Introduction
A tightly-focused, time-limited form of PD, with teachers choosing an evidence-based, high-impact strategy to trial and practice in their classroom. Teaching sprints were devised by Simon Breakspear and Bronwyn Ryrie Jones.
Mechanisms checklist
- Manage cognitive load:
- keep the focus tight
- select supporting resources carefully
- Revisit prior learning:
- link to what teachers already know
- refer back to model, theory & evidence through the sprint
- Set and agree goals:
- identify purpose and choose one clearly-defined strategy to try with one class
- Present information from a credible source:
- choosing evidence-based, high-impact strategies
- Walkthrus
- EEF
- underpinning theory & references available, together with research summaries
- Provide affirmation and reinforcement after progress:
- impact on pupil progress
- other success indicators
- sources of feedback
- opportunities to notice, reflect on, share and celebrate success
- Instruct teachers on how to perform a technique
- training sessions
- Walkthrus
- Arrange social support
- Teaching sprints ideally done as part of a team, with opportunities for discussion and reflection
- Model the technique
- training sessions
- observation
- examples
- Monitor and provide feedback
- offer drop-ins
- encourage peer observation
- (more experienced staff) live metrics
- (more experienced staff) self-observation
- (depending on relationships) pupil feedback
- Rehearse the technique
- with a colleague
- on your own
- mental rehearsal
- Provide prompts and cues
- include in lesson planning
- include in routine
- physical prompts
- (depending on relationships) pupil reminders
- Prompt action planning
- part of the sprint process
- Encourage monitoring
- part of the sprint process
- Prompt context-specific repetition
- part of the sprint process
Classroom Leaders 