Just Imagine’s Training

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Just Imagine’s Training goes from strength to strength, adapting to the new circumstances creatively and successfully. This week I met with a group of teachers who had taken part in our Reading at Key Stage One training course. This training took place over eight sessions spanning seven months. Despite it taking place online and remotely, the teachers hadn’t felt remote at all. Thanks to technology, breakout rooms mean that teachers can still interact with each other. It was heartening to hear them share the ways they had taken the training into their classrooms and made tweaks to improve the reading experiences they provide for their children. I felt as if I’d been given a glimpse into their classrooms. 

Reaching a Wider Audience

Just Imagine’s online programme has now become a permanent part of our professional development offering. This gives us the opportunity to work with even more professionals around the world. This year one of the unexpected benefits of lockdown has been that as we had to stay at home, we were able to meet with colleagues as far away as Brazil, Shanghai and Dubai! While we still love to meet face to face where possible, online training offers many benefits. Sessions are recorded which means that you can catch up at your leisure. For some it gives the opportunity to revisit the training and take time to absorb some of the key messages.  Whether online or face to face, our training sessions include focused gap tasks and we find this is invaluable for ensuring practical application of research based pedagogy as well as for professional dialogue in subsequent sessions. 

Just Imagine’s Training for Disciplinary Literacy

One of the most exciting areas of development for us as a team this year has been our focus on disciplinary literacy. This work began with an action research project ‘Reading History’ and has extended to work in Geography and Science. We recognise that curriculum subjects are the focus for many schools and they provide a meaningful context for children’s reading and writing. This course looks beyond simply providing opportunities for  literacy across the curriculum to a more in-depth consideration of the specifics of reading and writing in history, geography and science. The feedback has been very positive and we are continuing with our work in this area. 

  • Are you reading enough appropriately challenging and engaging books in curriculum subjects?
  • Do you consider the demands of reading in curriculum subjects when selecting and planning to use texts?
  • Do your pupils have the skills for critical reading in curriculum subjects, beyond conventional information skills?
  • Is your school library stocked with up-to-date nonfiction that meets the subject discipline demands of the current curriculum?

You can find out more and book here.

Just Imagine’s Training for Take One Book

New subscribers to Take One Book have been welcoming the opportunity to book accompanying training sessions. Five sessions are carefully designed to guide teachers through the stages of the framework with practical activities to support the learning. This training can also take place as an INSET day face to face. Contact assistant@justimagine.co.uk to find out more. If you are interested in subscribing to Take One Book, visit the website.

Just Imagine’s Training for Inference

Such has been the interest in this area, we have decided to dedicate two trianing sessions to further exploration.

Most teachers know something about inference, but many are not fully conversant with the extent to which inference plays a role in reading. Being able to distinguish between different types of inference is important for teachers so that they can target their teaching most effectively. 

This course outlines the major inference types, drawing the distinction between those inferences that are needed to make coherence of the text and those that elaborate on the information provided. Practical workshop activities are used to demonstrate different strategies and metacognitive approaches, including planned ‘think alouds’.

  • Are you diagnostic in your approach to teaching inference and can you confidently support readers who face a range of inferencing challenges?
  • Are you confident in knowing when using the prediction strategy is beneficial to readers and when it might inhibit comprehension?
  • Do you know what to do when learners struggle with coherence inferencing?
  • Would you benefit from finding new, practical ways to support colleagues in their teaching of inference? 

This article gives a taster of some of Just Imagine’s training. If you’re looking for high-quality training with a strong research basis, developed though our work with teachers in classrooms, please get in touch. Upcoming courses are outlined on our website. Do get in touch to find out more.