Learning Behaviour

Part of the Research Schools NetworkAs a Research School, our aim is to support schools and teachers to develop evidence-informed practice that will positively impact on outcomes for young people. We believe that developing this approach will ensure that all young people have the best possible chances of success, allowing them to succeed and flourish in their future lives.We are passionate about providing the highest quality professional development for  teachers so that they are able to transfer what we know-and continue to learn-about best practice into their classrooms.We are very proud to be part of the Research Schools Network.Training and SupportOur main purpose and aim is to mobilise the evidence into the hands of school leaders and teachers to help to inform their decision making. We do this in a variety of ways:•	Face to face and remote training which is underpinned by the principles of effective implementation•	Signpost, summarise and share new and relevant research, findings from promising projects and EEF guidance reports•	Support schools with Implementation using evidence informed approaches•	Provide coaching and follow up supportAll of our team are trained Evidence Leads in Education, supported by the Research Schools’ Network and Education Endowment Foundation.

Manchester Communication Research Scool

Four sessions in total (£250 or £400 for two delegates from the same school). 1 remote session, 3 face to face sessions.

When we use the word behaviour we can quickly assume that it relates to
 strategies to manage misbehaviour in the classroom. It is of course important 
 to have strategies to minimise this, but teachers can also explicitly support 
 ‘learning behaviours’. As we teach, develop and strengthen these learning 
 behaviours, young people become more motivated and determined to succeed.
Effective learning behaviours have emerged from the rich and diverse evidence base represented in the EEF guidance reports on improving behaviour, metacognition and self-regulation, special educational needs in mainstream schools, working with parents, and social and emotional learning. They form a crucial interconnecting puzzle of useable evidence. Successful learning behaviours rely on layering all these areas to wrap around every child in our schools.
Each is part of a puzzle which makes best sense when all parts click together, building long-term protective factors for deeper learning.
Delegates will:
•	develop a deep understanding of the best evidence available around learning behaviours
•	be provided with the tools and processes to explore their school culture and practices
•	be provided with guidance on effective implementation and opportunities to plan for positive and sustained change
•	explore real life case studies, supporting tools and share practical advice and good practice
•	consider the dynamic process and reciprocal influences needed to change a learning behaviour

Learning Behaviour

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Learning Behaviour

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