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Course Introduction

Course curriculum

    1. Getting Started

    2. Finding Your Way

    3. What to Expect

    4. Assessing Learning

    5. Extend & Contextualize

    6. Let's Go!

    1. Meet Your Instructors - Martin and Steve

    2. Before You Start... Introducing Your Learning Log

    3. Before You Start... Introducing Our Course Goals

    4. Course Goals: A Question to Get Us Thinking

    5. Divers and Thrivers: A cornerstone research paper introducing non-cognitive skills

      FREE PREVIEW
    6. The divers and thrivers study for you to download

    7. Introducing the VESPA Model

    1. A Team Activity: The 5 'A's (Is VESPA a useful framework for us?)

    1. V is for Vision: an introduction

    2. High Vision Behaviours

    3. Vision Activity 1: The Motivation Diamond

    4. Vision Activity 2: Problem, Not Job

    5. Vision Activity 3: The Road Map

    6. Vision: concluding thoughts

    7. Reflecting on Vision: Four questions for consideration

    8. The Vision Activities - for you to download

    1. E is for Effort - An Introduction

    2. High Effort Behaviours

    3. Effort Activity 1: Proactive and Reactive

    4. Effort Activity 2: 25 Minute Sprints

    5. Effort Activity 3: Pre-Made Decisions

    6. Effort: concluding thoughts

    7. Reflecting on Effort: Four questions for consideration

    8. The Effort Activities - for you to download

    1. S is for Systems - An Introduction

    2. High Systems Behaviours

    3. Systems Activity 1 - The Energy Line

    4. Systems Activity 2 - The Bottom Left

    5. Systems Activity 3 - 1% Planning

    6. Systems - concluding thoughts

    7. Reflecting on Systems: Four questions for consideration

    8. The Systems Activities - for you to download

About this course

  • 76 lessons

Audience

Who is this course for?

  • Adults working in international schools

    Any adult wanting to know how to support the development of non-cognitive skills and competencies that middle level and high school students need for school, and future workplace success.

  • Teaching Faculty

    Middle level and high school teaching faculty who directly support students who are building towards final assessments.

  • Teacher Trainees

    Do you have any teacher trainees in your context that could benefit from taking this course?

Learning Outcomes

What will you be able to do upon course completion?

  • Identify common behavioral characteristics in students that can be indicators of potential success.

  • Demonstrate how non-cognitive skills connect with essential competencies, such as resilience, independence, critical thinking, and creativity, essential for lifelong learning and student success in the 21st century.

  • Apply practical age-appropriate strategies that purposefully develop good habits, routines, attitudes, and approaches for learning and performance.

  • Directly impact students to support them reflect, discuss and collaborate so they can develop the skills and competencies for success.

Impact on Learning

How will this course have a positive impact?

Mindsets, attitudes, and self-belief can determine proactive behaviours for success. You will leave this course with strengthened know-how to support students develop the beliefs, characteristics, qualities, and competencies required for success. You will be able to plan with purpose and intentionally teach age-appropriate strategies to support the development of good habits, routines, approaches, and attitudes.

Meet the Course Designers

Martin Griffin

Martin Griffin is a writer and educational speaker. He was previously Deputy Head Teacher at the Blue Coat School in Oldham, UK, and Head of Sixth Form Education. As a former Head of Department and Head of Faculty, Martin has a keen interest in raising attainment through culture and expectations.

Steve Oakes

Steve Oakes is an author and researcher currently completing a PhD in VESPA at Manchester Metropolitan University. Previously working for eight years as Assistant Director of the Blue Coat Sixth Form in Oldham, UK, he has developed programmes to improve student mindsets across all key stages, including a Year 8 Ignite Curriculum, Year 11 'Boys on Board Programme', KS4 Mental Toughness and the A-Level Mindset.

FAQs

What are you still wondering?

  • Is this a certified course?

    Yes. Certification is awarded by MiniPD, from Faria Education Group.

  • What do I need to do to gain my certificate?

    You will need to complete all modules, learning activities in practice, and checking for understanding final assessment.

  • What certificate will I receive?

    You will be awarded the Certificate of Completion in 'Developing Mindsets for Success in International Schools'.

  • Can MiniPD courses count towards my continuing education requirements?

    MiniPD is partnering with Kent State University, a R1 university in the United States, to grant graduate credits for completing MiniPD courses. To receive graduate credits, the learner must complete a required number of MiniPD Core or MiniCourses, and submit the completed MiniPD Learning Logs for each course. Details of the credit application process can be found at https://www.kent.edu/ehhs/offices/pd/minipd-courses. Please check with your license issuing authorities for details on the number of credits needed for your license renewal.

  • How can I continue learning?

    You will be presented with suggested pathways to support continued learning. These will include carefully designed resources, MiniCourses, and personalized coaching conversations.

  • How can my school leverage the learning and amplify impact?

    We can support you to implementt this course in your own school with suggested approaches for interleaved professional development days, professional learning communities, and ongoing job-embedded peer learning structures.

Connect With A Coach

Connect with coaches who have extensive experience in non-cognitive skills and competencies development. They are here to support you strengthen your practice!