Tag: EEF

Metacognition: It’s Good to Talk

29 April 2018

The latest EEF guidance report on Metacognition and self-regulated learning sets out seven recommendations on how to develop pupils’ metacognitive skills and knowledge. One aspect that struck us in the report was the value in teachers considering how to use their talk to support metacognition in the classroom, and in this post we explore some of those ideas. […]

Posted on: 29 April 2018
Posted in: Blog
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From soundbite to sound practice

15 April 2018

The blog this week comes from Corinne Angier, secondary maths consultant with Trinity MAT, the home of the West Yorkshire Maths Hub, Trinity Teaching School Alliance and White Rose Maths. […]

Author: Corinne Angier
Posted on: 15 April 2018
Posted in: Blog
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Unpacking a School’s Guide to Implementation Part 5: Sustainability

25 March 2018

Over the last few weeks, we have been exploring the various stages of successful implementation, as explored in the EEF guidance report Putting Evidence to Work: A School’s Guide to Implementation. This post looks at Recommendation 6: Plan for sustaining and scaling an intervention from the outset and continuously acknowledge and nurture its use. […]

Posted on: 25 March 2018
Posted in: Blog
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Unpacking a school’s guide to implementation Part 3: The active ingredients

25 February 2018

In part 3 of our exploration of the EEF guidance report Putting Evidence to Work: A School’s Guide to Implementation, we have reached Recommendation 4: Create a clear implementation plan, judge the readiness of the school to deliver that plan, then prepare staff and resources. […]

Posted on: 25 February 2018
Posted in: Blog
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Unpacking a School’s Guide to Implementation Part 2: Explore

18 February 2018

The new EEF guidance report Putting Evidence to Work: A School’s Guide to Implementation offers six recommendations to help schools give their innovations the very best chance by working carefully through the who, why, where, when and how of managing change. In this post we look at recommendation 3: Define the problem you want to solve and identify appropriate programmes or practices to implement. […]

Posted on: 18 February 2018
Posted in: Blog
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Unpacking A School’s Guide to Implementation Part 1: Foundations

11 February 2018

The new EEF guidance report Putting Evidence to Work: A School’s Guide to Implementation offers six recommendations to help schools give their innovations the very best chance by working carefully through the who, why, where, when and how of managing change. Over a series of blog posts, we will explore those recommendations. […]

Posted on: 11 February 2018
Posted in: Blog
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Training: Improving Literacy in Primary Schools

10:00 on 28 March 2018–15:00 on 25 September 2018

This year Bradford Research School will launch its ‘Improving Literacy in Primary Schools’ programme – a 3-day course which will not only develop Literacy leaders but will have an impact on teaching and learning in Bradford schools. […]

Author: Aidan Severs
Posted on: 28 January 2018
Posted in: Events, Training/CPD
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Why you might be getting feedback wrong! (part 2)

15 December 2017

In the first instalment of our two-part article about feedback we looked at five myths about marking and used the EEF’s review of the evidence surrounding marking (A marked improvement?) to dispel those myths. […]

Author: Aidan Severs
Posted on: 15 December 2017
Posted in: Blog, Evidence
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Bradford Research School Launch

9 December 2017

On Thursday we hosted the launch of Bradford Research School in the stunning ‘heartspace’ of Dixons McMillan Academy. Here is what happened. […]

Author: Mark Miller
Posted on: 9 December 2017
Posted in: Blog
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Why you might be getting feedback wrong! (part 1)

8 December 2017

What do we mean by marking? Marking: writing comments on children’s work for the purpose of giving feedback. There are lots of myths surrounding marking that might mean you’re not doing it right. […]

Author: Aidan Severs
Posted on: 8 December 2017
Posted in: Blog, Evidence
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