Five evidence-informed strategies for the classroom. There are three methods to gaining wisdom. The first is reflection, which is the highest. The second is limitation, which is the easiest. The third is experience, which is the bitterest – Confucius Effective teaching and learning is highly contextualised. What works really in one classroom could just as easily fall flat on its face in the next. It would be foolish, I think, to dismiss what research suggests works well in the classroom on the grounds of contextualisation, ignoring the signposts set out by years of research that point toward what is most likely to contribute to great teaching and learning.
Here are the top five evidence informed strategies we discussed in a recent staff meeting: 1–Take account of what the learner already knows Many lessons introduce new topics by referring to learning objectives and then diving into whatever new content needs to be covered. Simply stating new learning objectives and ploughing on with a fresh topic? 4–Modelling solved problems Photo credit.
Teaching and Learning Research Summaries: A collection for easy access. There are several superb summaries of educational research that have been compiled into easily accessible websites and articles in pdf format that can be read online and shared with staff. Although they are easy to find via an internet search, I am pulling them together into one place for easy access. I’ll keep adding to it as I find things and when people make suggestions: John Dunlosky: Strengthening the Student Toolbox Barak Rosenshine: Principles of Instruction Rob Coe et al: What makes great teaching.
Dylan Wiliam: 9 things every teacher should know- via tes The article is here: – with a nice box inset about that researchers – many of whom are featured in the other summaries represented here. James Ko et al: Effective Teaching John Sweller’s Cognitive Load Theory, summarised by Oliver Caviglioli for How2. Daniel Wilingham’s Why don’t kids like school.
The Learning Scientists – downloadable materials Like this: Improving Maths Guidance Has Lessons for Us All #EEF – @LeadingLearner. The Education Endowment Foundation’s Guidance Reports are gathering momentum; today saw their fourth one published on Improving Maths in Key Stages 2 & 3 with six more due for publication in 2018. The Guidance Papers seek to pull together the best evidence available in a series of coherent strategies which schools and teachers can implement. EEF KS2/3Maths_Guidance 2017 At the heart of the Research School programme is assisting schools to bridge the gap between evidence and class room practice. Click to follow SMCA Research School on Twitter Please excuse the blatant plug in the middle of this post but if you can get to St. The best way to keep up to date is to follow the Research School Team on Twitter or sign up to the newsletter.
Recommendations from EEF Maths KS2/3 Maths Guidance Here are some of my takeaways from today’s guidance for all subjects: Help pupils develop “pictures in their minds” that allow them to understand the key ideas in your subject and how they link together. Building Blocks | Deans for Impact. Each year, nearly012345678901234567890123456789012345678901234567890123456789new teachers graduate from preparation programs in the United States. Many report feeling unprepared toteach in classrooms of their own. This Must Change. Effective teachers matter – and if we aren’t doing enough to prepare teachers so they are ready to teach, we need a new approach. And so we set out to visit programs led by members of Deans for Impact.
To do that, we visited educator-preparation programs across 13 states We wanted to understand the complete context in which these programs prepare future teachers. All told, we interviewed and observed: program administrators, faculty and staff teacher-candidates school-district representatives classrooms and courses We saw some things that troubled us. But we also were inspired.At a variety of programs, we met teacher-candidates whose sense of professional identity, instructional skills, and understanding of how students learn far outpaced their novice experience levels. Everything Now: resisting the urge to implement too much too soon. There are so many good ideas in education at the moment – knowledge organisers, whole class feedback, multiple-choice questions, low stakes quizzing, dual coding, etc. – it is hard to keep up. I’m on board with almost all of these ideas approaches, and in this enlightened evidence-based age in which we live, it feels good to be finally doing the right thing!
And yet, I wonder that we may be in danger of repeating some of the mistakes from the past. I don’t mean we risk returning to the dark days of learning styles, multiple intelligences unfounded taxonomies and pyramids of this and that. Thankfully, I think those days are long gone. It seems to me that we are still of the mindset that when we see something new, particularly something that conforms to our biases, our eyes light up and we want to get it up and running in our classrooms as quickly as possible.
I would add to this a third threat: time. Knowledge organisers are anther case in point. Thanks for reading. References: Black, P. What is evidence-based education? — Jonathan Firth. A primer on the ‘what works’ debate, with key sources and a discussion of its pros and cons. I recently joined and met with SURE - ‘School and University Research Enquiry’, a research group which has put several schools in the Glasgow area in contact with the University of Strathclyde in order to exchange knowledge and conduct new research.
The ultimate aim is to promote a more evidence-informed approach to educational decision making and practice. With this in mind, I thought it would be helpful to write a brief overview of the field of evidence-based education, including some of the main publications and debates. What is it? Firstly, evidence-based education is the idea that research of various kinds should be used to inform decisions about teaching and learning. It is conceived of as an alternative to teaching practice that is guided by intuition and/or experience. An educator’s job includes a huge amount of decision making. Sounds great! No! Key literature Biesta (2007) Hattie’s taxonomy. Dunlosky. Teaching and Learning Research Summaries: A collection for easy access. | teacherhead. Teaching and Learning Policy | @TeacherToolkit.
Reading Time: 6 minutes. When a school policy is proposed, how do you know if it’s going to help support staff? I am sharing this here – conscious that it is the end of an academic year – and deliberately, so that readers have the opportunity to read the details over the summer, rather than during term time. It requires time to digest the details and should also represent the labour of love it has taken to create. Policies make me shiver, but in my short time as a deputy headteacher, I’ve come to understand the significance of having statutory policies in place, but also other policies such as this to ensure staff are supported and have clarity when things go wrong. This Learning Policy is not a statutory policy, so there is no obligation for schools to have one, but it is important that when schools are in a good place, they can communicate and publish other policies to support staff and raise standards. Timeline: Our teaching and learning policy has been almost 18 months in the pipeline.
Read all about it! 4 June 2017 A common question we receive as a Research School is ‘where could we start as a school to engage with research evidence? ‘ It is a tricky question; of course, the answer is ‘it depends on what questions you are looking to answer’, but that doesn’t make for a satisfactory response! Happily, this week, once more there was a great sharing by bloggers who did a excellent job of synthesising some great sources of research evidence and useful reading for teachers.
First, Tom Sherrington, known as @teacherhead on Twitter, has done a cracking job of curating the best of freely available reading on the web. Also, this week, Harry Fletcher-Wood, on Twitter as @HFletcherWood, had the same idea, which proved equally as fruitful. Both blogs reminded me of a very popular blog by Professor Rob Coe (you can find him on Twitter as @ProfCoe) on the same topic.
So, if you are thinking, ‘where can I start?’ Alex Quigley, Director of Huntington Research School. What-makes-great-teaching-FINAL-4.11.14. Visual guides to evidence-based teaching techniques - TeachingHOW2s. Visual guides to evidence-based teaching techniques - TeachingHOW2s. Teaching and Learning Research Summaries: A collection for easy access. | teacherhead.
This much I know about…how curriculum, assessment and teaching & learning are so inextricably linked | johntomsett. I have been a teacher for 29 years, a Headteacher for 14 years and, at the age of (nearly) 53, this much I know about how curriculum, assessment and teaching & learning are so inextricably linked. If one of the purposes of education is to introduce our children to the best that has been thought and said, then I believe that all students should know and understand the dynamics of the sonnet as a poetic form and how the form has evolved over the centuries. If I were to design a scheme for teaching the sonnet… I would introduce a number of sonnets to the students: Visions (Being at my window all alone) – PetrarchWhoso list to hunt – WyattOn his blindness – MiltonWhat guile is this – SpenserSonnet 18 and Sonnet 130 – ShakespeareOzymandias – ShelleyHow do I love thee – BrowningAnthem for Doomed Youth – OwenClearances III – HeaneyTony Harrison – Long Distance IIAnne Hathaway – DuffySimon Armitage – I am very bothered Without knowledge you cannot develop students’ analytical skills.
Like this: Growing a culture of great teaching. These are the slides that Andy Tharby and I talked through at the Wellington Festival of Education on Friday. Andy talked about how we used the wisdom of great teachers we had worked with over the years, alongside evidence from educational research and cognitive science, to distil great teaching into six pedagogical principles, in our book ‘Making every lesson count’.
Having unpicked some of the key elements, of each of the six principles, Andy then went on to talk about why this approach has been useful to us a school: It allows a tight but loose approach to teaching – teachers are free to implement the six principles in their classroom in a way that best suits them, their subject and the students they are teaching. Following this, I talked about how we have used a variety of CPD activities over the past few years, to grow a culture of great teaching that is framed around these six principles.
Is it all working? Like this: Like Loading... The habits of a great teacher – Bromley Education | be inspired. This article was written for SecEd magazine’s NQT special edition and was first published in June 2015. You can read the original here and read more of my monthly columns for SecEd here. You can download the free NQT pull-out in PDF format here. Your NQT year is a bit like learning to drive: throughout your training you have a constant critic at your side offering advice (or possibly a staffroom full of them), and you are encouraged to endlessly reflect, adjust and – by so doing – secure incremental improvements. You might literally be in the driving seat, but sometimes it can feel like you are just along for the ride, following someone else’s roadmap. But now that you are at the end of it, now that you have passed your test so to speak, you are finally free to do it your way.
Often, when people pass their driving tests, they begin undoing all their hard work, unlearning all the skills they acquired under the tutelage of their instructor. Expert teachers So what are you striving towards? Practice vs. talent: Five principles for effective teaching. Are we the way we are because of our natures or is talent just the product of hard work? Which matters more natural ability of practice? A few years ago my mother reminded me of my struggles with learning to read. Apparently, one of my primary teachers had written home with the bad news that I was mentally subnormal and would probably never learn to read. My mum wasn’t having any of that. She took me out of school and spent all day every day forcing me to read the entire Janet and John reading scheme. Whenever the going got tough and I felt like screaming with exasperation, my well-meaning mother would remind me that ‘practice makes perfect’.
Knowledge and acquire expertise, we need to do more than simply repeat what we’ve always done if we want to make sure we’re not just consolidating mistakes and misconceptions. But how much difference does practice make? Clearly my early inability to read was caused by a lack of the wrong sort of practice. Almost certainly not. And some of mine: Clark. 3 Co-Operative Learning Structures – A Practical Guide in Maths Lessons – Teach innovate reflect. I really don’t like all this talk about traditional vs progressive styles. For me, it’s all about what is fit for purpose. Do we want our students to learn in a variety of ways?
Yes. Do we want students to talk about our subject using correct language? Group work is an essential part of education for many reasons but it is only effective if it is structured correctly. What does good group work look like? We’ve all been there – we have a task that we want students to carry out in pairs, “right, work in pairs, you’ve got 10 minutes, off you go…” One student will usually take control and the others will take a back seat and then take all the credit – this is the hog and log effect. We think that by telling students who they are in a pair with, what the task is and how long they have to complete it is enough information – it is not! There are lots of different structures but the ones I use best for teaching maths are: Think pair shareSage ‘N’ Scribe/Rally CoachQuiz Quiz Trade Common Themes: Philosophies.html. It is impossible to understand what is happening in our education system without first having some knowledge of the two conflicting philosophies which affect policy.
These are usually described as the traditional and progressive philosophies. It must be emphasised that those who support the traditional philosophy are not old-fashioned, right-wing or reactionary: such descriptions are terms of abuse used by supporters of progressivism to undermine their opponents. It should also be emphasised that perhaps more than anything else, progressive educationists fear objective testing, because they know that honest measurement of results highlights the deficiencies of their philosophy and its inherent methods of teaching.
Major tenets of the traditional philosophy are listed below with the progressive equivalents alongside. Key words are in italics: Progressive ideology includes some good sense, which makes it difficult to recognise or oppose. B.K. J.E. Ten teaching techniques to practise – deliberately. | teacherhead. It’s a well-established idea that, to develop expertise in a particular skill or technique, you need to practise. The more you practise, the better you get. As outlined by the excellent people at Deans for Impact in their Practice with Purpose document, it helps to identify a specific element of your teaching to practise on and then focus very deliberately on improving in that area. Instead of flitting from one thing to another, dipping in and out, the suggestion is that teachers would do better to select one thing from all the options and try hard to keep at it until the practice feels more like a habit.
This approach absolutely applies to numerous elements of behaviour management and most of the Silver Arrows I highlighted in this popular post. Here are ten things you might want to try to practice – deliberately: 1. Develop the technique with multiple choice questions, sequencing of concepts/events and more sophisticated ‘which is a better answer’ style questions. 2. 3. 4. 5. 6. 7. 8. The Pedagogy Postcard Series: All in one place. – teacherhead. Principles of Effective Teaching – teacherhead. The wisdom of pedagogy and the perpetual newness of teaching - Long View on Education. 5 Active Learning Strategies | @TeacherToolkit. Combining Effective Learning Strategies — The Learning Scientists. Principles of Effective Teaching | teacherhead. 5 Teaching Fundamentals – teacherhead. High Impact Ideas | @TeacherToolkit. Ten principles for great explict teaching – bennewmark.