72. Adult learning theory

Andragogy or adult learning theory assumes that adults are self-directed, motivated and learn best when they see the relevance of what they are learning. Adults have different sources of motivation for learning something. They may have knowledge of what has previously worked or habits that influence how they learn and ways of processing new information. Those of us who lead adult learning need to be facilitators rather than teachers.

This staff meeting starter encourages staff to consider how they lead learning and professional development within school, how well the intentions are articulated and the programme adapted to need.

71. Mathematical manipulatives

There are many myths and misunderstandings around the use of manipulatives.  Manipulatives serve as powerful tools to stimulate mathematical dialogue, enabling children to articulate and refine their thinking. Using manipulatives purposefully provides the teacher with a visual representation of the children’s mathematical thinking to help address misconceptions and support children to co-construct new knowledge together.

This staff meeting starter provides opportunities for staff to develop awareness of the myths surrounding manipulatives and support staff in making deliberate decisions of what to use, why and when.

Linked resources

Premium subscribers can access four training modules that refer to the teaching of mathematics. This includes Ofsted’s research review into the subjects and strategies for maths to close attainment gaps and become more metacognitive. The link below also includes a training module which references the teaching of mathematics in the early years, as part of the ‘best start in life’ series.

70. Disciplinary literacy

Disciplinary literacy is a teaching method that helps pupils develop the skills to read, write, and think like experts in a specific subject. It’s also known as subject-specific or academic literacy. It can offer a powerful approach for schools to consider implementing in their school to improve equity of curriculum access.

This staff meeting starter will provide opportunities for staff and subject leaders to consider what disciplinary literacy involves and how they can collaborate to ensure it is done well across the school.

Linked resources

Ofsted’s subject research reviews highlight the importance of subject-specific vocabulary in gaining a secure understanding of the subject. It might be worth revisiting the subject review for any subjects you lead, to remind yourself of strong practice in specific subjects.

69. Working with link governors

Link governors and trustees are appointed to take the lead on an area of their governing board’s responsibilities or to help monitor a specific improvement priority. Link governors’ roles vary dependant on their remit; however, they will usually visit the school with clearly defined and agreed foci.

This staff meeting starter encourages teachers to consider how they can build and maintain effective working relationships with their link governor, as a critical friend and source of support.

Linked resources

Premium subscribers can access two documents from the resource bank which will help governors fulfil their role. There is an SEN checklist and an attendance regulations checklist specifically for governors to aid them in their roles. Go to the resource bank and type ‘governor’ in the search bar to quickly access the documents.

68. Hard and soft scaffolding

Scaffolding is now a familiar term we associate with providing support for pupils. It comes in two main forms: hard scaffolding and soft scaffolding.  Hard scaffolding is a pre-planned support, while soft scaffolding is a dynamic, situation-specific support. Both types of scaffolding can be used to help pupils learn. 

In this staff meeting starter, staff are encouraged to discuss how well the scaffolding strategies they provide meet the needs of the pupils in their class, how these are planned and the challenges they might need to overcome when providing dynamic, situational scaffolding.

Linked resources

Premium subscribers can access two training modules about scaffolding. Click the link below to access these video.

67. Professional curiosity (safeguarding)

Professional curiosity is a key part of safeguarding which involves exploring a person’s life and situation by asking questions, listening, and looking. It’s about trying to understand what’s happening for a person, rather than making assumptions or accepting things at face value. We can demonstrate professional curiosity about a child’s life by maintaining an attitude of respectful uncertainty and applying a critical eye to the information given by a child’s parents or carers rather than just accepting things at face value. 

This staff meeting starter encourages staff to consider to what extent they are professionally curious about a child’s life.

66. Understanding sensory processing

Sensory Processing Disorder (SPD) is a neurological condition in children that can affect the way the brain processes information from the senses. Those with SPD may be extra sensitive to or not react to sensory input, depending on how they are affected. Pupils with SPD can face a variety of challenges in the school environment. It can affect their academic performance and social interactions. While awareness of SPD is growing, many educators and parents remain unsure about how to support pupils with SPD.

This staff meeting starter provides opportunities for staff to discuss how the school can adapt classrooms and outdoors to meet sensory needs and promote a culture of understanding to empower pupils with SPD to thrive.  

65. Explicit instruction

Rosenshine (1987) described explicit instruction as “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students.”  By providing clear, structured guidance, explicit instruction equips pupils with the tools they need to succeed, fostering both competence and confidence.

This staff meeting starter encourages staff to consider and discuss how we use explicit instruction to ensure we are purposeful, clear, direct and systematic when teaching.

Linked resources

Premium subscribers can access a training module about explicit teacher-led instruction. The research indicates that this is the best method to use when teaching pupils brand new material, strategies or concepts. Click the link below to access this video.

64. Cultural literacy in safeguarding

Culturally competent practice places children’s wellbeing and protection within their cultural context and, by being culturally competent, practitioners can better identify which aspects of the family’s difficulties are ‘cultural’, which are neglectful, and which are a combination of factors. Understanding and addressing bias is crucial to providing equitable care and support. This includes challenging stereotypes, ensuring safeguarding protocols are applied consistently, and recognising the unique needs of each child as they develop.

This staff meeting starter provides opportunities for staff to discuss their knowledge and skills and to consider how they effectively and respectfully protect children of all backgrounds.  

63. Building pupils’ self-efficacy

Significant studies have shown that a positive learning environment can be crucial in building self-efficacy among pupils of all ages. A study of teaching methods and self-efficacy found that when teachers followed a more interactive and collaborative learning approach, pupils had a higher self-efficacy score than when they learned in strict or closed classroom situations.

This staff meeting starter provides opportunities for staff to consider how they build self-efficacy in their pupils to ensure academic success and emotional well-being.

Linked resources

Premium subscribers can access a training module which, in part, explores ways we can build pupils’ self-efficacy to ensure they respond positively even when learning is difficult.  The section on self-efficacy appears 20 minutes 40 seconds into the video ‘Closing attainment gaps Part 1: Understanding disadvantage’.