 Good evening, everyone. My name is Vikas. I'm the founder of T4. I'm really pleased that you could join us here tonight for a one-off event, for a one-off kind of guy. T4 was born at the time of the pandemic where there's a global community of teachers that came together to ask themselves and try to figure out what the new normal may mean for them. And so that's why, you know, when Ross said to me in terms of, you know, he's written this book, I was keen to make sure that we use our platform and everything that we are doing to help support him and his advocacy for great teacher practice and overall lifting the cause of the teacher. So friends, I am pleased today to be able to launch this book alongside with Ross and our speakers. And so before I bring Ross on, I actually want to give some notices and see if everyone knows how to use the technology that exists today. So if you're watching this on Facebook, I want you all to make sure that I want to be able to put your comments on the screen. But in order for me to see your names on the screen, you're going to have to go to streamyard.com forward slash Facebook so that when you put a comment in, we can actually see your name. This becomes important simply because we have, we have books to give away free books. And we won't be able to know who's actually put up a comment unless you go to streamyard.com forward slash Facebook. Friends, please don't forget to do that. So and also I should tell you like, you know, Ross is such a social media hit and has such a massive following that we would no event can really happen with Ross without a hashtag. And so the hashtag for tonight is hashtag mark plan teach. So the hashtag for tonight is mark plan teach. It becomes important simply because some of the books that Ross is going to give away today is going to be a response on Twitter. And so, you know, when we ask you to please make sure that you go and use the hashtag so we can track everything that is happening. And thank you for that. And it goes without saying, before I introduce Ross, you should go and buy mark plan and teach. And if you go to bloomsbury.com, you will get a 25% discount. If you put this MPT 2021 code in the field that when you buy the book. So here are three notices that are provided. The first being, you know, make sure that you give streamyard permission for us to see your name. The second being, make sure you use this hashtag for tonight. And the third thing is go buy the book. That's the whole purpose of doing this event. And we want you to make sure that you get a discount, which is only right. You get 25% off when you use MPT 2021 friends. I'm delighted to bring our key speaker, our chief guest and the person in the spotlight. Ross, welcome to your own book launch. Welcome to this live stream. Thank you. Good evening, everyone. Thanks for joining me. Virtual book launch. I'm delighted that you can join me and for people watching, maybe retrospectively, I hope this little kind of session gives you some food for thoughts, new ideas, and a sense of reassurance during the very challenging time for us all, particularly teachers working in the education sector. So I'm super excited. Thank you, Vikas for hosting. I've got lots of special guests for you this evening. So, so Ross, you know, Ross told me that these are worth 1,000 people who have registered for this event, which is just fantastic from over 42 countries, which is incredible when you think about it and what technology allows us to do. We were talking earlier that this is Ross's eighth book, and whenever he's organized a book launch event, normally you get 50, 60, maybe 100 people, but technology now allows us all from around the world to take part. And so what I want to do is actually ask you for maybe two minutes. Tell me in the comments where you're from. So this is an example where, which I'm trying to avoid, so that's why you need to go to streamyard.com forward slash Facebook and give permission so that we can see your name. But here is an example of someone telling us where they're from, and I can't tell you who it is, apart from that is from Lebanon, or this person is from Dublin. And so I want to make sure now there's Douglas Sinclair wins the prize. He tells us he's from Scotland, so he's actually allowed to stream out permission and that's why we can see his name here. Which part of Scotland Douglas, please put your comments up. And so we have London, so someone watching on YouTube, Danza is saying London, this person is saying Anglesey, but I don't know who you are. This person is saying Bradford, now that's not too far from you. Ross Nell Reid is saying Bournemouth, which is fantastic. Maureen from Belfast and she's watching on LinkedIn. Ruth is saying, well, this is really moving along. My browser can't even keep up. Check this out. Michael Wardrop is saying Michael. That is incredible. So well done, Ross. You've got all these people lined up to listen to you and this is a great interaction. Well, I'd better make sure I say something worthwhile. No pressure, I see. And so here you are, Felix from Switzerland, which is just incredible as well. So you do have a global audience and a global reach. As much as Mrs. Morrison McGill laments and you talk about, honey, I really am world famous, you are world famous, Ross. You can show this to her. She brings me soon down to Earth, that's for sure. So then we want to get on with this event and I'm really delighted that today we have some friends who are incredible at what they do, who are going to be speaking to us as well. And we've invited them on because they're not just friends of ours, but they're prolific teachers and school leaders. So before I introduce them, I want to tell you a little bit about them. So we have two friends. One is Vegeta Patel, who is the principal of the Swiss Cottage School Development Research Centre, which is a special needs school for children aged 2 to 19 in the London Borough Camden. The school is a designated national teaching school leading an alliance of schools, organizations, and higher education partners to provide teacher training and support school improvement priorities across the region and country. Vegeta himself is a national leader of education who supports headteachers, senior middle leaders, Sencos and local authority teams on leading locality and provision developments as the complexity of need increases with this new generation of children with SEM. You know, she's contributed to the development of programs for teacher training and leadership development and also worked with post-grad students on personalized learning through research on cognitive processing. The second person we have is another friend of mine and someone I've known for a few years because she's won this most incredible global teacher prize in 2018 that is Andrea Zafiraku. She's a teacher at Alpertin Community School in Brent. She won the $1 million prize when she was crowned the best teacher in the world. She's an art and textile teacher in Brent, which is on the outskirts of London and which is one of the world's most ethnically diverse spaces. She's passionate about education and changing the lives of young people and underserved communities through creativity. You know, using the prize money awarded by the Global Teacher Prize, Andrea founded a charity called Artists in Residence which I'm a trustee of, which has the aim to improve arts education in London. She has many accolades to her name and so I'm really pleased that Andrea and Vegeta have joined us here today and I want to... What is that all about? Mark, please. So what I wanted to do was... Ladies, welcome to this book launch. It's really great seeing you as always. I want to use the opportunity to ask you some questions if it's okay. And Rob, I'll come back soon, so I'm going to take you off the screen for now. And so Andrea and Vegeta... Vegeta, the question that I wanted to ask, you are in a very challenging context in the professional needs. You know, what's the climate currently in your career? Second question. And I think it's really important for us to hold on to the reality that every climate is influenced by the community stakeholders. So if we think about our pupils, their families, our staff, the multiple professionals that wrap around our school provision, our governors, many of our partners, what's really important for us is that we have always remained committed to ensuring we're developing a meaningful relationship and that there's authenticity in each of those relationships. And that is what has allowed us as a community to develop our climate together. Because these are such surreal times. It's incredibly important that we have the strength as a community to be able to have a responsive and resilient climate. The energy of our teachers and practitioners in being able to focus on how they want to design and continually commit to personalized learning, whether they're in person or in the virtual school, remains incredibly inspiring to me. And that I think is what is at the heart of our positive climate in these very sort of complex times. So, Vijita, that's a really great answer you provide and it gives us a lot of confidence in what's happening. But, you know, given the times that we're in, you know, what are the things that are happening different in your school? You know, how are your teachers dealing with this differently to what used to be the norm? Can you tell us a little bit about that? It's really interesting because I think what's important with that is, again, that sense of what we've committed to as a school for our learning culture. And we've got a culture that respects the expertise of our teachers and practitioners as leaders of learning design. So, when I think about what they're doing differently, actually what's really exciting to me is what continues. They're not seeking permission to think about that reflective journey. We haven't stopped our commitment to inquiry-based reflective practice. And books like Mark Planteech and the generosity that Ross has provided on his websites to share his materials continue to scaffold the reflective journey and collaborations across our networks of teachers. So, in many ways, although the circumstances around us are quite profound and they do introduce this change on what education is, especially in that blended learning sort of scenario, what I think is fantastic is that we as a school are not waiting for criteria. We're not waiting for someone to tell us what does good teaching look like in remote education. The materials that we have from colleagues like Ross are supporting our teachers to work together to try to co-define that. And their relationships with parents allows them to work with parents to be able to co-define that as well. So, I think what's really important is actually that all school leaders are taking this opportunity, if that hasn't happened so far, to make sure that that empowerment of teachers and their reflective practice is introduced because schools are being redefined. And so, it's really, you know, thank you for that. I'd like to say that we're going through this almost paradigm shift and we're at this inflection point. You know, the question that comes up time and time again is your students have various learning difficulties and the special education needs category. You know, how have the students and how are their families adopted to this new context? I'd be curious to know your response to that. Such an important question. And, you know, it can be a population that can be highly marginalized. I think what's exciting for us is that because the relationships are so strong, our students are teaching us what we need to start to redesign within our curriculum. The society is changing around all of us and what we don't want to do is compound that marginalization. So, we know that now more than ever, wrapping well-being and all those aspects with social and emotional aspects of learning is quite crucial so that we continue to develop their role in society but in a way that actually is going to make sure that they are there as society is actually redefining itself and that although they may not be a large voice because they can be a smaller population, there's this understanding on being able to think about those pupils as equally important in those considerations on the role of children and young people as society is going through these shifts as well. Fantastic. Thank you for that. Vegeta, and everyone who's watching, if you have a question for any of our speakers, please do ask it in the comments and I will come to it and I will make sure that I get as many after I ask a set of questions to Andrea. Andrea, welcome to this. I know that you've just come from a year-rate parents' evening. What questions are they asking? I want to know. You see when you join this live stream, like every teacher, you were energized, I found, and I'd love to hear from you but what is it that you're saying? I'm pumped, I'm pumped. No, it's been quite... Do you know what? It's amazing. I have never heard the word thank you so much. Thank you for what you're doing. Thank you. We know how difficult it's been. The most embarrassing is they say, oh, and we really like your laugh when you teach. So, you know, it's the fact that they can hear us so our parents are also our audience in the classroom but it's been really wonderful to speak to the parents and seeing how things are at home and to give them the reassurance. They want to know that their child is making progress, that there's no gaps, they haven't lost anything and I think that's the biggest challenge that teachers are having just to make sure that we just try and do what we can to stay on that road or back on track. And so, I will finish my set of questions but there's a Harriet Randall is asking this question. Sorry, it's slightly off topic. What advice would you give to a primary Year 5 teacher returning from maternity in these crazy times? Andrea, I'm going to come to you for that. Oh, gosh Harriet, I'd say just be kind to yourself and just enjoy the ride and ask questions and do not worry. So, the biggest transforming shift I've noticed in my teaching and everyone's teaching is that even I've been teaching for quite a few many years, I've had to just leave that behind. I've started again, I've started to learn new techniques, new skills, I've really reflected on my pedagogy and it's just been so excited to feel refreshed and get back to being a really exciting energised and new teacher. And I'm not just saying this but where do you go to? Where do you go to when you want to just try and refresh your pedagogy and just find out, you know, how do I do this? You go to Martin van Teet, you go to Teach Toolkit, the books which you've got in your bookshelves and you take them out as teachers and you flick for them, you know, I'm going to do that. So, Harriet, do not panic. There's people around you who are there to support you. The teacher has gone mad in terms of sharing amazing resources, the amount of love and sharing good practice that we are giving to each other is just, I mean, there's no other profession like it, no other profession. So, thank you to everyone. But Harriet, we've got you, don't worry. Vigita, you know, Christopher Baptiste asked this question, which is how can we best support our learners with autism spectrum disorder through remote learning? Do you want to give a view on that? Absolutely. And holding on to the fact that every pupil with autism spectrum disorders is an individual, what's really important is, again, I think echoing what Andrea has said, us bringing it back to basics, thinking about what we can support families to do to reduce the sort of busy atmosphere that can be in the home environment so that the child or young person is able to have an area that is going to support them as they engage in that learning and then giving the parents four to five scaffolds so that they know how to engage and motivate that child into that point of learning. I think it's really important any country that you're in to get in touch with teachers that are working with pupils with special educational needs, because there's no reason that you need to reinvent the wheel or try to learn the new skills. The sharing of best practice is going to be incredibly useful so that you're able to put in a phase one, reflect, and then think about phase two. I would say make sure the pupils and the parents are involved in that reflection so that they can tell you what they're finding successful and what they have is sort of curious questions that helps you shape the next approach to that remote education. And so thank you so much for that, Vigita. I often do say that the best special needs leader in the UK, and that's Vigita Patel from Swiss Cottage. So thank you for that. Andrea, I want to come back to you on this, and I know that this is a really big part of what you do in your role at the school. How do you keep your teachers motivated in these times? I think the biggest thing you can do is just to empathise to connect with them and just to say, look, just carry on going and whatever you need, we're there. So what I'm seeing from many of my colleagues is that I've never known anyone or any profession, but my teachers are working above and beyond. They are just so dedicated. They want to make this absolutely right. They're feeling guilty in terms of having to learn something and deliver it in a different way. So the way to keep them motivated is just making sure that we cut out all the unnecessary things, meetings, give lots of time to plan, making sure that we create opportunities for them to connect with each other, so virtual staff rooms, picking up the phone, seeing your leaders and your teams and saying, how are you? How are you coping with the kids? Just that one-to-one connection. Oh my God, that goes so, so far. So I think it's remembering that, yes, we've got such an important job to deliver and to create an incredible learning opportunity for our young people, but we've also got to look after our teachers as well because if they're not looked after, they can't do what they do best. Thank you both for taking part. I want to bring Ross back to the stream now. I have a set of questions for you, but I want Andrea and Vegeta to stay for these questions because they may be able to add some perspective as well, right? And so the question that I have for you, and I have the books over here, and I have the books as well. And so what I want to go back to tomorrow, I actually called Ross up yesterday and said, well, these are actually really good. So well done. I don't know. I think we should give a book away, Ross. And so let's do this. We were thinking of a mechanic to you to see who should get a book. But if you can guess the answer to answer this question right, I suppose we will give away a book to that person. Whoever writes it and appears on this feed. They're all ready to go. They're all ready. I'm going to put them in the post tomorrow. Fantastic. And so what I want to ask, the question I want to ask is how many letters are there in teacher toolkit? Ooh. Have you worked that out before you asked the question? I'm counting as we speak. 20 25 25 25 And no one's answering that question. They're all stumped. How many letters are there in teacher toolkit? If you answer that, you get the book. Right. I'm going to come on Michael from Australia. Come on. I think I think Michael from Australia should get a book. He's having his break. Very steep hill tomorrow morning and post it to Australia. Fantastic. So Ross, I wanted to ask you in terms of this is version two of your book. How does this differ from version one? I'll answer that question. But just to help Michael, he needs to email me if he wants that book. So he needs to email me at support at teacher toolkit. Otherwise he's not going to get it. It's two little maths. Michael, if you want a book, you better write to Ross. So the answer to the question, you know, the first book, I've got some slides to show people a little bit later, but the first book was constructed in my own school as a deputy head with 110 teachers. School not too far away from where Vegeta is. You know, Vegeta will know the school very well and the context and the challenge that it has. And particularly when I was there, it was going through quite a difficult time. But there was kind of nothing for the teachers that were there. So we built our own teaching and learning policy. And it followed a Mark Plant teaching methodology that the reason Mark is first is because that's the assessment that underpins your kind of planning approach, your curriculum decisions. So we met every week on our kind of group basis whole school, that type of stuff. We built Mark Plant Teach as a policy and then I turned it into a book. And school went through quite a difficult challenge. So the first edition has lots of that raw emotion in it, which I probably think makes it quite a good book. But the last three years I've lived the book in, you know, thousands of thousands of schools hundreds of schools with tens of thousands of teachers. And I've learned to see what works in lots of different contexts from schools like Vegeta's special needs context, virtual schools, Peruse, international contexts and it's allowing me to understand what ideas work. So in a remote context I'll be able to maybe give a few ideas there later. So the version two is an update in terms of what I've seen and refining and updating much of the content. So, you know, I proofread the whole book twice at the start a lot and then I rewrote it. And then I kept all the bits that I particularly thought were important and I've learned a lot of kind of neuroscience from memory recently. So I've written a lot about that in there. And just a kind of wider lens in terms of what I've seen internationally. So I do think it's, you know, without using biblical terms, it's a book that people can use all the time. I think it will be a timeless book and great thing with the second version as people will know is there's this visual guide and this kind of stems from the 14 million teachers that have read my website. You know, most people are just standard resources but where there are a blog read, that analytical data which I've been looking at for 10 years now, the average reading times a minute and a half. So it confirms to me that teachers are very busy people, they need practical ideas. Search and theory is already kind of unpicked. Here's how to plug and play into your classroom the next day. And that visual guide is kind of supporting that one minute read and if there's something that someone likes they can explore the book and go into it in greater depth. So, yeah, that's the difference from one to two. Ross, I suppose we should also try to answer this question which is, you know, what are the key takeaways for teachers given the context that we've been living for the last year from this book? Well, I think, you know, from a COVID perspective, you know, I don't want to go through all the whole thing but I think teachers have got a greater kind of place in society. You know, the challenges of all the parents going through homeschool or teachers at homeschool as well as teach. And a lot of the kind of myths and perceptions, you know, you see a lot of celebrity teachers on, you know, not to kind of break the work that they do. It's not teaching. Teachers are qualified individuals who understand how learning happens and how to unlock children's potentials, how to make a grade A feel a pretty poor attempt or how to make a grade E feel amazing. So we've kind of mastered this. We go to university to learn our craft and then we spend years trying to refine it and we're never quite happy with what we do. So you know, that's a practical sense, but you know, through COVID, all kind of remote learning, the remote teaching, the homeschooling kind of dialogue, there are many things that we can translate onto an online environment. I guess it's the challenges learning the technology and then you've got a huge number of kind of safeguarding issues to consider as well. But pretty much good teaching applies in all contexts, you know, and I've been doing webinars for 10 years so I adapted quite quickly to this online world, but it's been great to see the profession respond and you know, and see a lot of people sharing loads of ideas and you know, the teaching profession itself know the answers already, just echo what Vegeta said earlier. We know the answers and we don't need the government to essentially assign post you know, obviously we can do with more time and funding, those types of things but I'm talking here from an English perspective. So I don't know if that answers the question but I think we are pretty much in a better place and whether we kind of operates well in this environment you know, post pandemic and how schools will evolve is another discussion I suppose but it's an interesting one. So I think it's time to give away a second book and the question that I have for each and every single one of you and I see that the last one caused a lot of frustration in trying to digest how many letters there were but what is the hashtag for this event? Please go to social media sites and use the hashtag. And when you put the hashtag after that put your name and then we'll select a winner from that. We'll get one on social media. If you want to do any of these platforms, do a hashtag and tell us about it. We've had a really brilliant question from Francesca Jackson and she asked Ross is this book suitable for NQTs? Well, it is but I've always believed that when you become very experienced you try to unpick complex ideas to help other teachers and I'm really passionately believe that teaching is a team sport and experienced teachers must share the wisdom. The challenge for all of us whether you're a new teacher or an experienced teacher is if I read your book or someone else's blog I have to translate that back into my own classroom with my kids and my school policy and I have to learn through your own experiences as you acquire more wisdom. So there are things you can take away in a pretty self-explanatory but kind of getting into the depth where it becomes part of your kind of professional wisdom where it becomes not automated but part of your teacher DNA where you can run things on your feet and hold kids to accounts and manage and inspire 30 kids and the answer is yes. Andrea you can't ask anymore I have to because actually Francesca is far too humble the word is yes is going to be brilliant and also put in your shopping basket the teacher toolkit book which is incredible, really really great for NQTs. So you should go Francesca you need to buy the book but the winner of our second book ladies and gentlemen is Daniel Bull was the first person on my timeline Daniel Daniel you need to email Ross and he will send you a book and so Ross the question that really comes up time and time again and I'm hoping that you'll be able to answer is this this is the conundrum of the time how do you keep kids learning online what are the best ways to engage them? Well I guess the answer that I'm going to come to straight our cognitive ability so most adults can have a deep focus for about 20 minutes so we're now on this webinar for 30 minutes we probably need a glass of water and stretch our legs everyone but when a broad rule of thumb for children obviously I can't talk for every child in the world but if you take a child's age plus two that's generally the kind of cognitive load before they start getting distracted or daydreaming so in an online environment where if I turn my camera off and you can't see me anymore and you're only listening to my voice I'm not supporting cognitive load through visual cues or through hand signals or pausing to give you time to digest what I've said so all these things translate in an online environment as well as physical I think I wish I'd learn more about memory as a new teacher I wish it was part of my teacher training course but I do think it's the number one thing that teachers need to know later I'm going to share it with everyone watching and I do think it will make you a better teacher and I think more importantly when parents and pupils have a better understanding of how they learn I think it's not only a social justice issue but it will also deal with a lot of workload challenges that teachers face we often see that we have to teach a teacher all the time but through learning loss and recovery curriculum through the pandemic we need to reinforce content that's already involved before to help that long-term retention so there's a huge myth out there that we always need to learn more and get through the curriculum well we wouldn't know we don't what we need to do is the eight, six months that we've lost in the curriculum we need to reinforce what was taught before so my 60-minute lesson physically with kids could be totally different to a virtual session where the technology might fail so kind of 10-15 minute chunks is your best bet for secondary kids for adults we're looking at 20-25 minutes before we all start to get bored of what Ross was saying and then for younger kids there'll be other specialists out there with the early years but shorter times and mix it up mix up strategies Thank you and if you enjoyed hearing Ross's comments on that particular question I want to tell you a little bit about something that I'm hosting on the 17th of April which is called the Teacher Tech Summit and the purpose of it is quite simply to help teachers grapple with these questions that we have with the use of technology through their teaching so we'll be answering those kinds of questions such as how do I do content how do I engage kids in online classrooms how do I assess online how do I teach in a hybrid environment and so if you're keen to actually learn from other teachers who do this very well it's very much a show and tell effort where teachers who use technology exceptionally will be coming and showing you tips and tricks as to how they actually perform their roles given this new era that we're in then please go to t4.education and register for the Teacher Tech Summit on the 17th of April as a Teacher Tech Summit 17th of April and as we are revealing our first speaker here tonight and that is our very own Ross so you will get to hear a lot more about this and I hope you will register for that event I'm in a thousand odd delegates I've already registered from around the world and we think it'll be a stunning turnout but we'll learn a lot from around the world so please go to t4.education and do that you know, no book lawn should ever go without praise for their author you know you actually you're the person that introduced me to Ross and tell me when you think about Ross and what he does, what comes to your mind? I have to say that Ross is caring his own learning journey and what he's done not just in his approach for learning design for groups of teachers but what he's considered that in terms of children and young people in the community that need education to move beyond what is seen as their predestined outcomes and I have to say for anybody that's joining us today please check the website you know, if there's financial circumstances and you can't access this book Ross is so generous at putting so much of his material on the website he gives blogs that actually let us as teachers and educators step into his experiences and it gives us a reflective partner I can sometimes recall the way that we work with trainee teachers and NQTs and we've helped them think about how their mentors are interacting with Ross's materials to support them so for me certainly generosity of expertise and also an engagement and considering the newest research which is reflected in his integration of the neuroscience for learning with this construct of how to design teaching and learning as well you won yourself a book that's for sure thank you Andrea over to you what can I say about he's the godfather he's the godfather of teachers I mean five minute lesson plan that got me through my life I won the global teacher prize because of Ross and his teaching techniques no he's somebody who gets us and for me personally he comes from a creative subject so design technology is his specialism and for an art teacher I think he understands and that's really important and yeah he's our godfather he's the teacher godfather he's turned the same shade as his polo shirt which is great to see so what I want to do is I want to take that a little bit further and actually ask you in your comments and I'm going to ask Andrea to select the winner why is it that you've tuned in today and what has Ross done to support you in your teaching and the way you operate so put up a comment and we'll pick one and Andrea will select the winner Ross there's a question that's come so in the meantime people are busy writing their notes to win a prize as to why you're so great you know if there's a user and I can't see their name says if you could recommend a particular page in your book or a chapter which would it be and why well that's well can I have two answers the first one well in fact I'm going to have three I think page one three five which is the chapter of memory which I've already talked about then there is the final chapter of the book which is coaching we've got a lot of misconceptions about coaching or a bit cynical but it's the number one thing that unlocks all teacher potential doesn't matter how I'm meaning the teacher profession and the challenge for school leaders is to try and get the logistics working structurally so that coaching cultures can thrive rather than just be a better place I guess the key chapter that I've learned the greatest last three years are part of my kind of seminars at the University of Cambridge we watch some lesson observations as researchers and it totally blew my mind so it's something I share with all school leaders I work with it will totally change and transform the way that you ever watch a lesson observation again so that's chapter eight a slides and webinars on the slide where I walk through the whole experience with you and the example I give you can use in any context with your own teachers is what I would recommend with your own kids in your school and you'll never you'll never go into an observation again with a tip list or any focus so those three chapters the memory chapter the observation chapter and the coaching chapter all in the last part of the book we have some great comments Ross just sit back and I want you to watch some of this because I think it's pretty cool if I had this happening I'd be on cloud nine and so we have Michael Evans who says love the five minute lesson plan I think it should read Gil or Jill has said the five minute lesson plan is a brilliant concept and I've always used this Daniel Lewis talks about again the five minute lesson plan my friend Branca says what a positive atmosphere tonight which is great in today's age we do need positivity obviously Sinead says my plan teach is her best then check this out Amy says the five minute lesson plan got me my current job which is fantastic Matthew said Ross has inspired me to be a better teacher and enabled me to have a work with Matthew why are you watching this now not on the sofa I hope you are on the sofa Danza Ross has inspired me to always put my best foot forward in teaching he inspires me to learn more and build my pedagogy awareness there's Jordan Louise Hussein five minute lesson plan saved me too during NQT year came to get some perspective so easy to get stuck in a little bubble you know and on and on I love his common sense approach of passion to support the project Gemma lives to tell the tale and says Ross lectured me on my PGCE at Buckingham University last year thank you Dawn Peel says I'm new to teaching and this year has been a minefield Ross has met her own relief in these times can I interrupt you can I just say thank you to everybody because when you work on your own your self-employed last three years and locked down even particularly I'm not going to kid that mental health for me has been easy but to get all this feedback makes a big difference and when you've got a huge following like I have on social media it's not always positive and you get a lot of fatigue and sometimes it puts you back into your shell but all these problems tonight it does make a difference to get that feedback because otherwise I'm on my own and unless I'm in schools with you bringing it all to life and having that conversations with you and obviously I'm doing that remotely we know it's not quite the same as face to face it really makes a big difference so thank you Ross listen all said and done this comment that I flashed up is one talking about my wife is watching this so I have my wife maybe in my world so Debbie please write in to Ross and Andrea will give you her book yeah actually is it can I now choose, I've got the winner are we out of the five books that I'm giving away Debbie is one of those Debbie please write in Andrea go for it actually I've got two no you are one come on look at the love look at the love Vickers number one Debbie love it you're getting one just that comment alone about him and his good looks brilliant love it you're having one and also King, where's King? just your name King you mentioned something there so you are the winners so Debbie and King and I think it was Dawn who mentioned but Dawn we know how difficult for an NQT initial teacher training all of you guys we know how difficult this year has been for you so just thank you for carrying on keep going keep going and we'll soon get out of this well listen so we should we should actually this is supposed to be a CPD session by the way we've got on Ross what kind of guy are you man you're just taking all these credits and not giving anything back so ladies thank you so much for participating in today's book launch I too am going to take myself off the screen and we're going to hand over to Ross who's going to conduct a session for the next 20-25 minutes and then we've got one final guest who will be joining us which means that we will overrun by 5-10 minutes but it's a very very special and so we hope you can hang on but Ross over to you and thank you so much Brigitte thank you so much Andrea right so let's control my screen see what I'm going to just move things around so you might get a little bit of a duplicate screen here so you should see my screen can you confirm that everybody in the chat box so first we want to signpost this little web link here if you go to teachertoolkit.co.uk forward slash thank you with a hyphen between thank and you you've got all the links obviously here but what I would just like to explain to you underneath is you've got my newsletter so I know some of you already received this but I email teachers loads of stuff behind the scenes that you don't see on social media so I've got about 45,000 of you there so thank you for that but here are all the goodies so I've got a few kind of links here to have a look through there's all the slides that I'm about to go through I'm going to try and do this in 15-20 minutes loads of resources again behind the scenes and there's a little discount code here so I'll just zoom that in case someone can grab it and put it in the commentary box and you can get code and download stuff etc but it's all there for you a couple of little videos so just thought I'd share this first and hopefully it goes to your advantage so I just want to take a moment to go through the kind of key philosophy between the book what's changed the kind of journey and just I've picked out some of the core ideas from the new book I've got my visualizer here we're going to hopefully switch cameras and take you through the actual visual guide so whether I do this in 15 minutes will be interesting so very quickly the original book this new book is still about stripping back a lot of the nonsense in the teaching profession particularly in countries where there's high accountability unpicking the complex nature of the classroom to help teachers prioritise where they should put their best efforts it's all underpinned by research all my own pragmatic experience these are my ideas they're the professions ideas where I've unpicked learnt, tweaked and shared it back the original premise of Mark Plant Teach One was the teachers on the ground in my last school where we developed it together that very much is a profession book and you know stripping back, going back to teacher's core focus Mark Plant Teach to improve our wellbeing and as a result will improve teacher pupil outcomes so the journey in a nutshell I've been leading a whole school teaching and learning I think three or four secondary schools in London now dating back to a long time ago when I started my first senior leadership position I started blogging in 2000 but actually a teacher blogging in 2008 so if you dig deep on the website you'll find lots of very embarrassing things on there but lots of interesting reflections as well my journey was literally to write what I was doing and one person replied and today now 300,000 visitors a month which is crazy Mark Plant Teach started in this school in Westminster whereas appointed deputy head teacher in charge of teacher's CPD and teaching and learning 110 teachers 150 support staff so it was no mean feat to look after the CPD needs of 250 adults the first thing we did was got rid of lesson grades we introduced a weekly CPD we sent our kids home on a Wednesday afternoon and in groups all staff, individuals external and internal events we talked about teaching and learning on a weekly basis and I think back to what I've learned unseen on my travels over the last three years the happier schools do this they protect it fiercely to allow teachers to come together to learn from one another and I think this is the key message I want to give to you all find a school that gives you the kind of soil in which to go professionally as a teacher in Britain alone there's 32,000 schools which school are you going to work in so we developed the teaching and learning policy this is it here you can find it all on my website if you want to copy and save yourself a bit of a headache but blogging this getting feedback from the profession good and the bad adding in all the resources that we were doing we ended up building quite a big booklet as a CPD manual but we had this one page kind of policy on the front end a one minute summary and all the key chapters of the both books or at least the first version were the chapter titles these were our CPD sessions played an idea went off and practice in the classroom brought it back reported to each other repeat repeat so between that period of 2014 to 17 I then thought well what the policies written I was fortunate I have to be already writing books so I thought well why do I construct it into a book so that's what I did and that book published three years ago and I've shared it in 15 different countries loads of interest and stories and experiences you know different languages all sorts of things so it's been a real privilege to go and see teachers work in different contexts and it's probably been the most fascinating aspect of my whole teaching career looking at all the analytics mark plan teach at least teachers physically that I work with got all these cartoons behind the scenes I never I shared them once or twice social media but I didn't necessarily give them away and there's a whole bank of video footage of me explaining this also and I'm going to have an online course soon where I'm going to go through the whole of mark plan teach to kind of 20 30 minute little videos as the cpd exercise for you one and a half minute summaries 20 minutes paying attention those types of things work best and throughout lockdown I've thankfully caught up with one or two online 60 countries about 6000 teachers thankfully you know self-employed working on my own and it's been a God sent for me in my mental health and the way to give back also and and then finally mark plan teach so published today and it kind of up picks all the things I've kind of shared from that kind of seven eight nine stage you can see on the screen that's the journey and mark plan teach one so I'm just going to go through all the kind of chapter hands here and I'm going to just give you a little kind of camera walkthrough of the chapters of the book remember the mark section of the book is assessment assess plan teachers as a catchy title I know teachers suffer with marking burden in all countries around the world so mark plan teach market assessment underpins your curriculum plans and so what I'm going to go through on this particular resource is the notion how can you work smarter not harder and what impact can it have and if I just kind of maybe I'm pick one here that might not make sense in terms of terminology number eight is about looking in children's books so they never look in children's books without any context or focus I know work scrutiny is particularly in some countries can be a bit misleading maybe a little bit dangerous and increase a lot of anxiety and workload for teachers so number nine a feedback loop let me introduce you to self-regulation if you pick a we do in the classroom we want kids to behave better and to learn for themselves so I set a goal draw volcano label the diagram inside the students processes they have their domain knowledge their cultural capital the strategies that they can use their motivation Monday morning Friday afternoon etc they then set their goal based on what Mr McGill said they select their tactics and then they set their own goals now this all is internal the challenge for me as a teacher is I don't see these so I have to constantly unpick them it's going to be even bigger challenge doing this remotely it's going to be even more verbal signals in the classroom so what we do is when we observe these signals we then can use this data as a feedback loop to reteach in the moment or reteach or plan for the next lesson but here's a little principle this is a mark plan teach one and two and some of you will be familiar with Barry Rosenstein 17 principles of effective instruction I suspect not many of you can recall them all so maybe seven is a better way to remember to approach for providing feedback here's what a good one looks like right tell me this hands up hands down well done Ross have you thought about X so I pose a question get the discussion going you've done really well today make sure you do X have you thought about B and then I then plug in the interventions in the lesson and outside the lesson for next lesson and then I use this data this assessment feedback data to plan where to go whether in that moment or for the next lesson seven principles of good feedback I think this is a good win for everybody regardless of where you teach mark plan teach so the planning section thinking carefully about your planning coherence asking why not what the next time you observe a teacher ask them why they're teaching X rather than what are you teaching storytelling I'm going to give you a little example in a moment 30 to 5 minute lesson plan make learning stick retrieval practice memory bringing content to life support versus challenge you know comfort versus how do you get that thin line there's a fantastic psychologist called Cheatzen Mahai I strongly recommend you have a look at in that chapter I've got a great little snowball technique I picked from another teacher in one of my schools spelling test throw the snowball around the classroom probably can't do that in COVID right now but a great way to support literacy then you are the greatest resource in the classroom and stockpile in loads of ideas which is why we all love Twitter and social media for stockpiling resources behavior scripts I'm a big fan of and that well-being stripping back all the kind of nonsense and prioritizing well-being as a priority did you know the happier schools teach your well-being part of their strategy rather than just a kind of sausage roll on a Friday afternoon to cheer staff up so storytelling one of the ideas in there you've got a five stage sequence there here's a surprise have a structure so you think about the kind of classic children's story tales they follow this kind of sequence once upon a time along came a dragon until happy ever after those types of methods so use storytelling techniques to bring your complex curriculum to life in a pragmatic sense so I was in a science lesson and I didn't know that Jupiter has 79 moons or if I lived on Pluto I would be half my body weight which might be a good thing for everyone who feels maybe a bit a lot of down weight I certainly feel like that right now there's the structure, the simplicity watch this little video to hook you in or then draw the picture, explain the solar system and then talk about the longer term goal about understanding the solar system so tell stories about what teachers do all the time the teach section kind of moving on very swiftly direct instruction, teacher at the front explicit use of language most effective teachers readily model go with the flow, I'm going to explain memory in a moment, observations I've already mentioned two things I guess if you put me in a corner teachers need to know about memory number five they must master a wide range of questioning strategies I do mention German for superman for superwoman what makes a great quality teacher unpaved there I've talked about the effective principle of instruction I wrote about this in Mark Plantiche it's since done the rounds on social media some of you will be familiar with it it's a great piece of research I've just expanded on this a little bit in more detail in book two number eight is the thing that I learned in my doctoral degree, Cambridge University if you're a middle leader watching this and you observe other teachers go straight to this chapter getting kids to share in classroom making classroom an inclusive place and then that code in one for people that want to unlock genuine teaching potential across the institution so item number four memory in a nutshell you got your short, long term and working memory we have explicit content so we know we're in this live session now subconscious so we know what we've got to do certain things tomorrow we have to make things implicit and explicit and it constantly waits between different pockets of short working and long term if we know that two plus two equals four this knowledge is waiting to be of service so this is what's called declarative knowledge when I say two plus two and you say four, you turn into a procedure an action, a goal directed action so what we've got over here is content controls and facts brain space, two plus two how to ride a bike or two plus two for example or how tall is the Statue of Liberty we know it's X number of meters tall there's a fact on number four here we've got different types of memory and procedure knowledge turn into an action so a bit like riding a bike do you do this consciously or subconsciously a bit like autopilot prime in so a bit like unconscious bias so I'm a DT teacher, I think of an undercoat I say doctor what schema is it in your memory is it a white man with a stethoscope or is it a black female in a green lab jacket in the operating theatre semantic and episodic memory episodic are your own memories where you're the star of the show birthdays, weddings, first job those types of things the danger with episodic memory it fades and becomes unreliable over time which is why photographs are very good for our memory semantic memory, concepts rules and facts where we know and if we practice and rehearse these concepts rules and facts we can hopefully move them into long-term storage so how we do this curriculum approach as I suppose kids environment at home remote teaching our ability to pay attention, different cognitive load and you know all of different buckets we can cope with so much information conscious and squeezing through lots of things now so we have a working memory when I add lots of extra details you're going to forget them you can only store so much so I have to be very conscious of what I share encode, get information in so a great curriculum approach think about how you're going to make things stick thinking about long-term memory is a shift in kind of knowledge and then that retrieval so teachers we use revision cognitive scientists call it retrieval it goes back 130 years the first reference is the memory go back to 5 BC so we're not the first people to talk about memory and retrieval practice it's been going on for years however we need to understand it and know about it and share it with one another so we can become more effective and transfer knowledge from short-term information short-term memory to long-term retention and that was my point I made earlier about remote teaching and not always having to teach new material or send new material or resources to families at home so there's the book everybody I'm just going to come out of my slides and just go to the the kind of visual book I'm just going to skim through this so how the visual guide is looked at these are one-minute cartoon summary so it's dividing some art plan teachers you would expect and this is kind of the kind of editor copy I suppose but if I just switch my camera let's see if I can just do this before Vikas stops me I'm just going to turn my camera over so you should be able to see my table now so there's the book so I would say start with that second start with the visual guide first so the visual guide if I just go back to let's just go to one idea here mind the gaps so if I just zoom in on this one for example so you've got the one-minute summary let me just get that in the right place one-minute summary this idea in particular this is idea number six in the box section talking about Evan House and the forgetting curve you're going to forget everything that I've said but hopefully you'll watch back this video and then you can practice and remember what I've said closing the gap there's ten strategies there so get your phones out pick this or grab the book and there's some sample slides on the website also where you can get all these so there's tons of stuff in here I won't have time to go through it all now just flick through and I know you can't see this now let me put the camera back up this is your best bet so start here find something interesting then go to the book dig out the idea in the research and I do think this will make a difference so I'm really excited to take this back into skills it's going to be a great resource for the staff room a great manual to have in CPD sessions and I can't wait to start getting my resources together to share some of this with you online as well as when we get back into schools so I'm going to stop there, there's lots of things and I hope you enjoy it Ross, thank you so much for that session and I'm really excited that today for today's audience and participation we have someone that Ross and I both really truly admire who's here with us and he's made the time to join us Professor Andy Hargreaves who is Director of the Change Management Innovation in Education Department at the University of Ottawa and he's also Research Professor in the Lynch School of Education and Human Development at Boston College and holds visiting or honorary professorships at Hong Kong University, Swansea University and the University of Stavanger in Norway he's also past President of the International Congress of School Effectiveness and Improvement Commissioning Editor for the Journal of Professional Capital and Community Recent Advisor in Education to the Premier of Ontario and currently to the First Minister of Scotland he is Co-Founder and President of the ARC Education Project which is a group of nations committed to broadly defined excellence, equity well-being, inclusion, democracy and human rights in education please welcome our hero Andy Hargreaves Welcome Andy Hi Welcome Welcome to this live stream thank you so much for joining us I know that in this segment I'm excited for Ross to ask you questions normally it's the other way where it is Ross's book launch and we praise him but in this case we're making a huge departure and saying well Andy thank you so much for joining us and you are such an inspiration to all of us and I'm going to leave Ross to ask you the questions Welcome everybody if you don't like me at least you can enjoy the view behind me it's about minus 12 degrees today 12 degrees so if you think it's cold wherever else you are come and join us here as they say in Norway there's no such thing as bad weather there's only back clothing thank you so much for joining me and I want to start off by also saying thank you so much for writing the foreword of the book I know you're getting undated with a lot of requests can I just ask you first of all to explain what you took from the book and why you wanted to write the foreword just for everyone watching Well first of all I got the book from you there wasn't much time to look at it frankly by the time the manuscript arrived and there's lots of things to do and I felt a bit about it like I do about marking which is I'll put it off another day I'll put it off another day then I eventually I picked it up and I just couldn't put the thing down I thought it was first of all brilliantly counter intuitive so some people who know my work will know I wrote a book a few years ago called Uplifting Leadership and in Uplifting Leadership it's an unusually high performance in organizations in business sport and education where you'd least expect it and so people who didn't have much money people who weren't very big people who used to be failing and then they'd turn themselves around so we found with people like Burberry Burberry took Burberry took the old trench coat that used to be worn in World War One and rebranded it as something that young Asian women would buy online very successfully we found that Cricket Australia actually increased its impact by collaborating with its competitors by actually investing in cricket development in India so that the competitions will be tighter kind of more interesting and everybody would get more engaged and we looked at a school in Oldham where that was borderline failing about to be closed down predominantly Bangladesh British students and they focused on what the students were good at which was particularly creative and visual arts and just suddenly propelled it into one of the most improved schools in the country and this is what you do within your book you take something everybody hates and if you were to write a book with marking in it you'd probably put it last you'd probably say you know plan teach mark is what you do but I don't know how you thought about this or if you woke up in the middle of the night and decided no I'll put the wretched thing first but you put it first and so it really makes you think about marking from the beginning another something dreadful like a standardized achievement test like the Grim Reaper of the best traders during Klein to call them of course we're all entitled to hate that but of course the dark sides of us also hate the marking as well it is markings like death and taxes you know my experiences drives everyone crazy I first came across your work from professional capital we were lucky to meet together in a conference in Switzerland a few years ago with your wisdom I wonder if you can just say some insights in the Covid context professional capital how teachers drive through Covid if that's possible and what kind of research insights that kind of stand out for you and where do you see things once we get back to some form of normality what impact will this pandemic have on the teaching profession thanks Ross I've been happy to talk a bit more about your book actually because it is for everybody there and I actually use it I actually use it for my practice I don't just use it for my ideas as well so it's been really hard for everybody in Covid almost all over the the world there have been some schools that have been countries where schools are out some schools some places where they're in and some countries where it's like the Hokey-Cokey it's in out and shaking all about basically I think England's been a bit like that I lead this group that I established of seven countries and systems and their ministers and their teacher union leaders and we've been meeting regularly during Covid just to share experiences and share strategies so Scotland and Wales and Ireland are in there but England's not for fairly predictable reasons probably and as we've been sharing these one thing up I'm also an advisor in Scotland I'm a friend of Visors and if you're interested go online we call the International Council of Educational Advisers and we've just written a report on a post-pandemic strategy for educational change so in a second if I can perhaps let you think about what's beyond the pandemic not just what's here and we approach it from really two places one is the World Health Organization tells us it's not going to be another 100 years until there's another pandemic we had Ebola we had SARS we had HIV they're all near misses in different ways but because of climate change increasing likelihood of crises contact of exotic species with human beings the chances of pandemics like hurricanes and storms they're going to be bigger and they're going to be more often so we need a system that can actually be good in a pandemic as well as good out of a pandemic and so we're talking our report how would you universally design that to say at least it'll be okay in a pandemic or any other crisis it'll be brilliant outside it and we say about three or four things or not focus on all of them one is we need to be more digital and more physical so by being more digital we need to know that we can survive and be okay if kids have to be at home we can be ready for it but also we need to think what the digital will look like in schools which when you're there with the kids which means it doesn't replace teachers but every teacher needs to know now how to be competent and proficient with digital as part of their practice we don't like the anytime anywhere hybrid blended talk which is half of it and the entire rest of teaching is the other half which is wrong but rather technology should be like paint glue, pens paper whiteboards, blackboards it should just be there it should be seamless you use it when you need it when you don't want it you don't use it just because it's there like Estonia which is one of the countries that responded best that are universal public and free as a human right to all families especially the poorest so that's both devices and broadband and access in any form whatsoever so we need to think about getting more digital we need the kids to have digital competence so I think developing self-directed learners not hoping for it or presuming it but actually from the age of 5 developing a self-directed learners and for teachers to be competent with that too but we also know that to take a country like Denmark how was it responded to the pandemic well even before the pandemic it used digital for projects more than any other country in the world 90% of teachers almost in Denmark say they use digital in some form or another but during the pandemic they use physical, natural, outside more than almost any other country physical digital is not a choice it's a both not an either or and one thing we're learning is that when you're worried about physical distancing and so on teaching outdoors actually is a good thing we know we've already got lots of programs with outdoor education but if you routineize that so that in the Nordic countries they have a recess outside every 50 minutes even in the depths of winter teaching outside learning outside is part of our ancient communities our indigenous communities they do better when there's more learning outside so that there's more mentalism of engaging with nature so that we can care about nature and care about the planet and it's part of physical development and physical health as well it integrates all these three things so more digital, more physical and just last of all completely rethink which relates to your book the place and role of one time end of school 19th century examinations in a 21st century world for which there is no use or purpose anymore whatsoever so and the Scots have responded really well to this report including so watch Scotland over the next year You mentioned early uplift in leadership and I know that some people may or may not know you work with the Scottish government in terms of the education summary of your insights the work that you've done we've seen Scotland respond in different ways here in the UK to a pandemic particularly from school perspective keeping schools open and closed that type of stuff any messages for maybe politicians watching in terms of the right type of leadership that's needed I think what we're learning this is not just the work we've done through ARC but organizations like the OECD ministers that I've been glad to be part of as well to share experience and I think I think we learned that both in a school and at the national level and they're the same really what works best is when people work collaboratively so they work in partnership so they would include communities parents teachers, professionals governments all actually ran the table working in together so there isn't a group somewhere that's dumping stuff on teachers to which they kind of then which is happening in Ontario now where I am and some of it might be good and some of it might not be good but actually they have to work together they look at the science but the science is imperfect it's not totally certain and it changes all the time things transmitted differently so then you have to use the judgment you have to use your judgment collectively in order to respond to the science and to balance it and to balance it against other things like jobs, depression so I'd say basically the good thing about the pandemic is almost everywhere teachers are collaborating even more than they were before even more to finish you've got a new book as well everyone about your memoir before we kind of end the whole session you've got a new book memoir and one on engagement okay so half a paragraph on each one is I grew up in northern England in a working class family one of three brothers the only one to go to university at the second attempt my father died when I was 12 my mother worked three jobs it was too much for her then she collapsed and then basically I ended up having to look after her and the family rather than her looking after me the reason I'm in teaching is a magnificently inspiring primary teacher who taught me before my dad died and my secondary school teachers were awful almost every last one of them could not connect with me as a whole person I lived on one side of town went to school on the other could not connect the cultures this wasn't race but it was class by the way we need to talk about class as well as as well as race and the cultures that divide people so the book is really about my own narrative of what it felt like to live on one side of town and go to school on the other to have one set of experiences in my community and confront a curriculum that have very little connection to them and how it's like that for lots of kids now who are not just different by class but different by race different by language different by different by sexuality different by coming from another country and so on and the book takes you through that in a fairly compelling gritty way so some of it is moving some of it is occasionally funny and at the end it really talks about strategically what does this mean for social mobility and in a short sentence social mobility is not an alternative to equity so social mobility is what chance we have in equity but what chances do I have to move up so conservatives like social mobility rather social mobility is a consequence of equity the more equity you have the smaller the gaps are the more people travel up together and the closer the rungs are together so mobility improves so if you want mobility you need more equity and the book talks about very clear specific strategies like abolishing internships for example because they see engagement engagement is coming in June Ross is in it and it talks about it builds on research we've done particularly with rural and isolated schools and a lot of people worry about engagement there's a million books on it workshops, professional development engagement is not improving kids are just as disengaged as they always were so engagement is a problem of teachers just not of sharpening up getting their act together annoying them to enthuse the kids a bit more that is not the issue the issue is there are what we call five enemies of engagement and the enemies of engagement are systemic they are things like bureaucratic testing they are an alienating curriculum that takes the magic and the wonder out of teaching by standardizing it it's disempowerment by giving kids no voices distraction by getting kids involved in superficial technology rather than deep engagement with them without technology so the five enemies are if I can remember them one word each they are and you read them in the book they are disenchantment loss of magic disempowerment loss of power disassociation disconnection which is alienation from the curriculum disassociation which is lack of belonging and the distraction particularly by technology if we want to increase engagement we have to attack those five systemic things in a school and in a country as well as just expecting teachers to put their act together better in their own classes ending thank you so much for your participation there's a few comments that have come in which I want to flash out but before I do yours I want to show who is a friend of mine used to be a teacher and now works at the Bill and Melinda Gates Foundation Ross I really like the simplicity of your title Andy we go to Douglas Sinclair says need to challenge inequitable structures that cause disadvantage instead of just supporting young people to be more resilient to cope you know there's a user I don't know the name I'm completing my master's and quoted professional capital in my last assignment great to put a face to the name Professor Hargreaves and then we have Naomi Naomi Tolan teacher from Dairy Living in Japan loving the conversation we need a system that is good in a pandemic and out we need to be physical and digital I think you said Andy you got Patricia messenger Duncan they don't know how to use computers well they're too used to frozen tablets these were dealt with future issues Matthew obviously states the obvious so much sense being spoken here someone says we need to address the digital poverty here in the UK you know and on and on it goes Jennifer says it really well so inspiring my brain is buzzing with all these ideas really insightful and useful has given me a lift and ready to be creative and out ideas into action and practice and it just goes on and on Andy so you know someone's asked for your link which you can find if you Google Professor Andy Hargreaves you'll find it I bet you The link is just two places worldwideweb.andyhargreaves.com and at Hargreaves BC on Twitter I don't have as many followers as Ross but I have a few and so Andy there's one final question for you what's the name of your book on engagement we're still arguing it with a publisher but we think it's with them now it's impressed we think it's the five paths of engagement colon blazing the trail to learning and success are you an academic does that sound like an academic title that's the one they wanted what would you call it well I thought it was called a stream engagement and they don't like that but I'll tell them tell them to watch this Ross has said so tell them for the five engagement that'll sell it that'll sell the five things you think okay but no I agree with you actually I'm going to print that with me and I'm going to put it up obviously we say once again please buy this book Mark and Teach there's a discount being provided by Bloomsbury which you can go to I think it's 25% off if I'm not mistaken so please go to this we still have a lot of watches on this I have one final appeal for you hand it back to Ross for a good buy today you're watching this on the T4 platform T4 was born during the pandemic it was an expression and a desire that actually we had a group of friends of us had to go and help teachers during this time and we hosted a couple of virtual events like this one of them was to help teachers figure out what the new normal may be for them this was last May and we had this astounding response in like three and a half weeks 103,000 teachers from around the world registered and participated and then later on we went to do something called World Education Week which is exactly what Andy was speaking about which was focused on collaboration and learning from different contexts there's no reason because Covid has brought us all to our knees to a degree that we can't learn what other people are doing in other contexts and apply them in our setting wherever they are in the world I found that there was a receptivity to learning lessons from middle income countries and low income countries as much as us going the other way it was also happening the other way which I thought was very powerful and so that's how T4 was born now carrying on the theme one of the things that we are doing is hosting the the teacher technology summit which is in April on the 17th of April it's a virtual conference and if you're a teacher that wants to know about things like how to design the learning experience for hybrid environments or creating community in online classrooms or how to create good digital content how to assess learning in online environments ensuring equity and inclusion in online learning I'd like to please request that you go and register at t4.education for that event afternoon UK time for people to go and register so I thank you all for participating in today's event and I thank all of our speakers so there's Andrew Zephyrikou who won the Global Teacher Prize Vijith Patel who is the principal of the Swiss College School and obviously Professor Andy Hargreaves who we have such admiration for everything that he does Ross it goes without saying I'm going to give you the final word tonight and we wish you all success in everything that you do I read Andy's forward in your book just yesterday and he said it right he said you are the teacher's teacher and thank you so much for that Ross you do a great service to the world I'll end by the quote that I provided for the back jacket of your book which says what Ross has written is so accessible and yet so provoking giving teachers hints tips and practical ideas on how they can improve their practice and ultimately raise learning outcomes for their pupils is what matters and by focusing on this Ross does the entire country a huge service I should actually say Ross does the entire world a huge service given that there's so many people from around the world watching this friends I thank you all and now I hand over to Ross for his concluding remarks I'm just delighted everyone's joined and sharing an interest thank you again for hosting it and Andrew for taking part and for Andy also taking some time on your busy schedule to join me I hope we get to meet very soon again on our travels and I'm just going to say one thing everybody if you go to teachertourket.co.uk forward slash thank you with a hyphen between thank and you you'll get all the speaker profiles that have taken part tonight all the resources, some videos some links to the little snippets from the book with the Poomsbury discount and you also get a notepad as well as if you want to get it straight on Amazon so I'm going to leave it there it's late for us here in the UK it's probably the first thing in the morning for you Andy so Andy's got work yet for each other all the best thank you everybody I hope the public said difference thank you Andy thank you so much everyone and good night I'll check on Twitter now for an Instagram and Facebook for all your comments and I'll choose some winners and I'll get those posted to you this weekend good night everyone cheers Vikas