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Improving student outcomes

Parent with child and an abacus

Working with children and young people who are vulnerable and have a special educational need requires an agile and inclusive practice. The most effective teachers and support staff know how to personalise learning. They can make real-time adjustments to their practice (or plans) when observations show that another approach will maximise and accelerate the pupil’s progress more effectively. Their practice is agile and inclusive because it is based on a secure understanding of learning theory and practice.

Learning strategy is based on a body of evidence that contributes to our shared understanding of what constitutes ‘good quality teaching and learning practice’. A lack of understanding of learning strategy will impede a pupil’s developmental achievements and make it harder to determine what learning strategies are most appropriate and when. This course aims to support practitioners, who are new to a teaching role or want to deepen their pedagogical knowledge and practice.

The course draws on the strategies outlined in the Sutton Trust Toolkit, such as giving feedback, making use of teaching assistants, and effective interventions to support students with special educational needs and disabilities (SEND).

The course content relates to learners in compulsory education (4-18 years), however, the strategies can be contextualised and across all educational stages. You will learn how to assess the needs of a learner and go on to develop a support plan consisting of SMART goals and interventions, which you will implement and later review to determine how well it has met the learner’s specific developmental needs.

This course responds to the information needs of the whole community centred around the child/young person with SEND. Parents and carers benefit from raised awareness of how to support their child’s learning needs. Advisory teachers, therapists and educational psychologists gain access to evidence-based CPD resources that can be used to strengthen capacity in their local authority and schools. Schools can use this course to train individuals or groups of teachers and teaching support staff as part of a school’s improvement plan or a whole-school initiative. NQTs/RQTs also build a secure knowledge of learning theory at the start of their career.

Parents are also encouraged to take our free Learning Theory course.

Our courses are structured into four sections. Click on the section headings to reveal page titles and some example content.

Learn about the most useful learning theories and how they inform teaching and learning practice. Engage with the debate about the limitations and major criticisms of these theories.

  1. Section objectives
  2. Theories of learning
  3. The learning process
  4. Screenshot from Understanding page 4
    Screenshot from Understanding page 4
  5. Screenshot from Understanding page 5
    Screenshot from Understanding page 5
  6. Bloom’s taxonomy
  7. Behaviourism: classical conditioning
  8. Behaviourism: operant conditioning
  9. Behaviourism: social learning theory
  10. Cognitive theories: Piaget
  11. Cognitive theories: Vygotsky
  12. Cognitive theories: information processing
  13. Cognitive theories: Fitts and Posner
  14. Humanism
  15. End of section quiz
  16. Section summary

Learn about and compare different types of formative and summative assessments. Comprehend the importance of assessment strategies.

  1. Section objectives and your learner profile
  2. Screenshot from Assessment page 2
    Screenshot from Assessment page 2
  3. Norm and criterion-referenced assessment
  4. Norm-referenced tests
  5. Criterion-referenced assessment
  6. Curriculum-based assessment
  7. Screenshot from Assessment page 7
    Screenshot from Assessment page 7
  8. Checklists
  9. Rubrics
  10. The instructional hierarchy
  11. Course assignment: Your learner’s three SMART goals
  12. End of section quiz
  13. Section summary

Build a toolkit of the most effective evidence-based strategies to accelerate learning and narrow the gap in achievement.

  1. Section objectives
  2. Teaching and Learning: a systems approach
  3. SMART goal setting
  4. Screenshot from Interventions page 4
    Screenshot from Interventions page 4
  5. Giving effective feedback
  6. Scaffolding learning
  7. Explicit teaching
  8. Shaping
  9. Screenshot from Interventions page 9
    Screenshot from Interventions page 9
  10. Modelling and demonstration
  11. Task analysis
  12. Chaining
  13. Practice and rehearsal
  14. Reinforcement & punishment
  15. ABC interventions
  16. Differentiating the curriculum
  17. Individual education plans
  18. Metacognition: knowing how to learn effectively
  19. Using additional help in classrooms
  20. Course assignment: Your learner’s interventions
  21. End of section quiz
  22. Section summary

Real examples share the results in schools that deliver ‘precision teaching’ and develop robust and resilient learners.

  1. Case study: The Grove Primary School, Surrey
  2. Case study: An introduction to Building Learning Power
STEPS for Schools

Affordable

annual or monthly plans

  • 12 specialist SEND courses covering essential areas from Autism to ADHD, with flexible, self-paced learning
  • 3 structured learning levels for each course, enabling all your staff to have the level of knowledge, skills and practical resources which is needed for their role
  • Unlimited access for all staff with flexible monthly or annual subscription options
  • Progress tracking KPI dashboard to monitor whole-school SEND development and outcomes
  • SEND webinar library to enable staff to continue their professional development in any areas of interest

Flexible payment options

Annual subscription

£800

/ saving £400 compared to monthly payments

Monthly subscription

£100

/ per month

Register to find out more
Local Authority/MAT

Flexible

and scalable finance options

  • Impactful for School Staff Having all the knowledge, tools and confidence to imporve outcomes for CYP
  • Enjoyable and Rewarding for Your Team Training to mentor staff to embed best practice through solution-focused coaching skills
  • Sustainable for Your Organisation Highly cost effective with evidenced KPIs embedded, and ongoing personalised strategic support from Educational Psychologists to maximise outcomes
  • Builds System-Wide Expertise Creates a consistent approach to SEND across your entire network of schools, reducing variation in provision quality

Book a meeting with your service coordinator Richard Skelton, Educational Psychologist

Course learning outcomes

On successful completion of the course, you will be able to:

  • assess the strengths and limitations of 3 learning theories
  • comment on the responsibilities of the teacher/teaching support staff
  • maximise the effectiveness of additional help in the classroom
  • describe the main characteristics of norm-referenced ‘summative assessments’
  • evaluate a range of ‘formative assessments’ including criterion-referenced assessments, rubrics and curriculum-based checklists
  • choose from 17 appropriate learning strategies that facilitate learning and the mastery of skills
  • apply a graduated approach (assess, plan, do review) to support learners with SEND
  • provide pupils with constructive feedback on learning tasks and personal choices
  • break tasks down into simple manageable steps
  • scaffold learning so the learner can take control and master a task
  • implement effective reinforcement and rewards systems
  • create a support plan for a pupil/group of pupils in your school

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