Category: Blog

Three messages to share with students about revision

25 November 2018

One of the key focuses of our Maximising Memory and the Science of Learning course is how we support students to revise. There is an increasing amount of evidence about what makes for effective study and revision, but it is still difficult to transfer this into practice, and certainly very difficult for students to be […]

Posted on: 25 November 2018
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Elaboration: an effective strategy for learning

18 November 2018

One of the most important things to know about memory is that whenever we learn new information, it tends to stick better if we can connect it to what we already know. Pieces of information are not isolated, rather they are held in schemas, complex architectures of knowledge stored in long-term memory. We make sense […]

Posted on: 18 November 2018
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Developing Scientific Vocabulary

3 November 2018

According to the EEF’s Improving Secondary Science report, there are “consistent and strong correlations between pupils’ literacy skills and their success in learning science, and literacy interventions have shown impacts on science outcomes.” That’s why recommendation 6 of the report (develop scientific vocabulary and support pupils to read and write about science) is so important. […]

Posted on: 3 November 2018
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Reflection on The Bradford Research School Memory Course

28 October 2018

This year we will be running our successful course on Maximising Memory and the Science of Learning again. In this post, Emma Dobson, Chemistry teacher at Skipton Girls’ High School, shares how the course improved her own practice. […]

Posted on: 28 October 2018
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Strategies to Memorise Quotations

7 October 2018

The new English Literature GCSE has a huge amount of content and with that the number of quotations students should know has increased. With so many quotations to learn, we want to support our students in being able to memorise them efficiently. Here are two evidence-informed strategies. […]

Posted on: 7 October 2018
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5 Reasons Why ‘Improving Secondary Science’ isn’t just for Science Teachers

30 September 2018

The recently published Improving Secondary Science guidance report is a treasure trove of evidence-informed recommendations for secondary science teachers, heads of science departments and senior leaders. But to limit the report to science teachers would mean that the rest of us have to miss out on a fantastic exploration of many important concepts in teaching. Here are five reasons you should read the guidance report – even if you’re not a science teacher. […]

Posted on: 30 September 2018
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EEF Blog: Grouping pupils by attainment – what does the evidence say?

7 September 2018

Danielle Mason, Head of Research at the Education Endowment Foundation, unpacks the evidence on grouping pupils by attainment. […]

Author: Danielle Mason, Head of Research, EEF
Posted on: 7 September 2018
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Metacognition: 5 Blogs from the Research Schools Network

15 July 2018

In April, the EEF published their guidance report on Metacognition and Self-Regulated Learning. Across the Research Schools Network, there have been many different takes on the report and on the topic of Metacognition. Here are five of our favourite blogs from across the network on this topic. […]

Posted on: 15 July 2018
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A week in the life of Bradford Research School

1 July 2018

With the Research Schools Network a relatively new phenomenon, we often get asked what we actually do. So, here is a week in my life as Head of Bradford Research School. […]

Author: Mark Miller
Posted on: 1 July 2018
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Exploring the Toolkit: 5 Key Questions to Ask

24 June 2018

Recent research from the NFER showed that “59% of senior leaders and 23% of teachers use the Sutton Trust/EEF Toolkit to inform evidence-based teaching methods.” There are 46 topics in total in the Teaching and Learning Toolkit and the Early Years Toolkit, ranging from Phonics to School Uniform. In a series of posts, we are exploring how to make […]

Posted on: 24 June 2018
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