Colleges

16 - 19 & Adult

Challenging Learning for Colleges

All of our trainers have taught in schools, colleges and universities, with many of us also having been leaders. Together, we bring the most up-to-date research and turn it into accessible, proven strategies for teaching and learning for Post-16, Vocational, Further and Higher Education students.

We offer many types of professional development ranging from keynote speeches to half-day and full-day workshops; demonstration lessons to team-teaching and coaching; and from study tours to onsite consultancy.

Our most effective support is the Challenging Learning Process. This tailor-made, evidence-based, and practical process helps college staff to significantly improve learning outcomes for all students. To find out more, please download the information documents – available below in English, Danish, Norwegian, and Swedish (with Spanish and French coming soon)

The Challenging Learning Process

The Challenging Learning Process (CLP) leads to higher levels of student engagement; more effective use of feedback; better quality questioning; and enhanced classroom dialogue. To learn more, feel free to download one of the PDF’s below.

Areas of Expertise

If you would like us to provide a keynote speech then we can cover edited highlights of 1 or 2 of the topics below. In a day, we can cover highlights for up to 4 topics. For long-term projects, we can go in-depth with as many topics as you like. You choose; we design!

Challenging Learning

Ensuring all students enjoy challenge and develop learning resilience 

A common worry amongst educators is that some students are difficult to engage, and many more give up when faced with difficulty. Finding ways to counteract this has been one of the core elements in our work at Challenging Learning (hence our name!) We have developed models and strategies that will help you to ensure ALL students are challenged appropriately, leading to higher levels of engagement and progress.

Connected topics: Dweck Mindsets; Effective Questioning; Feedback; Student Engagement; Student Self-Assessment; Teaching Thinking; Visible Learning

Creative & Entrepreneurial Thinking

Taking the initiative and thinking in new ways

The ability to see things from different perspectives, and suggest solutions to complex problems are key skills in the workplace today, putting creative thinking at the heart of the successful entrepreneur. Our evidence-based methods, developed with Post 16 & Adult Education centres around the world, can help you help your students develop this increasingly important attitude to lifelong learning.  

Connected topics: Challenging Learning; Dweck Mindsets; Effective Questioning; Leading Learning; Teaching Thinking

 

Dweck Mindsets

Developing a Growth Mindset in all staff and students

Carol Dweck is the world’s leading researcher on what motivates students and the types of thinking and feedback that promote better learning. Every 2-3 years, we host and co-present conferences in Europe alongside Professor Dweck. This puts us in a perfect position to help you understand Dweck’s Mindset research so that you can develop your students’ resilience, independence, persistence and intellectual risk-taking. 

Connected topics: Challenging Learning; Feedback; Leading Learning; Peer Observation; Student Self-Assessment; Teaching Thinking; Visible Learning

 

Effective Questioning

Increasing challenge and deepening learning through effective questioning

Learn the questioning techniques that can increase challenge and deepen understanding, encouraging students to think more critically about their learning.  Find out ways to develop better reasoning and more thoughtful responses, so that every interaction with your students leads to improved achievement and progress.  Develop your questioning skills, and discover why there is no such thing as a ‘good’ or a ‘bad’ question!

Connected topics: Challenging Learning; Creative & Entrepreneurial Thinking; Feedback; Student Engagement & Motivation; Student Self Assessment; Teaching Thinking; Visible Learning

Feedback

Increasing the quality and impact of the feedback you give your students

According to researchers such as Dylan Wiliam and John Hattie, feedback can double the rate of progress students make. Yet how many colleges are actually achieving these gains? In fact, some feedback can actually have negative effects on student learning!  In response to this, we have developed a range of strategies that will ensure your written and verbal feedback is effective, timely, credible, and – perhaps most crucially - acted upon! 

Connected topics: Challenging Learning; Dweck Mindsets; Effective Questioning; Peer Observation; Student Self-Assessment; Teaching Thinking; Visible Learning

Leading Learning

Informed decision-making at every level of the profession

If you want to know that what you are doing is making a difference, then make decisions based on evidence.  At every level of the organisation; the college, school, department or classroom, Leading Learning helps you develop the skills you need to make informed choices that improve outcomes for students.  We show you what evidence to collect, where to collect it, and how to interpret it, so you can discover not only what is working in your practice, but what works best. Debriefing this learning with fellow professionals in your organisation can promote new thinking, and support focussed action planning. 

Connected topics: Peer Observation; Shared Visioning & Strategic Planning; Teaching Thinking; Visible Learning

Peer Observation

Practitioners working together to improve teaching and learning

By developing skills in peer observation you can unlock your own – and others’ - potential. John Hattie’s research shows us that teachers talking together about their practice has a significant impact on outcomes for students.  Working together with another practitioner you will learn the questioning techniques and facilitation strategies that form the basis of professional learning conversations about practice.  Discover how to engage with other practitioners to think critically about pedagogy; setting targets, planning learning and reviewing progress, for the ultimate benefit of student learning.

Connected topics: Dweck Mindsets; Effective Questioning; Feedback; Leading Learning; Shared Visioning & Strategic Planning; Teaching Thinking

Shared Visioning and Strategic Planning

Developing leadership to generate focus, energy and commitment from everyone in your organisation 

Choosing to lead rather than simply manage has dramatic implications for the success of your college. We can show you how to balance your leadership-management seesaw; where to place your energy to sustain growth and learning; and how to align everyone behind a common vision/goal. We will also show you how to deal with resistance, speak with one mind and one voice, plan powerfully and grow leadership capacity. You will take away a leadership toolkit to put into practice immediately.

Connected topics: Leading Learning; Peer Observation; Visible Learning

Student Engagement and Motivation

Inspiring and motivating all students

We all try to motivate and inspire our students. Yet sometimes our strategies backfire. Popular methods of praise, prize-giving, motivational rewards, feedback and groupings actually have the opposite effect and, in the long-term, turn students off learning! Building on the most credible and up-to-date research, we can show you ways to identify what really works and what doesn’t; and how to plan learning experiences that really do enhance intrinsic motivation and self-efficacy in all students.

Connected topics: Challenging Learning; Creative & Entrepreneurial Thinking; Dweck Mindsets; Effective Questioning; Feedback; Student Self-Assessment; Teaching Thinking

Student Self Assessment

Teaching your students how to give themselves accurate feedback

Research from Hattie, Black & Wiliam, Lysakowski & Walberg, and others has shown that one of the best ways to help students make progress is to teach them how to be assessment capable. This improves understanding and engagement, increases the quality of independent thought, and enhances learning environments. We can show you how to create these positive outcomes so that all your students are able to accurately identify for themselves what they are trying to achieve, how much progress they have made so far, and what learning steps they could take next.  

Connected topics: Challenging Learning; Dweck Mindsets; Feedback; Student Engagement & Motivation; Teaching Thinking; Visible Learning

Teaching Thinking

Teaching students to be more independent thinkers and learners

Everyone can be taught to be a better thinker. ‘Better’ in terms of being more effective, ethical, social, creative and judicious. With improved thinking, we may become more successful learners, more thoughtful citizens and more confident, independent people. We have a highly experienced team who have trained in, and can share with you a range of ways to improve the thinking and reasoning skills that are essential in preparing for Further and Higher Level study and the workplace today.

Connected topics: Challenging Learning; Creative & Entrepreneurial Thinking; Dweck Mindsets; Effective Questioning; Feedback; Student Engagement & Motivation; Student Self-Assessment; Visible Learning

Visible Learning

We are the only company in Scandinavia working directly with John Hattie. As such, we are uniquely positioned to help you understand the truths (and myths) about his research

Visible Learning plus is an in-depth change model of professional learning and development. It is based on the principles of Visible Learning that have developed from John Hattie’s research. Together with Professor Hattie, we manage long-term development processes that are currently being used with gymnasium, videregående, and sprogcenter staff in Denmark, Norway, and Sweden. We also offer shorter courses in Visible Learning, all accredited and signed by John Hattie.

Connected topics: Challenging Learning; Dweck Mindsets; Effective Questioning; Feedback; Leading Learning; Shared Visioning; Student Self-Assessment; Teaching Thinking

 

 

  • Case Study

    South West College

    Since 2008 South West College have been collaborating with Martin Renton each year to cover some key professional development focus areas including Questioning, Creativity and the Teaching Thinking Certificate. The content has also included coaching and a keynote speech for the whole staff. Which words would you use to describe the work? "Inspirational, Evidence-driven." What impact has this work had on you and your colleagues? Improved the standard of Teaching & Learning within the Classroom.  Provided new and additional teaching techniques. Can you think of an anecdote that would ca ...

  • Case Study

    W & M School of Education

    In Virginia, USA the W&M School of Education requested James Nottingham’s help with a growth program in June 2014. The Professional Development focus areas included Challenge, Feedback and Mindset. James put together a series of workshops for the staff as well as a Keynote Speech. The following feedback came directly from the Head Teacher, Jan Rozzelle: Which words would you use to describe the work? “Practical, Well- resourced” What impact has this work had on you and your colleagues? “James Nottingham influenced the language of learning among our educators. Principals who attend ...

    • I want to go and put all my new skills into practice. This has been extremely helpful and useful in my role and I have learnt so much.

      Teacher

      Northumberland
    • Brilliant!! Everyone should complete the courses, it would revolutionise how we teach in the college!

      Lecturer, Northern Ireland

      Northern Ireland
    • The facilitator (Martin Renton) was amazing and the courses were intense, challenging and draining but provide invaluable strategies that become second nature when used on a daily basis.

      Lecturer

      Northern Ireland
    • So why has Martin Renton been the perfect lecturer for us? He uses many practical activities which give the teachers ideas for the classroom. He also focuses on the idea of progress as a well as outcome, how progress demonstrates learning and how teachers can support each other in the classroom, and discuss professional learning.

      Oslo Adult Education Centre

      Sinsen, Norway
    • From the first break and throughout the day I got e-mails and SMS from the staff about having an amazing day. You really made their day.

      Oslo Adult Education Centre

      Sinsen, Norway
    • Put simply, the Teaching Thinking module was the best staff development I have ever had in 17 years of teaching. Very motivating and very useful

      Lecturer, Northern Ireland

    • "There is more sharing of good practice taking place … which has started to break down the 'closed door' syndrome that surrounded the classroom. It has enabled the college to introduce peer observation.  The CLP Process has increased the enthusiasm of staff to look at their classroom practices; they are more open about asking for help; have become more reflective in their practice and have 'demanded' more."

      QI leader

      Northern Ireland
    • The presentations were really engaging, challenging and positive. We were shown the value of personalised learning, questioning and feedback - all backed up with pertinent, applicable activities & resources. I thoroughly enjoyed it and will use it to develop my teaching.

      Henrik Pedersen, College Lecturer

      Denmark
    • “Challenging Learning’s work at our school is leading to the most significant and ongoing positive change that I have witnessed in my 30 years in education. As part of this on-going development, we held a parent information night that is still talked about two years later. We all now have a different perspective on learning and the vital role we can play in developing successful learners.”

      George Telford, Principal

      Australia

      Events for College Staff

      Sapere Conference 2015

      Sapere Conference 2015

      UK

      19th November 2015

      Top