Category: Blog

Supporting Struggling Readers at Secondary School

19 June 2018

We have been lucky enough to add a few new books to the Durrington Research School library this term, one of which is James and Dianne Murphy’s Thinking Reading: What Every Secondary Teachers Needs to Know about Reading. In this book, the authors cite research carried out in the US and published in Effective Instruction for Adolescent Struggling Readers. This paper provides some interesting research evidence and ideas for practice, which may or may not suit your context. However, there is plenty of food for thought to support the complex decision making required when it comes to supporting struggling readers in secondary school. […]

Posted on: 19 June 2018
Posted in: Blog, Evidence, Training/CPD

Focusing on the formative at KS3

15 June 2018

The removal of Key Stage 3 levels left a vacuum that all schools have had to fill.  Our solution at Durrington was, in 2014, to pilot the Growth and Thresholds model, a system that (alongside several other schools) we have been using ever since. However, this year we decided to take a fresh look at our model.  As with […]

Author: Chris Runeckles
Posted on: 15 June 2018
Posted in: Blog
Tagged as: , , ,

Training programme feedback and plans for 2018-19

13 June 2018

This post features some video feedback of our training programmes and a summary of our planned training programmes for 2018-19. […]

Author: Shaun Allison
Posted on: 13 June 2018
Posted in: Blog, Uncategorized
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Has a solution to retention been found?

8 June 2018

Nikki Jones, Director of Shireland Research School, discusses the problem of retaining early career teachers in light of the EEF evaluation of RETAIN: a one-year professional development programme for early career teachers teaching in Key Stage 1. […]

Author: Nikki Jones, Director of Shireland Research School
Posted on: 8 June 2018
Posted in: Blog

Digging deep into the EEF Implementation Guide

6 June 2018

This article explores five ‘implementation outcomes’ from the EEF guidance report on implementation in schools – active ingredients, fidelity, acceptability, reach and feasibility. […]

Author: Shaun Allison
Posted on: 6 June 2018
Posted in: Blog, Uncategorized
Tagged as: ,

What does research evidence tell us about effective questioning?

24 May 2018

By Andy Tharby Asking questions has always has been an essential ingredient of the craft of teaching. For the most effective and successful teachers, it is usually such an ingrained part of classroom dialogue that it seems to happen quite naturally. It can be very hard for new teachers to emulate this kind of seamless, […]

Posted on: 24 May 2018
Posted in: Blog, Evidence
Tagged as: ,

RESEARCH BITES: CONCRETE EXAMPLES

10 May 2018

We learn new knowledge by tethering it to what we already know. In other words, prior knowledge is essential to learning. Many of the concepts we teach are fairly abstract in nature, and in seeking to help students understand them we can exploit the dynamic between new and existing knowledge by using a concrete example. […]

Posted on: 10 May 2018
Posted in: Blog
Tagged as: ,

researchED Durrington 2018

30 April 2018

“Effective teaching should not be based on hunches or guesses. It should instead draw from the wisdom of our most successful teachers and the available research evidence. This is what ‘ResearchED Durrington’ plans to bring you – effective evidence informed strategies that can be taken straight back to your classroom.” […]

Author: Shaun Allison
Posted on: 30 April 2018
Posted in: Blog, Training/CPD
Tagged as: ,

Ask the expert: Jonathan Haslam

30 April 2018

For our latest “ask the expert” feature, we interview Director of the Institute for Effective Education, Jonathan Haslam […]

Posted on: 30 April 2018
Posted in: Blog
Tagged as:

Making sense of metacognition

27 April 2018

Alex Quigley, Director of Huntington Research School, explores how schools can use the latest guidance report from the EEF to understand not just metacognition and self-regulation, but how pupils best learn. […]

Author: Alex Quigley, Director of Huntington Research School
Posted on: 27 April 2018
Posted in: Blog