Category: 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
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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
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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

Stealthy psychological interventions

25 April 2018

At this half-term’s Durrington High School journal club we looked at David Yeager, Gregory Walton and Geoffrey L. Cohen’s paper ‘Addressing achievement gaps with psychological interventions’ (2013) that explores the way that carefully planned and delivered ‘psychological interventions’ can be used to boost student outcomes. […]

Author: Andy Tharby
Posted on: 25 April 2018
Posted in: Blog, Evidence
Tagged as: , ,

Is context king in school improvement?

24 April 2018

The EEF’s Families of Schools database provides a wealth of information to help schools learn from each other. In this blog post, James Richardson discusses how it can help schools understand and overcome their common challenges. […]

Author: James Richardson
Posted on: 24 April 2018
Posted in: Blog

Using cognitive load theory to improve slideshow presentations

19 April 2018

Written by Andy Tharby In recent years, the slideshow has become so ubiquitous that it has become synonymous with the lesson itself. ‘I just need to finish planning this lesson’ has come to mean ‘I just need to complete slides 56 and 57 of my PowerPoint slideshow.’ However, the jury is still out as to whether […]

Posted on: 19 April 2018
Posted in: Blog, Evidence, Uncategorized
Tagged as: , , ,

An evidence informed approach to improving attendance

28 March 2018

This post explains how we are working on a SSIF project, collaboratively with the Pavilion and Downs Teaching School Alliance, to improve attendance – using evidence informed strategies. […]

Author: Shaun Allison
Posted on: 28 March 2018
Posted in: Blog, Uncategorized
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