The event, hosted by IDB and the ALAS Foundation, was titled "Using the Brain's Building Blocks to Transform Early Childhood Policy" and featured TED-type talks and discussions between prominent international policy leaders, academics and entrepreneurs on how policies can make us better thinkers and decision-makers.
Deborah's talk focused on how we can prepare children for lifelong success through improving schools and teaching practices, and you can watch it by clicking the image below (opens in new window).
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As the New Year arrives we reflect on our lives and our expectations of the year to come. Teachers and students think about the challenges they face and resolve to do better. To raise their game and expect more.
I don’t recall ever hearing a teacher talk to me about aiming low and expecting little, but actions speak louder than words and sometimes what we say in school and what we do are in conflict.
What does it look like when we say we have ‘High expectations for our students’ but our policies and practices add the invisible subtext: ‘... but not for all of them!”?
Grouping children with other children we believe are of similarly limited ability, and giving them simplified materials and tasks so that they don’t encounter too much challenge and become discouraged.
Not everyone has had the same opportunities to develop the values and attitudes they need for success nor to learn the cognitive competences to tackle more challenging work. High expectations would expect, and believe, that they can rise to the challenge if we provide these opportunities both frequently and regularly. Low challenge plus low skill equals boredom.
Rewarding some children for staying on task all lesson and not shouting out and rewarding others very rarely because their work is always of the highest quality.
Children’s expectations of themselves are shaped, in part, by our expectations of them. High expectations recognise and reward the steps towards high performance and challenge children to move beyond simple compliance.
Choosing to study “Tess of the D’Urbervilles” with the top group and “Of Mice and Men” with the middle group.
Having high expectations would expect all our students to enjoy the greatest stories and the most beautiful language. We know some might need support to develop the skills to do this – but that’s our job!
Talking about “middle-ability boys” and thinking about how we might help staff to identify and support them.
High Performance Learning assumes that ability is not fixed and we have, therefore, to assume that potential is limitless. Having high expectations assumes that whatever ability we see now can be augmented by our teaching and students’ learning.
Eliding predictions and targets so that children, based on where they are now, spend several years under our care working towards a “target” that’s below the expected standards.
Children attend school for at least 11 years. High expectations assume that over that period, we will have a profound and measurable impact on the values, attitudes and attributes and cognitive performance characteristics that a child arrives with. If we don’t target success, and plan for it with each child, we are, in truth, expecting little of ourselves.
Teachers talk about high expectations of children is because we all know it makes a difference. Research demonstrates time and again that:
What we expect = what we do
What we do = what we get
(see this link to The Pygmalion Effect: https://www.youtube.com/watch?v=vJymYT_AkIc).
When what we expect is to be disappointed, that affects what we do every day in how we plan and deliver education in school.
When we expect high performance, then we plan for it through our practice and our policies.
As a result, we get what we thought we’d get… and so do our students.