Well have we got a stonking line up for you!!! I can’t quite believe what a stunning set of professionals we’ve got. It’s a privilege to host these incredible speakers:
Jane Considine, author of The Write Stuff and Hooked on Books, has provided education consultancy to schools for over 18 years. Her expertise in the teaching of literacy has enabled her to help teachers all over the UK to raise the outcomes of their pupils. Jane’s presentation style, combined with her in-depth knowledge, ignites enthusiasm in teachers and pupils alike. Jane leads conferences and courses across the country and also visits schools to deliver training to whole staff teams and work alongside small groups of teachers. Dedicated to research informed practice, Jane Considine set up her own training centre in Northamptonshire called ‘The Training Space’ in 2016. This centre is now Jane’s hub and is a space for teachers to explore Jane’s teaching systems by accessing training, becoming part of action research projects and exploring resources that Jane has developed to support teachers in primary classrooms.
Transforming the teaching of reading
Jane Considine will reveal a system for teaching reading that will help pupils to become confident explorers of a range of text types. Jane will introduce delegates to the Three Zones of Reading and demonstrate how to model, guide and shape the conversations about texts that take place in your classroom. She will explore the Reading Rainbow, a visual that breaks down the The Three Zones of Reading into individual lenses and help delegates to understand how this teaching tool can literally transform the teaching of reading for all primary aged pupils.
Cathy Cassidy is the bestselling author of the Chocolate Box Girls series, the Lost & Found series and many stand alone novels for children of nine and above. Her books focus on friendship, family and fitting in… and do not shy away from tackling difficult issues, though these are always handled with warmth and optimism.
Books and Dreams
Cathy will be talking about libraries, books, inspiration and dreams….and lots more too.
Kate Cain is a Professor of Language and Literacy in the Department of Psychology at Lancaster University. Her research focuses on the language and cognitive bases of reading comprehension and why, for some children, comprehension breaks down. She is the author of more than 100 research articles and book chapters on language and literacy development, including for teachers: Understanding and Teaching Reading Comprehension: A Handbook (co-authored with Jane Oakhill and Carsten Elbro).
Reading for meaning: talking sense about reading comprehension
Good reading comprehension matters! It enables the reader to experience other (fictional) worlds, to communicate successfully with others, to acquire knowledge, and to thrive academically. Reading comprehension is complex and draws on many skills. It involves the retrieval of word meanings, combining these into phrases and sentences, and going beyond the individual words and sentences to connect up ideas within the text and generate inferences. I will overview key skills and strategies that support good reading comprehension and how these can be fostered in the classroom.
Chris Curtis is an English teacher who regularly blogs on his teaching in the classroom. He’s an avid reader who shares his passion for books with students.
Chris’ writing has been featured in numerous education publications and his first book, ‘How to teach English’, is published in May.
What do teenagers know about storytelling?
Wayne Tennent is a Senior Lecturer in Education at Brunel University London. He teaches on the Primary PGCE and MA Education programmes. He is interested in literacy generally, and the reading comprehension process specifically. He has worked for a number of years with schools – both primary and secondary – developing pedagogical practices to support the teaching of reading comprehension. Wayne has over 20 years’ experience as a teacher and still works with children on a regular basis. His book, Understanding Reading Comprehension, was published in 2015 and will be going into its second edition next year. His co-authored book Guiding Readers – Layers of Meaning was published in 2016 and won the United Kingdom Literacy Association (UKLA) academic book of the year award.
Re-thinking the teaching of reading: Teaching for text comprehension
Following the Independent review of the teaching of early reading (Dfes,2006), the ‘simple view of reading’ became the conceptual framework for the teaching of reading in England. This framework suggests that there are two overarching components to reading: decoding and comprehension. Attempts to address the decoding component has seen a focus on the teaching of phonics. In contrast attempts to address the comprehension component have been less clear.
There are two reasons as to why this might be the case. The first is that comprehension is itself componential – it is not simply one thing. The second relates to the material being read – the text. All texts are socially, culturally and historically located.
This talk will explore these two reasons and consider how they interact. The implications of this interactions for us, as teachers, will be explored.
Matt Pinkett is a Head Of English in Surrey with a personal and professional interest in gender in schools. Matt has written for a number of publications on this topic – and others – and also writes a blog in which he discusses teaching and masculinity. He is also co-author of forthcoming book, Boys Don’t Try? Rethinking Masculinity in Schools.
Boys Don’t Try? Rethinking Expectations of Boys
This keynote looks at some uncomfortable truths about teachers’ perceptions of boys’ academic capabilities and then offers suggestions as to how teachers and school leaders can better provide for the boys in their classrooms.