HOW2s are an integral part of our Supported Experiments
Lynda already had a high quality team of Advance Practitioners (APs). Once she saw the potential of the HOW2s to support and sustain professional learning across the whole campus, she enrolled her team into the vision.
It was then the APs who, individually, provided the energy and authenticity necessary to embed the HOW2s into everyday professional learning activities. Their reputations as excellent classroom teachers lent credibility to their suggestions that the HOW2s offer classroom teachers with a compendium of practical solutions to classroom challenges.
Naturally enough, like a great many other colleges, Henley used Supported Experiments as the mechanism with which to empower professional learning.
And naturally enough, the HOW2s are the perfect resource to support the identification of practical methods to trial. Their range offers a comprehensive set of options from which teachers are free to choose.
Of equal importance is the design of the HOW2 Cycle. It is based on Helen Timperley’s model of the ideal process for professional learning — one that starts and ends with student learning. Indeed this model is now included in the Department for Education very recent publication Standards for Teachers’ Professional Development (click here for website access).
The HOW2 Cycle, as you can see below, starts and ends with student learning, exactly as the DfE recommends.
By starting and ending with student learning, Supported Experiments are made far more rigorous. We’ve made it even easier for teachers to think and work along these lines by writing, for each and every HOW2, descriptions of the intended student learning gains.
You can find these descriptions under the tab How It Helps, immediately above the graphics of the HOW2 itself, as you can see below in the example. Base your Supported Experiments on these learning targets.