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Teaching for Progress: Effective Lesson Design and Student Thinking 

2 days
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Teaching for Progress: Effective Lesson Design and Student Thinking 

Programme Overview

Topic
Teaching for Progress: Effective Lesson Design and Student Thinking

Delivery Model

Face-to-Face

What is Included

Certificate of attendance

Course material (if applicable)

Cost

AED 2100 plus 5% VAT (per delegate)

Registration

Please fill out the booking form to register.

If you would like bespoke in-school training, please contact Paola (paola@infinitelearning.ae) for more information.

Course Details

Date of Training
Course Dates will be Scheduled Once we have Sufficient Registrations to Ensure Course Viability. 

Time

TBC

Venue

TBC

Booking Deadline
TBC
Target audience

Classroom teachers, subject leaders, and middle leaders across all phases who want to strengthen lesson design, progress tracking, and student engagement.

Aims of the course

 

To strengthen teachers’ ability to plan and deliver high-quality, structured lessons.

To develop strategies that engage and challenge all learners, including those with additional needs.

To embed metacognitive approaches and reflective practice into everyday teaching.

To support teachers in creating calm, purposeful classrooms that enable progress.

To provide tools for ongoing reflection and professional growth.

Intended outcomes

  • Shift classroom culture from task completion to independent thinking.

    Reframe students as capable thinkers who make choices and reflect on strategies.

    Design lessons that integrate metacognitive practices across subjects.

    Use clear planning and delivery structures to support diverse learners.

    Apply behaviour and classroom management approaches that enable progress.

    Recognise when students are working passively and intervene to encourage active, thoughtful learning.

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Beth Harris

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Beth Harris is a qualified teacher and principal with over 25 years of experience in international education. She holds bachelor’s degrees in education and has worked in senior leadership roles across public and private schools in the UK, Europe, China, and the UAE. Her areas of expertise include curriculum design, assessment development, school improvement, and leadership training. As a registered inspector, Beth has participated in more than 500 school inspections worldwide, including leading inspections under multiple national frameworks. Her work includes extensive experience with inspection systems in the UAE, where she continues to support schools in aligning practice with regulatory standards. Beth provides consultancy focused on whole school improvement, senior leadership development, and capacity building through structured mentoring and coaching. Her approach to inspection readiness goes beyond short-term compliance; she supports schools in using the process as a lever for sustained improvement, effective self-evaluation, and strategic planning. Her training supports leadership teams to write robust SEFs and SIPs, lead inspections with confidence, and embed long-term systems that align with inspection frameworks and quality standards.

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This programme equips teachers with the tools to move classroom practice from task completion to thinking ownership. Teachers explore how to design purposeful lessons, plan for progress, and integrate reflection, questioning, and strategy modelling into daily teaching. The course draws on research into brain development, learning theory, and UAE curriculum standards. It provides practical frameworks for structuring lessons, securing engagement, managing behaviour, and embedding assessment for learning. 

DAY 1 – Foundations of Lesson Delivery and Metacognition 
8:45  Registration and refreshments 
9:00  Welcome, introductions, and course overview 
9.15  Session 1: Responsive Planning – Matching Teaching to Learner Needs 

Focus: How to plan lessons that are ambitious yet accessible for all learners. 

Key Areas: 

 

  • Designing tasks with flexible access points 
  • Planning for progression through scaffolding and stretch 
  • Adapting questioning and modelling for specific learner profiles 
  • Setting success criteria that support independence 

 
10:30  Coffee break 
10.45  Continuation of Session 1 (applied practice) 

 

  • Activity: designing tasks with varied access points 
  • Peer discussion: adapting questioning for specific learner needs 

 
12:00  Lunch break 
12.45  Session 2: Structuring the Lesson – Creating Calm, Focused and Purposeful Classrooms (Part 1) 

Focus: How lesson structure and organisation support cognitive focus and learning. 

Key Areas: 

  • Establishing clear routines and transitions 
  • Managing time effectively to maximise learning 

 
14.15  Reflection and close of Day 1 

 
14:30  End 

 

DAY 2 – Embedding Independence and Reflective Practice 
8:45  Networking and refreshments 
9:00  Networking and recap of Day 1 
9.15  Session 2: Structuring the Lesson – Creating Calm, Focused and Purposeful Classrooms (Part 2) 

 

Focus: Refining structure to strengthen recall and understanding. 

Key Areas: 

 

  • Using space, resources, and displays to support attention and comprehension 
  • Building in retrieval and review to reinforce knowledge 

 
10:30  Coffee break 
10:45  Session 3: Securing Engagement – Motivating, Including and Challenging All Learners (Part 1) 

Focus: Engagement as purposeful, thoughtful involvement in learning. 

Key Areas: 

 

  • Designing learning that captures interest and promotes thinking 
  • Encouraging collaborative learning and productive dialogue 

 

 
12:00  Lunch break 
12:45  Session 3: Securing Engagement – Motivating, Including and Challenging All Learners (Part 2) 

Focus: Embedding challenge, reflection, and self-assessment. 

Key Areas: 

 

  • Using targeted questioning to deepen reasoning 
  • Embedding metacognitive strategies for reflection and ownership 

 
14:15  Plenary: Reflecting on Practice and Planning for Impact 

 

  • Identify three immediate strategies to apply in classrooms 
  • Discuss how to monitor impact on pupil learning and progress 
  • Set short-term action focus to strengthen planning, structure, or engagement 

 
14:30  End 

 

د.إ2100
Trainer:
Beth Harris
Duration:
2 Days
Sessions:
2
Language:
English

Natalie Croome is a cross-curricular generalist, specialising in helping teams hone in on just what it is that student learning is showing them about possible areas of focus for teacher and/or leader learning. Using Professional Learning Standards as drivers in the design of high-quality Professional Learning Programmes, Natalie guides teams of leaders through engaging inquiries, honing in on connecting teacher learning to student learning. Natalie brings a fresh, adaptable and flexible approach to her work in leading Professional Learning; keeping it open to questions, research and taking a personal approach to the design process. In this way, she involves Professional Learners in the whole process, from identifying the focus area/s, designing the learning,facilitation, school-based practice, sharing findings, asking new questions... Areas of expertise include teacher identity, the ethics and professional practice of international education, global education pedagogies, bilingual & multilingual classrooms, inquiry-based learning, Cognitive Coaching, interdisciplinary & transdisciplinary approaches to teaching and learning, collaborative happiness, Positive Psychology and Emotional Intelligence. Natalie combines a professional approach with a sense of fun and a passion for connecting with people, building relationships, and leveraging curiosity, creativity and play as powerful learning tools.

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