Promoting Self-Regulated Learning in the Classroom: Key Strategies and Insights

[Music] hello everyone um welcome today to my talk on

self-regulated learning as part of the insights on demand event my name is martina kovala and i am a

senior researcher at ocr in an exam board and today i will be talking to you about self-regulated

learning and how to promote these kinds of behaviors in your classrooms

now the reason why i'm talking to you about this today is because my background is in self-regulated learning

and metacognitive development in young children i'm not going to be talking to

you about a specific study or the research study and studies i've conducted rather i will

try and cover most common evidence-based approaches in promoting self-regulated learning in the

classroom so it's going to be quite practical after the just the first few

um slides on uh just basic definitions and just so that we agree what we're talking

about today um throughout the talk um before i actually start

with um different pedagogical approaches and um more kind of theoretical background

um i wanted actually to ask something of you i would like you to do a little task

um where um i would just want us to kind of start thinking uh about the the kinds of behaviors and

mental processes that we're going to be talking about today uh firsthand uh from um is coming out

from from this task so imagine that um you have a goal today um

to improve your overall fitness in the in the coming months or in the coming year

now my question for you would be can you please think of different activities different

approaches you would take in order to work towards achieving this goal you can add your answers in the chat box

and it doesn't have to be very elaborate just very briefly what would you be thinking

of of doing first and i'll give you a little bit of time to do that right so i can see that a lot of you

have really interesting ideas on how to approach this um and a lot of your answers will be

related to either for example booking a time first to actually make to make time for

for um working on your fitness or improving your health um some of you would perhaps get an

equipment to prepare for um training your you had in mind some of you might join a local uh class

um some of you might decide to actually start a food diary to keep track of um your your diet um some of you might

find a coach and have regular catch-ups with them um in order to get some feedback on

um on how to improve uh your training um some of you might decide to monitor weight and and keep

track of that now there are other obviously things that you might

decide doing but why i asked you to do this to illustrate that all of these things

that you just thought about are actually self-regulation um it's when you're trying to plan your

behavior that leads to a specific goal um it's it means that you are actually taking control of your own learning

you're planning you're controlling you're you're evaluating um in this instance i asked

you to do something uh to plan something towards a goal but um this is you know for your first-hand

experience and you can see that you know we do that all the time in our life we don't just do that in the classroom

now uh to start and focus now on the classroom um what do we really mean by

self-regulated learning what what is that and what kind of behaviors do

do self-regulated learning uh learners display so these are a range of goal-directed

metacognitive and self-regulatory behaviors which enable

your learners to become more independent and autonomous learners these kinds of behaviors metacognitive

and self-regulatory behaviors lead to goal achievement as you would have seen earlier in an example

and they are a tool for successful learning research tells us um and shows us consistently

consistently that these kinds of behaviors actually promote learning successful learning and

successful learning outcomes now i i mentioned metacognitive and self-regulatory behaviors and i just

want to give you an idea of what do i mean by these when i use them to today in the talk

if you for example look for yourself you will find a lot of different definitions and you shouldn't be discouraged by that

because different authors depending on which tradition they're coming from

they would actually use different uh different terminologies but here i want to focus on metacognitive knowledge

or metacognition often just referred to as metacognition it's it really refers to one's own

knowledge about their behaviors and their own behaviors and learning often it's referred to as self-awareness

or self-reflection so this is that kind of knowledge internal

mental kind of states or or reflections on our own learning or on our own overall behavior actually

um metacognitive regulation or self-regulation depending on again which tradition

you're coming from um refers to metacog usually as much cognitive

knowledge or mental cognition in action so it's more visible and it's a result of that kind of

careful thinking and reflection and results in monitoring and control of behavior

so when i say self-regulation i usually mean a sets of monitoring and control planning

evaluation behaviors that we can actually observe in our learners very easily without explicitly asking

them to tell us about them unlike for metacognitive knowledge we usually have to ask learners

what have you been thinking when you were doing this just as an example now why am i talking

about this today and why is this why does this matter to you um

it matters because research evidence um is demonstrating these positive impacts on

on learner self-regulation on the process of language acquisition and learning and proficiency

and if you're interested in specific uh research you can um you can try and find uh something on

that and you'll find plenty of papers um and and books written on this topic so it's quite well established

that this is how we actually learn languages better if we're more self-regulated

and in fact any other subject um how does how does that behavior develops and how do these self-regulatory

metacognitive skills develop where they have um actually they they're of social origins

uh despite the name suggesting and self-regulation it might you might think that it's a very kind of

uh lonely uh type of behavior but actually it comes it if it evolves it comes out

of the social interaction when children are very little this is developmentally speaking

first they're regulated by others by significant others and these others can be usually carers

of parents at the beginning and later it becomes teacher or peers now as a child is regulated monitored

controlled eval their behaviors are evaluated and planned for by others with time as they're

exposed to those kind of behaviors as they're exposed to other regulations they internalize these

behaviors they internalize these strategies in in these um these kind of sets of uh

behaviors and it becomes their own behavior so it becomes self-regulation and now they can actually use these

strategies on their own and actually uh monitor and control

and evaluate their own behavior so they've learned that why is this important to you well it

matters because that actually mirrors teaching as well so not only these are developed

in a very early stage in our lives they can also be teachable and they can also be

modifiable and this is where you come as a very important actor in all of this to

actually promote and to and to give examples to your learners to provide

tools for how to actually become more efficient self-regulated learner

now how do we regulate how do students self-regulate what practically speaking are these behaviors and what is

regulated usually this i reference here an author pintridge

who has done a lot of work in in building different building a framework on on how

to explain and better understand self-regulated learning

especially in classrooms um so you can actually look up uh for more details on his work but

this is from his framework so how do we what are these behaviors well these self-regulatory behaviors as

i've already mentioned now would be planning behaviors monitoring behaviors keeping track of our own

behavior control to modifying our own behavior and or continuing with the previous

kind of um useful uh behavior that doesn't need to be modified or changed

um and evaluating our own behavior and this is in this order kind of makes logical sense but actually in practice

these don't necessarily always happen in that order they can you know students as i will i'll show in

an example later can you engage in a lot of these in a different orders

and what are we planning monitoring controlling and evaluating well we're planning monitoring

controlling and evaluating our cognitive processes such as attention writing when we're

trying to memorizing when we try to focus on something we can we can actually plan for that we

can monitor those kind of behaviors we can control them and we can after the

activity we can actually evaluate those we can do the same with emotions so we can we regulate our

frustrations we regulate our expectations our shame uh related to failure um excitement

low mood so all of that is actually in our control we are agents as learners um

uh we are agents of these um emotions um the same with motivation so how percy persevere how persistent

and we are and how much um perseveration we actually display uh in in working towards our goals

um our self-belief self-efficacy all falls under motivational aspects of learning

and they can also be planned monitored controlled and evaluated similar to our context which can be uh

social or physical we can uh regulate um how we work with others so we don't when

i'm talking i'm here i'm talking about regulation of our own learning in relation to others as opposed to

regulating others uh learning so just to give you an example a student might

learn that actually or realize that actually working with other students with other learners helps them to

to um to keep them motivated and therefore they might decide to learn with someone else and that means that

they are regulating their learning in relation to others and also [Music]

in terms of learning environment so students might figure that they are learning much better in a quiet area in

a study as opposed to on the kitchen table learning at the kitchen table

so you can see that these are these framework the frameworks generally but this in

particular is quite used um in educational psychology but um it helps us to kind of

understand and to um structure our understanding of uh students behaviors in the

classroom so we can kind of say oh what i'm now observing actually i can see my learner

my student monitoring their own learning so they're or they're reflecting on their emotions after after you know a

session where they really struggled with something um so this really helps us to kind of

structure our thinking and to understand better our learners however

in reality in practice um these are all very much intertwined and i'll give you an example

it's not very clear what i'm trying to say so i'll give you an example of a student who might um

i don't know struggle with um pronunciation for example um that means that

the fact that they've understood that they have um a problem with something means that

they're they're metacognitive so they're engaged in cognitive thinking and and this is

their metacognitive knowledge about their own skills and and uh limitations in this sense now

when they've established that they um they there is a challenge they might have to do something about

this they might want to do something about it which means that they will perhaps which we would say control

their own behavior or learning so they might say okay well i am struggling with pronunciation maybe i should find

um a native speaker who might be able to help me to practice my pronunciation

now that is very much controlling uh behavior so it's self-control it's and in this particular instance of

their own cognitive processes now after that um that student

might find a learning partner who their practice their pronunciation however it doesn't go as they

anticipated they might feel quite frustrated and um and that is then where there is

an opportunity window for them to regulate those emotions now a student might decide to

continue being frustrated just give up uh which we would say they failed to regulate their emotion or they might

decide to say well you know what i know that this is going to take me some time i can't do it

over a month over overnight or over month i need to practice more

so in that instance we can see successful regulation or control in particular

of their emotional states the same with motivation the same at the end of the session

let's say maybe after six months of practicing the student might want to reflect on how they did they might

compare the recordings of their pronunciations from the beginning at the end of that of these six months

now you can see how in a very simple task that i just told you like oh i want to improve my

pronunciation you can see all these aspects coming together students monitoring controlling

evaluating all sorts of uh aspects of learning cognitive

emotional motivational um etc so this is how it looks like it's quite missing practice

however despite that there is so much you know hopefully this framework will help you

to think about it and to observe these behaviors in the classroom and to kind of just

try and think about them um and at least at the beginning try to identify them now despite them being very messy there

are a lot of things you could be practically do you could be doing in your classrooms

i will um talk to you about some explicit and some

implicit pedagogic approaches that you might decide to take in order to encourage self-regulated learning in the

classroom this is not an ex this is not a final list of things now

i've worked in school i myself am a trained uh speech and language therapist and i have observed the most creative

people working in schools uh which means that this is not

um a list that you should be strictly um uh holding on to this is just some examples

and a lot of these things you are already doing in your classrooms i will take you through some of them uh

explaining why they matter to to to to teach for teaching self-regulated learning

and again be as creative as you as you want really after the session hopefully uh

you can come up with some um approaches yourself i'll start with explicit instructions

because these explicit instructions they can be actually um uh so these are as the title says they're quite explicit

um instructions on how to use certain tools uh

uh that will help students to to become more self-regulated um they can come from you directly or

you can encourage a discussion in your classrooms and it can come from learners or both even

better so this is a very simple example you might ask learners what do they do when they are stuck or

when they are facing a challenge if you ask that question you will get a lot of

very useful uh perhaps strategies even or just suggestions on how to um how to overcome this problem or how to

you know what self-regulatory behaviors they would be uh

engaged in and you can give even your own examples from your experience now they might say whisper positive

thoughts drink some water a complete feeling sheet if you're feeling quite frustrated that might help

you to think about how you feel about certain things share your thinking with the classroom

with the teacher or just very simple ones like take a deep breath so you can see these are all

very simple strategies that students can use when they are facing a challenge

and as as i said earlier i'm sure you're already doing that in your classroom but being quite explicit about these skills

it's also quite good especially with older students you can talk to them why it's good

to be more reflective or self-regulated why it's good to monitor and control their own learning and how will that

help them so this is really really um simple very explicit

but it might give you some you know it might also be a fun activity for your learners

don't think that i know some of you will be working with young learners don't think that this

is you know an activity only for older learners um research shows that actually uh these

kind of skills and generally self-regulated learning actually

occurs much earlier than we used to think before um so don't uh don't

uh be discouraged um try and try and engage in conversations with young learners as well in their you know own

appropriate way um good old modeling um you as a teacher can actually display um and quite openly articulate um

what are your strategies what do you do how do you self-regulate when you are faced with a challenge

so for example you might say to the class that actually when they are um for example

talking when you're giving instructions it can feel quite frustrating for you and

this is what you do you you take deep breath you catch yourself and say it's okay i'll try again now

here you're not just displaying that you're comfortable with your emotions you are

um you're frustrated and it's okay it's okay to be frustrated so that's one message for students it's

it's okay to experience all these emotions however how we deal with them it's

entirely in our control so you are displaying what is a helpful and healthy approach and what is a

i'll talk about self-efficacy later but what is a healthy self-efficacy you are not going to give

up you are going to actually keep going and and try again and try to soothe yourself

and as you do that regularly at least some of your students are going to take that on board and maybe

implicitly you're giving these instructions kind of implicitly but they might take them on board and

try and use them u.s teachers would know lots about scaffolding so

it's this temporary support that u.s teachers provide to your learners that helps your

learners reach these higher levels of knowledge comprehension skills

that they would not be able to achieve otherwise without assistance now why scaffolding is important

for promoting self-regulated learning well because remember when i explained about the

internalization of all these strategies your learners are actually reached a point at

at some point they will they will be in in a place where they will be able to internalize

those hints that you provided while scaffolding them those um questions that you're asking

them they might be able to ask themselves then so this is why this is quite important

now the scaffolding is extremely useful in this zone of proximal development and

this is very interesting from an educational psychology perspective it's a very

interesting um concept proposed by lev vygotsky um to say that there is this area of

of knowledge or skills where where learners can do tasks or or overcome these challenges

um just you know without your assistance and this is that kind of bottom smaller circle um

in that area of zone in that zone of proximal development they can do a lot of things with your

assistance which otherwise they wouldn't be able to do and this is from that perspective from

from a self-regulatory perspective quite an interesting area where a lot of learning

and internalizing internalization happens now the other outer circle is um you know

refers to those um skills and and knowledge that uh learners cannot access even with your

assistance it's way beyond their zone of proximal development

and this is why it really matters to engage in those behaviors so that so that learners can actually eventually

try and push themselves and and try and solve their own problems and challenges when they face them

a very related uh to scaffolding is this concept and an approach of dynamic assessment so

in scaffolding you are asking questions you're providing very gentle guidance on how to solve a problem and how to

deal with a challenge here you are actually recording that in a way or observing that learning in a

way so you are capturing capturing learners potential as opposed to that static

kind of um uh knowledge or the you know remember the the lower the lowest bubble um you're actually

capturing what learners can potentially be doing and where they are going so um you can do that during the

scaffolding which is probably a little bit more difficult but you can also do after the scaffolding has taken place

you can see then a big difference between um you know what learners can do with

without assistance on their own and what if you push them a little bit what can they display then

i really like this quote from carol dweck who is also a psychologist actually looking into mindset and

self-efficacy um it says that she says that test scores and measures of achievement will

tell you where a student is so this is you know that part where they can do on their own but

they don't tell you where a student could end up and where they're going um and so you know you're effectively

with this type of assessment or observation you are capturing uh what they can do after that breakthrough

in a sense self-assessment is another approach pedagogical approach you might

you probably a lot of you are already using that in your teaching and assessing learners um

it's it's a very it's quite implicit and uh what it does it encourages metacognitive thinking and

reflection in your learners so not only is it is it good for you to see

um where students are at and how they understand it's it's truly it's a very nice kind of sweet way of

of seeing of capturing your learner's metacognitive uh thinking and you know how do they

perceive their achievement how do they perceive perceive their learning which

might not always be accurate and i'll talk about that in a minute um this takes us to dialogic feedback

because if a student doesn't have um accurate metacognitive knowledge about their own achievement and

potential um and um and uh generally learning process you

might have to intervene and actually provide feedback and this is a lovely way to actually

update their metacognitive knowledge you will have students who are very very um they're they're in fact

underestimating their their abilities and uh that is their metacognitive knowledge about their

their abilities and you might notice that that's actually not quite accurate and you might then decide to

correct that by uh giving feedback to your learners the

the same goes with learners who might uh overestimate their their skills and their abilities you

might then this is a wonderful opportunity for you to up update those to correct

those um uh that knowledge about themselves now why their logic feedback um

because here you are providing an actionable feedback uh where a learner actually has a chance

to respond to and agree on actions now remember self-regulated learning is all about

autonomy and independent learning so students really need to feel in charge they really need to feel that

they are that they have this agency in in in directing and kind of driving

their own learning so um this is you see how throughout this talk we have this kind of

almost you know this we want them to be um autonomous we want them to be independent

but how do the way they they reach that point is only through social interaction so it's it's through you through their

peers so this is why again you you have a really important role in this

um to actually provide that and to encourage learners to take charge of their own uh learning and

become more uh self-regulated now i will give you some example tools

that um that actually was published uh by cambridge university press and you can

find it on on their website um and so this is one example for primary

school learners and how you know this is just one of the ways uh we talked about these approaches

now um so it can be a very simple um task to ask your learners to

think about their progress so you can see that this is a self-assessment tool

where we're asking students to assess their whatever they did and we're encouraging this metacognitive thinking

by doing this that we talked about now what i would like you to do

um and you can use the chat box again for that think about what areas of learning

um are learners actually reflecting on here so they are actually evaluating um something um and in terms of areas i

mean whether it's a cognitive emotional motivational

or contextual social environmental um so just put it like a like a very simple like

you know what you think um comes to mind what areas are actually being reflected on here what areas of

learning so exactly so as i said this is evaluation so we're

asking students to evaluate you know remember that we had planning monitoring control evaluation

and areas of regulation are cognitive because for example i followed the instructions it's a very cognitive

activity emotional as well because it says i agreed and disagreed with my

classmates politely which means that you know presumably if it wasn't polite uh that means that not

not so much um emotional regulation happened um emotional self-regulation happened so

we're thinking about that as well and we're asking about the social or contextual because it also talks about

others so i asked my classmates for their opinions so that means i'm regulating

for the moment my own opinion and i'm asking others as well so this kind of contextual

regulation has also been addressed in this one so this is a very simple one for as i said for for younger learners

but it's it's still quite effective and your your learners will

actually give you something uh if you ask them explicitly to do that or for example for older learners for

higher education learners this is a type of a diary and where students is reflecting on a

situation what happened how do they think feel or act

um why might things have happened the way they did and what am i what might have they done

differently and what should they try doing uh differently next time so again this is a self-assessment we are

asking students to self-reflect to assess the situation you know their thinking feelings and

acting so again encouraging metacognitive thinking now again in the box i would in

a in a chat box i would encourage you to just uh write one line what areas of learning

do you think um you uh could be assessing you sorry you could be uh encouraging

by asking students to do these things and you can look at their answers as well

and that will help you as well so again we had unlike previously we had only

evaluation here we actually have some planning because the student actually in the third box

you can see that they not only reflect it evaluated they actually also set up some some steps for how to

improve things in the future so there are two stages and areas of learning would be cognitive they're

telling us what happened you know what they did um how they thought about things

also quite a bit of emotional so they're talking about how worried they were about the tutor would not see the

improvements they made um it's also about a little bit about procrastination which is motivational

aspect so in the first box you can see that they were saying well i kept finding

other things to do right so that is quite um you know nice like

you know quite quite reflective of uh their motivational states and you know finally at the end they

also um made some plans uh you know saying that they they're going to be more determined

to use their study time which is again very motivational um uh statement or very motivational

um aspect of learning so you can see how these things although you know um when i when i showed you the

framework might have been you know it looked very neat and and i and i gave you some examples and

you know it might look very messy in reality but if you want to encourage and introduce these tools in your

learning as part of the lesson it doesn't have to be a specific lesson dedicated to self-regulated

learning but you might have like five minutes of your uh of your of your uh lesson to

actually um ask learners to to reflect a little bit more and to try and plan for things and to

even monitor and control while they're doing the task explicitly and implicitly as we saw

another concept i would like to cover because it's it's very very it's part of

self-regulated learning absolutely um and it refers to actually a set of beliefs

and the set of attitudes that students have about their own learning and it's

something it's a huge area of research that shows that

actually uh high self-efficacy really helps learners to to face the challenge

and really determines how far they're actually going to go and what they're going to achieve

it's that set of beliefs so self-efficacy is a set of beliefs and attitudes that

um students um about the stu about uh whether students can achieve their goals and succeed

um in a given sorry this is a typo in a given situation um so for example in your classroom you

will recognize low self-efficacy in students who would say things like i will never be able to master this or i

was born this way and there's no way i can improve this no matter how i tried i was just unlucky

i failed and um you know and that's it and and there there's no other way uh you can actually again by providing

feedback you can you can correct those uh attitudes and you can prompt your students and you can

actually ask questions why do they feel that way and perhaps provide answers when

you know provide examples when this wasn't quite the case you can give them you know your own

example for when they actually did work hard and actually succeeded and improved

your learners with high self-efficacy will have very positive attitudes towards

learning and towards in fact even towards failure so they will say things like i'll try

harder next time when they fail if they get a very bad grade they can say

i will achieve this if i put an effort and i know i can do this i'm in charge of this i am an active

agent i am i'm actively driving my learning and you will see all sorts of you know

you won't just have learners who just have low self-efficacy and learners who have

just highs up sometimes of course we would display uh both of these sets of behaviors

but again you as a teacher you you who are the person who knows your students can actually um nicely

intervene here and try and and get them to a point where they will have

high self-efficacy and this kind of healthy attitude towards learning and failure and success in both

really a lot of teachers when i talk to them say this is really difficult to

implement not just because of time but also it's just really challenging it doesn't

come to my students naturally and and that's true it's not something that comes to

any of us very naturally like people you know you would probably be able to um to say that even from

you know your your social circles um you know reflection is not something that comes

you know very easily to people it's you know so so i think it we really need to work towards that and

the same with your students um there are certain things to remember um while you're trying to implement and

you can as i said be as creative as you want really metacognitive knowledge might not always be accurate

and this is something i've already mentioned earlier and this is why your feedback

is extremely important to to correct that because you know all research is talking

constantly about you know it's good to think about thinking it's good to think about and

reflect on learning but what happens when that learning actually

that that knowledge is actually not quite accurate you have the power i think here

um thinking about thinking is not always useful um [Music]

think about it if if you were now asked to do very simple maths and you know some calculations you don't

want to like sit for five minutes after that thinking whether what you did was wrong

or right too much um you can you know when things are quite automated for us we actually

don't need to sit on it for too long however when the situation is challenging then

that's maybe when we need others help um and i forgot to say that that's actually asking for help is a quite

healthy way of asking for support and it shows a quite high level of self-regulatory skills

because the student can clearly identify they need help and then they ask for help

so um yeah so coming back to this point thinking about thinking it's not always terribly useful

and you again have the power here because you can teach your learners uh when it is useful when they are faced

with a challenge when they're faced with a challenge with the task of intermediate difficulty

then maybe you scaffolding them and next time they're kind of internalizing um those scaffolds um might help them

to to achieve their goals a lot of teachers say well actually my learners are not quite motivated

to do that they just want to know what they need to study for an exam for example they are resistant they

don't want to be doing it or they over rely on other regulations they over rely on you telling them what

to do and how to solve their problems which of course it's extremely you know you providing that support and you you

are the teacher at the end of the day so they need that but they also need to be able to go off

and do things on their own and and kind of control and monitor themselves

i would say that um what is extremely important in this you know in in in solving this kind of

problem or facing this challenge is to create a safe space where your learners can

actually fail and not feel ashamed of that it's okay to make mistakes because

that's how we learn and you know failing is part of learning and i think in those kind of um

environments in those kind of spaces you're more likely to have your learners not feeling

bad of expressing or maybe even feeling excited about um sharing their experiences

just a very simple one a very simple question of asking your learners why did you struggle what was the

problem what do you think it was the problem and when they see that everyone else is sharing and

they're all sharing the same problem in with you know different tasks maybe but um

it's it's really one really important aspect of that is to create that safe space um

where failure is actually okay um it takes time because although it is a teachable and it's modifiable

set of skills it does take time it doesn't as i said come naturally

but because of that you just have to take time uh both for trying to teach it demonstrated

um you might have to also engage in your own uh self-reflection and and kind of try and

demonstrate that to your learners how what are your useful strategies when you're faced with

you know frustrating situations and when you can't do something or you're not heard of

um you're not um you're not hurt in the classroom so um be gentle to yourself and to your

learners and try as i said to incorporate it in everything you're doing rather than creating a space

you know a special of the time and day and to dedicate to these uh things and openly especially with older

learners like openly talk about you know what you're actually trying to achieve share the goals tell them what

what you would want them to be and how this is going to help them in life later so i know that might not be

interesting to all the students but it almost certainly is going to be interesting

to to some um and i would like you speaking of challenges and speaking of self-efficacy

i would like to end this talk um i would like to leave you with a quote from a very famous

um psychologist albert bandura and you you feel free um and you're welcome to

read more about him um and this is really important for um if you if you embark on that uh journey

to really encourage your learners to be self-regulated learners is to is to promote that healthy self-efficacy

so he said that people's beliefs about their abilities have a profound effect on those

abilities and remind and just to remind you research does show that ability

ability is not a fixed property there is a huge variability in how you perform people who have a sense of self-efficacy

bounce back from failure they approach things in terms of how to handle them rather than worrying about

what can go wrong and i think this is something you really want to see in your learners

i hope you enjoyed this talk today thank you very much and i hope you will also enjoy the rest

of the of the talks of the sessions um as part of insights on demand

thank you for listening to me and that brings us to the end of insights on demand

if you've joined us just for one session or for all 20 thank you so much we've loved hosting

all of our brilliant speakers but especially getting to interact with all of you over the last three days

as the talks premiered heard fantastic new talks on a really wide range of topic from how

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and i've really enjoyed hearing from all of you in the chat box and comment threads

there's been some really interesting discussions and points of view we hope you've got some useful insights

from the event that you'll be able to take away and implement in your lessons and remember the on-demand library will

remain available so you can revisit the sessions watch anything you've missed and share

with other teachers thanks very much