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Paul A Kirschner, Emeritus professor, Educational Psychology, Open University, Netherlands; Guest professor, Expertise Centre for Effective Learning (EXCEL), Thomas More University of Applied Sciences, Mechelen, Belgium Tim Surma, Manager, Expertise Centre For Effective Learning (EXCEL), Thomas More University of Applied Sciences, Mechelen, Belgium Welcome to this issue of Impact on evidence-informed pedagogy. The reason why [...]
Carl Hendrick, Wellington College, UK; Author Jim Heal, Deans for Impact, USA One of the difficulties with determining what is effective in a classroom is that very often, what looks like it should work does not and vice versa. Take, for example, the notion of engagement. On the surface, this would seem like a necessary [...]
Jemima Rhys-Evans, HEAD OF PRIMARY CURRICULUM AND STANDARDS, THE CHARTER SCHOOLS EDUCATIONAL TRUST; DIRECTOR, CHARLES DICKENS RESEARCH SCHOOL, UK Just over five years ago, Charles Dickens Primary School moved from being one-and-a-half-form entry, with mixed year groups, to two-form entry. With mixed classes, we had worked on a two-year rolling curriculum, making sequencing of skills [...]
Adam Stubbs, Teacher of Science, Park View School, UK Research into learning and cognition has led to the use of various evidence-based approaches in the classroom. Techniques such as retrieval practice and spaced learning have been shown to increase retention and boost learning (Karpicke and Roediger III, 2007). These are important approaches in supporting the [...]
Helen Skelton, Head of Science, Beaumont School, UK Formative assessment has the power to transform learning, since it yields evidence that is used to adapt teaching to meet student needs. As Black and Wiliam (1998, pp. 1–2) put it, ‘Teachers need to know about their pupils’ progress and difficulties with learning so that they can [...]
Claire Badger, Senior Teacher, Teaching and Learning, The Godolphin and Latymer School, UK Sweller’s cognitive load theory (CLT; Sweller et al., 1998) has been described as a theory that teachers really need to understand (New South Wales DoE, 2017) to teach effectively. The theory has been summarised elsewhere (e.g. Kirschner, 2002; Tharby, 2019; Boxer, 2018) [...]
Jonathan Firth, Teaching Fellow, University of Strathclyde, UK Jennifer Zike, PhD Student in Education, University of Strathclyde, UK Myths and misconceptions about learning are pervasive among the teaching profession. Myths such as ‘learning styles’ or the idea that some pupils are ‘left brained or right brained’ have been endorsed by over 90 per cent of [...]
Caroline Locke, Second in Charge of Mathematics, Haberdasher's Aske's Crayford Academy, UK The issue of marking and feedback impacts every teacher. The Department for Education’s 2014 ‘Workload challenge’ survey (DfE, 2014) found that the amount of marking that teachers were required to do was considered excessive by 53 per cent of responding teachers, and 32 [...]
Cecilia Astolfi , Teacher of Physics, Brentwood School, UK Flashcards are a method of retrieval involving a prompt or question on one side of a card, and a statement or answer on the other side. They can be on paper or digital, using web-based platforms, and all obtaining similarly positive results (Sage et al., 2016). [...]
Stephen Lee and Terry Dawson, Mathematics in Education and Industry, UK Core Maths is a general title for a range of Level 3 (post-16) maths qualifications that were introduced for first examination in 2016. It is intended for students who have passed GCSE mathematics at grade 4 or better, but who have not chosen to [...]
JAMES MANNION, BESPOKE PROGRAMMES LEADER, UCL INSTITUTE OF EDUCATION, UK; DIRECTOR, RETHINKING EDUCATION, UK; ASSOCIATE, ORACY CAMBRIDGE, UK NEIL MERCER, EMERITUS PROFESSOR, HUGHES HALL, UNIVERSITY OF CAMBRIDGE, UK; DIRECTOR, ORACY CAMBRIDGE, UK There are four language skills: reading, writing, speaking and listening. Of these, it has been argued that listening is the ‘most fundamental’ (Oxford, [...]
LORNA SHIRES, DOCTORAL STUDENT AND PRINCIPAL LECTURER, OXFORD BROOKES UNIVERSITY, UK Research into expert teachers Most research about expert teachers considers expertise based on two sets of evidence: the move from novice to expert, based upon the differences between how novices and experts are assumed to think (Dreyfus and Dreyfus, 1986); and how expert performance [...]
Verity Downing, Master of Education (MEd Open), Independent Academic, UK The importance of the Early Years Foundation Stage (EYFS) cannot be underestimated. This is where society’s youngest citizens are learning about themselves and the world around them, much of which will inform the social and educational frameworks that will shape their lives. While professionals in [...]
Sarah Seleznyov, Director, London South Teaching School Alliance, UK England is unusual in its formal approach to learning in Year 1 – in many other countries, formalised approaches to teaching and learning do not begin until age six (White and Sharp, 2007). Many high-performing Scandinavian countries, for example, focus on play-based approaches to learning, distinguishing [...]
Alice Reedy, Teacher, Kaizen Primary School (Part of East London Research School), UK There is a broad range of existing research dedicated to the subject of reading for pleasure and the advocacy of engaging in this activity as a key factor in children’s educational development, both academic and social (Sainsbury and Schagen, 2004; Petscher, 2010; [...]
Abdul Limbada, Teacher of Computing, RS and MFL, Eden Boys’ Leadership Academy, Manchester, UK Richard Mayer’s (2018) book on how to become a successful learner offers study habits that will boost learning outcomes by helping students to master new material.  Some of these are discussed below in relation to classroom practice. The following 10 learning [...]
Ben West, Achievement Lead and Teacher of English, The Garibaldi School, UK Understanding the secondary context Ofsted’s ‘Key Stage 3: The wasted years?’ report (2015) noted how ‘there was a lack of challenge for the most able pupils’ in one of five of the routine inspections analysed (p. 4; see also Glew, 2007). As synthesised [...]
RYAN J CRAZE, TEACHER OF HISTORY AND GIFTED AND MORE ABLE STUDENTS LEAD, HARLINGTON UPPER SCHOOL, UK "I couldn’t remember what to write." "Some people make it look easy." "I gave up. My mind went blank. I didn’t know what to write." These were just some of the comments that faced me after giving back [...]
Robin Hardman, Politics teacher, Hampton School, UK  As any humanities or social science teacher will know, there is a common paradox underpinning many teenagers’ attitudes towards academic writing: while most students recognise that the ability to write cogently will be central to their success in public examinations and the world of work, they are often [...]
Lorne Stefanini and Jenny Griffiths, Coalition for Evidence-Based Education (CEBE), UK In 2013, Ben Goldacre called for a greater use of evidence in education to improve outcomes for children and increase professional independence, and ResearchEd was born. In just a few years, changes to initial teacher education (ITE) have reinforced this message (Carter, 2015; Bennett, [...]
Photo by Alina Grubnyak on Unsplash
Richard Churches, Education Development Trust, UK Eleanor Dommett, Institute Of Psychiatry, Psychology And Neuroscience, King’s College London, UK Ian Devonshire, Nottingham University Medical School, UK Robin Hall, Education Section, British Science Association, UK Steve Higgins, School Of Education, Durham University, UK Astrid Korin, Education Development Trust, UK Previously we wrote for Impact outlining a Wellcome [...]
David C Berliner, Regents’ Professor of Education Emeritus, Arizona State University, USA For many teachers, research in education has a bad name. There are at least two reasons for this. Firstly, it doesn’t replicate well from school site to school site. Site variation is inevitably enormous, and thus research findings are affected by factors such [...]
Lewis A Baker, Faculty of Engineering and Physical Sciences, University of Surrey, UK Learning styles pervade common nomenclature in schools and are found in many strategic-planning documents for raising achievement in learners. This is the so-called meshing hypothesis; matching a student’s preferred learning style to instruction improves a student’s learning (Lethaby and Mayne, 2018; Aslaksen [...]
James Rogers, Research and CPD Lead, Teaching School Council SW, UK Teaching should be a research- and evidence-informed profession, rather than a research- or evidence-led profession. The latter implies a passive engagement while the former implies an active engagement, which, I argue, comes from critical engagement, asking the right questions of research and understanding what [...]
Andrew Davis, Honorary Research Fellow, School of Education, Durham University, UK Here are a few basic questions to ask when seeking to make teaching more research-informed. I hope to show that there are no easy answers and that this is precisely why the questions are important. Sometimes it is claimed that strategies such as organising [...]
Graham Handscomb, Honorary Professor, University College London, UK  Lofty ambition and dashed hopes? Teachers generally give warm welcome to the notion of using research evidence to hone and improve their practice. Yet this is not necessarily matched with any discernible impact in the classroom. A recent investigation by the National Foundation for Educational Research (NFER) [...]
Laura Gatward, Assistant Headteacher, Enrich Learning Trust, UK Developing subject knowledge and pedagogy for pupil success Powerful knowledge, created and delivered by experts, ‘enable[s] students to acquire knowledge that takes them beyond their own experiences’ (Young et al., 2014, p. 7). But how do teachers gain this powerful subject knowledge in school when so often [...]
Ed Cope and Chris Cushion, School of Sport, Health and Exercise Sciences, Loughborough University, UK As Lyle and Cushion (2017) argue, sport coaching is a ‘hybrid discipline’ that reflects its own theoretical and practical struggles as well as being a proxy for wider debate over what constitutes legitimacy in practice and research. Approaches to coaching [...]
Lisa Vann, Teaching and Learning Associate, Transform Trust, UK How do we encourage our early career teachers to engage purposefully with research and in at a time when they are busy establishing their craft in the classroom? How do we also build upon the research-engaged and evidence-informed practice demanded by initial teacher training (ITT)? These [...]
Alex Beauchamp, Lead Practitioner, Hunter’s Bar Junior School, UK; Expert CPD Adviser, Teacher Development Trust, UK What’s more ironic than continuing professional development (CPD) on retrieval practice that gets forgotten? This article recounts the journey that the teaching staff at Hunter’s Bar Junior School in Sheffield went on over a three-year period of embedding retrieval [...]
Caroline Entwistle, Ark Boulton Academy, UK This article shares an approach to leading the development of subject-specific pedagogy through establishing a professional learning community. Our school mission is that 'it takes a whole community to bring up a child'. From a leadership perspective, creating the time and space for our teaching community to learn together, [...]