SENCo Conference 2017: Developing Independent Learners
Outline of event:
Key Note Speach by Barry Hymer:
"Must work harder? Mindset, motivation and learners with SEND"
In his opening keynote speech Barry will set out to demonstrate the relevance of mindset theory to SEND education, and to outline practical ways in which growth mindsets can be nurtured in learners with SEND and other learners.
Barry’s background is as a primary and secondary school teacher and local authority and EAZ educational psychologist. More recently he has been a researcher, consultant and from 2012-2017, Professor of Psychology in Education at the University of Cumbria in Lancaster. He is now Emeritus Professor at the same university. Barry received his undergraduate degrees in English and psychology from the universities of Cape Town and Port Elizabeth (cum laude). He obtained his MPhil from Cambridge University and an MSc from Southampton University – where he also obtained his PGCE (with distinction). Barry’s doctoral thesis at Newcastle University took the form of a ‘living theory’ action research enquiry into his practice as an educator in the field of giftedness.
Barry has authored or co-authored ten books and numerous papers and articles in the field of learning and teaching. He has been a national trainer for SAPERE (the Society for the Advancement of Philosophical Enquiry and Reflection in Education), for NACE (the National Association for Able Children in Education), and for Osiris Educational and Consultant Editor for the SAGE journal Gifted Education International. As the Director of Still Thinking UK Ltd, Barry has been a freelance trainer and educational consultant for over fifteen years, and in this role he has made keynote and workshop contributions to over a thousand national and international conferences, and worked in a training and consultancy capacity with many thousands of teachers, students, parents, governors, teaching assistants and inspector-advisers.
A commitment to evidence-led, situated and non-deterministic approaches to education underpins Barry’s research foci, and his writing, teaching and in-service presentations. He eschews quick educational fixes and decontextualised, externally-imposed ‘solutions’ in favour of attention to learner agency (teacher and student) and a focus on deep and surface learning (mastery leading to performance).
Learning and Teaching Outcomes:
We expect that all CPD will involve integral evaluation processes
Duration: this is a full day event
item code ~ event 77
Event Facilitator: June W