Insights

From ‘RI’ to ‘Good’: The Approach Behind SECG’s Ofsted Success

By Aimee Bose, Deputy Executive Director of Teaching and Technology, South Essex Colleges Group (SECG).

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Bridging the Gap in Observations: Moving from the 'WHAT' to the 'HOW'

The problem with traditional lesson observations, by Damian Rollinson Small, Director of Partnerships for TeachingHOW2s.

Using the HOW2 Platform to Enhance Collaboration and Share Best Practice at York College

By Luke Zwalf, Head of Teaching and Learning, York College.

Reimagining Faculty Support: A Scalable, Personalized HOW2 Approach for Every Educator.

In the first of a series of articles, Dr. Alicia Harvey-Smith highlights the urgent need to rethink faculty support, offering a flexible solution that empowers every educator, enhances teaching quality, and directly aligns with student success and institutional goals.

Transforming Lesson Observations with a Developmental, Non-Judgmental Approach

Ranjit Singh, VP for Quality and Learner Experience at Hull College, shares how the HOW2 platform was instrumental in supporting a developmental approach to lesson observation feedback, reshaping college culture, and reversing failing standards in one of the most deprived areas in the UK.

When AI Meets EBT: Transforming the Educational Landscape with HOW2s

Download our free poster to discover ten game-changing Evidence-Based Teaching (EBT) techniques that empower teachers to seamlessly leverage AI-generated answers, transforming them into powerful catalysts for student learning and development.

Embedding Evidence-Based Teaching Practices across Network Learning Communities

Giving busy educators the agency to grow and develop as adaptive, reflective practitioners the HOW2 Platform frees up organisational resources to support those who need it most.

Schemas and Memory

Inside every educators' head are subject schemas — the meaningful connections of individual facts. If we want students to develop such schemas, why not show them as part of our teaching?

Five Ways Visuals Help Learning

Now that we know from research how learning occurs, we can identify the specific ways in which visuals support five psychological processes. These same processes can be used to improve learning for students and, for educational professionals.

Putting the pedagogy back into technology (or why zoom isn’t enough)

Providing learners with the opportunity to learn online during COVID was no mean feat. But for learning to be engaging, meaningful and sticky we need to add pedagogy to the mix — and fast.

‘Inclusion & SEN’ How can this reduce (rather than add to) workloads?

Supporting students with additional needs and those with EAL and poor literacy skills need not be another thing. Better to tweak ‘mainstream’ techniques that benefit all students, including those with additional needs and, at the same time, reduce teaching workloads. Sounds crazy? Read on.

Overcoming barriers to progress in the classroom, lab or workspace

Do your learners struggle to focus on learning from the moment they arrive? Do they have difficulty retrieving and revisiting content from previous sessions? Is progress hindered by learners struggling to understand what great work looks like?