We use cookies for core functionality, multimedia content and collecting usage data to help us improve.

Using HOW2s

Not another new programme

HOW2s are not a CPD programme. They don’t add to teachers’ workload and they don’t disrupt organisations’ existing practices. By making explicit the steps involved in teaching methods — and depicting them visually — HOW2s provide busy teachers with models that are easy to learn and apply.

The HOW2s provide us with an exciting, cost-effective and inspiring way to support our teachers. Crucially, rooted in evidence, they enable us to develop and share best practice across dynamic networks within our growing family of schools.

Andy Samways Director of Teaching School and Research School, Samuel Ward Academy Trust Download case study

Creating a shared understanding

HOW2s create a common interpretation of a body of teaching techniques through the clarity of their visual models. There’s no CPD activity that we can think of that wouldn’t be enriched by such a comprehensive visual reference to evidence-informed methods. Here’s a few CPD-with-HOW2 examples.


Spending time searching for solutions and creating resources is poor use of a coach’s time. When coaches use HOW2s, they:

  • expand their knowledge base
  • explain techniques with pinpoint clarity
  • provide personalised solutions
  • serve a greater number of teachers.

It makes your practice more effective, more powerful, more rigorous. Therefore, it improves you as a teacher.

Andrew Steed Teacher and Coach, Nine Acres Community Primary School ▶ Play video

Lesson observations

Grade-free observations can boost teacher learning. 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.

The Harris Academy Rainham is developing its observation and coaching practices in tandem, ensuring that both coaches and teachers have easy access to evidence-informed teaching techniques.

Self study

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.

I remember my first reaction when seeing them was ‘Wow! Where was this when I did my PGCE?’

T&L groups/
Supported Experiments

Enthusiam for such collaborative ventures is not enough to ensure actionable learning takes place. Adding HOW2s to the mix sees teachers:

  • share their practice with precision
  • create accurate shared understanding
  • focus pedagogical dialogue
  • build knowledge base of local adaptations.


Training events have high costs and, mostly, low impact. Training with HOW2s aligns it with what evidence shows works best, equipping it to:

  • inform teachers before the event
  • revisit after the event
  • focus on student needs
  • collaborate, over time, in shared learning.

Lesson Study/
Instructional Rounds

These two group approaches to classroom analysis-planning-and-review are enhanced by HOW2s. They enable teachers to:

  • access solutions to their ‘problems of practice’
  • explain accurately their shared approach
  • establish a common template to follow
  • forge a basis for iterative adaptations.

See how busy teachers use HOW2s to frame professional learning conversations.