Event Details
Day 1: 15 November 2022
Start time: 09:00 BST
End time: 12:00 BST
Venue: Services For Education, Unit 3 Holt Court, Holt Street, Birmingham, B7 4AX
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£165.00
If schema is a mental structure to help us understand, then how do you help students to see the structure of the subject we are teaching? How do you transfer information to students whilst ensuring the context required allows them to process and remember it?
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Day 1: 15 November 2022
Start time: 09:00 BST
End time: 12:00 BST
Venue: Services For Education, Unit 3 Holt Court, Holt Street, Birmingham, B7 4AX
If schema is based on flawed understanding or limited experience, then it is harder for new information to stick; the schema has to be reconstructed before it all makes sense. We might revert to more primitive schema unless new ideas are clear and reinforced strongly enough. so, once students have acquired, corrected, and consolidated their understanding of individual concepts, it’s time to connect the concepts in a relationship.
We will consider the need to recognise that tacit knowledge gained from experience plays a role in forming schemes. This is seen in abundance in early years education when schema formation flows from numerous experiences. It is also relevant in practical subjects: a ‘feel’ for the way forces impact on objects underpins the theory and it’s all part of the schema.
During this short course we will consider links to metacognitive practices, critical thinking whilst creating an arsenal of practical ways to achieve this in the classroom.
For more information contact us here.
Marsha firmly believes that a quality education is the basis for social mobility and has spent her extensive career working across the West Midlands conurbation catapulting the stunted ambitions of staff and students. Marsha has held several senior positions, most recently as a Deputy Headteacher transforming outcomes in one of the most deprived parts of the county.
Marsha is a specialist in The Principles of School Leadership, Safeguarding, STEM Education and Behaviour Management this is complimented by her interest in cognitive science, not only the application to schema but also its application to the wider, often hidden curriculum.
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Sandra Passmore – Former Adviser, Services For Education
Sandra has extensive experience in safeguarding, health and wellbeing and evidence based practice. She has worked nationally with key government departments (Departments of Health and Education) to help shape strategy and policy whilst still retaining the focus on working for the best outcomes for children and young people.
She has a PhD on the psychology of health related choices which has informed the development of award winning, evidence based programmes such as Health for Life in primary schools and Health for Life in nursery schools which have been proven to have a sustainable impact on improving the health and wellbeing of children and families.
Sandra led the development and delivery of the DSL (Designated Safeguarding Lead) training for SFE. She was pivotal in expanding the remit of the safeguarding work to also include issues such as domestic abuse and sexual violence and harassment within the education context.
Sandra’s passion for improving the lives of children has led her to develop work within Public Health and managed RCT (Randomised Control Trials) on the effectiveness of interventions such as the daily mile. Additionally, Sandra has written books for teachers and pupils as well as peer reviewed academic journal papers.