It makes students feel more motivated, they become more confident and it kicks their brain into action
Your visual guide to overcoming barriers to progress
I didn’t find books and courses very practical. With HOW2s, I feel so much more confident now.
I can’t imagine what we would have to invest to get the same level of support to the same number of teachers on the same number of occasions as we do when we implement HOW2s.
Evidence-informed teaching techniques
140+ unique, dual-coded explanations
HOW2s are step-by-step guides to teaching techniques. Unlike text or speech alone, the combination of still visuals and words means there is no need to figure out what to do.
Here are two steps extracted from a HOW2. Simple to follow, right?
Evidence-informed Teaching Techniques
Meet the HOW2s
Research shows that procedures are most effectively explained using a combination of still images and words. We’ve spent tens of thousands of hours applying this research to explain evidence-informed teaching techniques.
Look Inside
Nicolas Quentin, a teacher from Reading, UK, introduces the HOW2s and the teaching strategies they cover.
Barriers to Student Progress
Which barriers to student progress do you face?
Thousands of busy teachers are using HOW2s to overcome the barriers to progress they come across every day.
Professional Learning Solutions
HOW2s benefit everybody
Using HOW2s, every staff member can overcome barriers to progress.
Looking at these visualisations that take you through that teaching strategy, step-by-step — it’s like gold dust.
How it helps
Spending time searching for solutions and creating resources is a poor use of a coach’s time.
When coaches use HOW2s they:
- Instantly expand their knowledge base
- Have access to over 140 HOW2s
- Accelerate transfer to classroom
- Provide personalised solutions
- Serve a greater number of teachers
Enables managers across the college to provide clarity for teachers on development points.
How it helps
Use HOW2s to fill the gap between what to improve and how to do it, and:
- Create shared understanding with observer/ee
- Inform professional learning conversations
- Provide practical solutions for targets set
- Connect staff in shared learning hubs
It’s there when I need it and can be individualised to what my needs are.
How it helps
Most teachers don’t have ready access to a coach for the pedagogical support they want. Self study with HOW2s allows teachers to:
- Access teaching expertise whenever needed
- Manage the pace and content of learning
- Create personalised study plans
- Learn from, and with, colleagues online
HOW2s work with new and very experienced teachers — there is such a depth and breadth of techniques.
How it helps
HOW2 aligns training with what evidence shows works best, equipping you to:
- Standardise quality
- Reduce costs — support full time and part time and FE and HE staff
- Collaborate, over time, in shared learning
- Focus on overcoming obstacles to student progress
Cost effective and effective
Barnsley college saved over 20K using HOW2s to run their own workshops over a two-day training course for all staff.
Did you know that since 2011 colleges using HOW2s have been far more likely to move to or stay at a grade 2 or 1 than those not using HOW2s?
One spend supports all your full and part time staff and your FE and HE (QAA have commended HOW2s) staff in overcoming barriers to student progress.
There is a reason why many of our colleges have been with us for over 5 years. There is not a more effective and cost effective way to support all their staff and get to and stay at a grade 2 or 1. Simple.
Get in touch to discuss how you can use HOW2s, find out about pricing and to schedule a free personal webinar.
- Telephone
- +44 (0) 1277 202812
- info@teachinghow2s.com
HOW2s improve the quality of learning through better teaching.
Customer Comments
We can observe what’s going on and we know, for instance, that our results are improving
It’s not an off-the-shelf package that you buy once and use, it’s developing
HOW2 has enabled teachers to focus in on techniques to enable post-16 learners to really make progress in Maths where they had got stuck beforehand.
The HOW2s enable professional learning to take place right throughout the year, at the point in time when the teacher is ready for that learning and it is relevant to that teacher to experiment with that learning.
I didn’t find books and courses very practical — I couldn’t remember very much to be honest… I feel so much more confident now.
Customer Comments
We used HOW2s as part of a programme to introduce evidence-based teaching at DSCIS and found they complemented and enhanced the Defence Instruction Training package provided to new and existing instructors.
The tools and methods gave our instructors greater variety and confidence in their instructional approaches and enhanced the student experience.
We have seen student satisfaction ratings increase significantly and [HOW2s] have been an instrumental part in changing organisational and individual behaviours and cultures to reflect a genuine ‘trainee-first’ approach.
I am convinced they directly contributed to an increase in first-time pass rate from 82% to 98% for the CS Operator Class 3 training. As a consequence of the experience at DSCIS, HOW2s were included as an integral part of the DCTT instructor development programme.
The universality of the images and the ideas they represent provides a focus for professional dialogue and for dialogue between teachers and students about what worked in the classroom.
The visual element of the HOW2s offer a direct path into what a teaching technique is about, its core pedagogic intent. The fact that the image is paired down and devoid of too much contextual information facilitates teachers to focus on the teaching and learning inherent in the activity and then adapt it to their context to meet the needs of their students, rather than having to work out or guess what to do.
The universality of the images and the ideas they represent provides a focus for professional dialogue (visuals put everyone on the same page — not open to misinterpretation) and for dialogue between teachers and students about what worked in the classroom.
These factors combine to make the complex task of teacher training and development quicker, easier and more effective.
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