The Evidence Based Education Podcast

Kate Jones, Senior Associate for Teaching and Learning, interviews Science teacher, co-founder of Carousel Learn and author Adam Boxer about retrieval practice in the classroom. Understanding the role of memory in the learning process is essential for all educators. It is important for those planning and designing lessons to be aware of the limitations of working memory and recognise how regular retrieval practice can strengthen long-term memory. Retrieval practice involves recalling already-learned information from long-term memory to make that learned information easier and quicker to retrieve in the future. In this episode: Adam Boxer explains why teachers should carefully consider the language used when discussing retrieval practice in the classroom, providing all learners with retrieval opportunities. Kate asks Adam how teachers can provide retrieval opportunities, other than a ‘Do Now' or quizzing starter task. Adam explores the importance of regular retrieval practice and how retrieval opportunities can be promoted throughout a lesson and for homework. Adam talks about how Carousel Learning was developed and explains all the different features and tools the platform can provide for teachers. You can found out more about Carousel Learn here. Retrieval practice in the primary classroom is also explored. Finally, Kate and Adam explain the importance of explaining effective (and ineffective learning strategies) to students. To enhance your use of retrieval practice you can access the Science of Learning Programme, as part of the Great Teaching Toolkit and download the eBook Retrieval Practice: Myths, Mutations and Mistakes. All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library.

In this episode, Kate Jones, Senior Associate for Teaching and Learning, interviews Jane Miller and Finola Wilson, former teachers and school leaders and now running Impact Wales, about evidence-informed classroom practices and curriculum. This podcast focuses on the importance of schools embracing an evidence-based approach to curriculum design, teaching and learning. Jane and Finola provide an overview of their careers in education, including their transition from the classroom to launching Impact Wales to support schools across Wales and further afield. Finola discusses how she creates and shares research summaries and sketch notes for teachers. The importance of an promoting an evidence-informed culture across a school is discussed to help teachers make better informed decisions. We cover the challenges and barriers facing teachers and school leaders engaging with evidence. Jane and Finola offer advice for school leaders to consider when thinking about how they can do the best for their children. Kate asks about the Curriculum for Wales and the origins behind the curriculum design and reform. This includes discussion of the curriculum framework, pedagogical principles and implementation plan. Finally, we chat about their latest collaboration with Bruce Robertson as they are teaming up with Bruce to continue to promote evidence informed teaching and learning approaches. You can follow Jane and Finola on Twitter here and find out more about their work with Impact Wales here.   All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library. The Great Teaching Toolkit offers an evidence-based curriculum for teachers' professional learning. It provides a common professional language and a shared structure for enabling Great Teaching. The Model for Great Teaching is a summary of the best available research evidence on the things teachers do, know and believe that has the biggest impact on student learning. The review serves to help teachers make better and informed decisions about what they can best do to improve the quality of their teaching. 

Great questioning in the classroom (and beyond) promotes deep thinking, helping students connect and elaborate on ideas.  Great questioning to assess thinking helps teachers plan and adapt their teaching to respond to what assessment tells them.  Teachers ask questions every lesson, every day - so it's important to make sure that teachers and students are asking the right questions to move learning forward. Kate Jones, Senior Associate for Teaching and Learning, interviews teacher, senior leader and author Michael Chiles about questioning in the classroom – Dimension 4, Element 4.3 of the Model for Great Teaching. In this episode: Michael explains why questioning hasn't always received the attention and focus it deserves but why it should be a priority for all teachers and schools. Mini white boards and cold calling techniques are explored, as well as discussing the role of ‘hands up' questioning strategies in the classroom. The purpose of questioning is explored. Michael offers advice about the design, use and implementation of multiple choice questions and how the data provided can be insightful and helpful for teachers. Question design and delivery is discussed, both written and oral. Kate asks Michael, how carefully should teachers plan the questions they ask in class. Finally, how can teachers support students to encourage reluctant learners to participate and ask questions in the lesson.   To enhance your use of questioning, look out for Michael's book and check out the Great Teaching Toolkit Questioning course. All of our podcasts, including our previous interview with Michael on feedback, can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library.

Classroom management is a key component of great teaching. Great teachers manage the classroom to maximise opportunity to learn, and no model of great teaching could be complete without classroom management. Managing the behaviour and activities of a class of students is a huge part of what teachers do.  Classroom management and culture is multifaceted. In this episode of the Evidence Based Education podcast, we explore just a few factors and ideas that can help teachers consider and manage behaviour in their classroom.   In this episode:  Professor Rob Coe talks about the importance of classroom management for ‘maximising opportunity to learn' – Dimension 3 of the Model for Great Teaching Dr Alicia Chodkiewicz suggests we move away from framing behaviour as good or bad David Didau reflects on social norms as an influencer of behaviour Tom Bennett on routines as building blocks of the classroom culture and how teachers explicitly teach routines, and the use of scripts to manage potentially disruptive incidents.  The classroom management ideas and approaches explored in this podcast are a few of the many that feature in the Great Teaching Toolkit courses; the Behaviour and Culture Programme (for middle and senior Leaders) and Maximising Opportunity to Learn (for classroom teachers).   All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library. 

This podcast is the fourth installment in our miniseries on teacher collaboration, in partnership with Dulwich College International. Over what has possibly been the most challenging year ever, we've followed the journey of teachers and leaders as they seek to enhance collaboration across their family of schools, against the backdrop of a global pandemic! We started out in episode one by meeting collaborations leads, the people responsible for coordinating subject and specialist groups.  We talked to them about their aims and explored the idea of problem identification as mechanism to kickstart a collaboration project. Then, in episode two, John Hattie and Dylan William gave quite different perspectives on the idea of collective teacher efficacy and collaboration more broadly. In episode three we heard from Dr. Jenni Donohoo and Cat Scutt on the culture and conditions of effective collaboration. Finally, in this episode, we return to collaboration leads to find out what they got up to. Hear about the challenges, the successes and their advice for building and running a collaboration group.   All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library.

A year ago, we published the Great Teaching Toolkit: Evidence Review (GTT:ER). The year since then has been extraordinary in many ways, many of them negative. However, one very positive and exciting thing that has been quietly happening this year here at EBE is the development of the tools and courses that will comprise the first part of the wider Great Teaching Toolkit. The response we have had so far from the schools who are working with us – and the results we are beginning to see – make it hard not to feel the anticipation. In this blog, we explore the developments since the Evidence Review, and what's next for the Great Teaching Toolkit. You can also find the companion audio interview by scrolling to the bottom of this post, or by searching "The Evidence Based Education Podcast" in your podcast app of choice.  In the GTT:ER, we summarised the evidence about what makes a difference to students' outcomes: the things that teachers do, know or believe. The Review identified 17 such ‘Elements' of Great Teaching, which we grouped into four broad Dimensions. They are all linked by robust evidence showing that, in classrooms where these Elements (the skills, knowledge, beliefs, behaviours and habits of the teacher) are present, students learn more.    We presented our framework as a curriculum for teacher learning: the set of things that teachers should be trying to get better at. We tried to make it clear that this does not imply that the rich and wonderful complexity of great teaching can be reduced to a list of techniques. But, as with any curriculum that leads to mastery of a complex domain, breaking down the steps is a necessary part of helping people to learn it.   Nor, just to be clear, is there any suggestion that the status quo represents any kind of deficit. There is Great Teaching happening in pretty much every school in the land, every single day. Our children are truly lucky to have such a dedicated, skilled, professional bunch of teachers as show up every day to make a difference to their lives. That said, education and social justice are such powerful forces for empowerment and life outcomes: with the stakes this high, every teacher owes it to those children to be the best they can possibly be. Related to this, my definition of a Great Teacher is one who is willing to do what it takes to be demonstrably more effective next year than this: it is not about how good you are today, but the journey you are on and the commitment to relentless improvement.   We made the case that a focus on everyday classroom teaching – great teaching, in every lesson, from every teacher, every day – is our most powerful lever for driving improvement at system-wide level. The top priority for all school leaders and teachers should be to enhance the quality of the teaching and learning interactions that happen in their classrooms every day. In an educational setting, nothing else matters as much as this; nothing else will make as much difference to the outcomes and equity of the children and young people we serve.     What have we done since June 2020? The Evidence Review provided some hints about the wider Great Teaching Toolkit project and our plans for its development. One year on, what have we done and how has our thinking changed?   First and foremost, we spent a lot of time researching and talking to teachers about the barriers and opportunities around professional learning, and in promoting and maintaining everyday Great Teaching. Through this process, we identified three key challenges:   What to work on? It is difficult for teachers and school leaders to determine the how to get the biggest return on their investment when it comes to improvement; The challenge of change. Changing everyday teaching practices is actually really, really hard; and Is it working? Reliable feedback and evaluation (knowing whether what you are doing is working) is often absent or misleading (in both classroom teaching an...

The research evidence shows us that effective feedback is one of the most powerful tools that a teacher can have in their ‘toolbox’. But it also offers some cautionary notes... In more than a third of well-designed studies, feedback actively made students’ performance worse. Not all feedback is good feedback! Facial expressions, verbal or written comments, even silence can constitute some form of feedback. It is so integral to communication that it’s happening all the time. Feedback, in its many forms, is a key part of this complex act of teaching and it is worth investing time to reflect on. In this podcast episode we talk to teacher, senior leader and author, Michael Chiles, about the key concepts in his book, The Feedback Pendulum. We discuss the purpose and power of feedback interactions both in the classroom, with parents and with colleagues.  We discuss: The issues and opportunities with feedback Investing time to prime feedback Whole-class feedback The importance of meaningful teacher feedback Feedback to parents for a collaborative approach to learning For more on feedback, you can access our free eBook, A short guide to delivering effective feedback, from our resource library and you can find out more about Michael’s book here. All of our previous podcast episodes can be found in our podcast archive or by searching ‘The Evidence Based Education Podcast’ in your podcast app.

In June 2020 we published the Great Teaching Toolkit: Evidence Review, a credible evidence summary of the elements of great teaching practice. In this podcast miniseries we’re talking to the team at Falinge Park High School as they use the Evidence Review and the model for great teaching as the focus of their professional development. Staff at Falinge Park are each selecting an element from the review to work on as the focus of their professional enquiry. In the first Episode we spoke to Headteacher, Janice Allen about professional development culture. In this episode, we speak to Deputy Head, Paula O’Reilly, and Lead Practitioner, Katy Pauz, to find out how they organise and structure staff learning. We also invited Jade Pearce, Assistant Head of Walton High School, on to the podcast to tell us about her summary of the Great Teaching Toolkit: Evidence Review and how her school use it. Jade has kindly shared the link to her summary and you can download a copy here. You can also download the Great Teaching Toolkit: Evidence Review here.

This podcast episode is a Science of Learning feast for anyone mildly obsessed with teaching and learning! EBE’s Director of Education, Dr Stuart Kime, talks to Dr Niki Kaiser and Dr Efrat Furst about the approach the three of them took to the design our Science of Learning Programme. However, this is far more than a conversation about designing teacher CPD. Our teaching trio of Drs discuss: The learning process and the value of teachers knowing about it; The key characteristics of how people learn; Their experiences as teachers encountering new information about how we learn and incorporating it into their practice; Moving from novice to expertise; Making learning meaningful (potatoes and carrots!).   About our guests Dr Niki Kaiser - Niki is a Chemistry teacher and Research Lead at Notre Dame High School, currently seconded to the Education Endowment Foundation as Science Content Specialist. Dr Efrat Furst – Efrat is a teacher with a research background in cognitive-neuroscientific research (human learning and memory). Efrat works to bridge the science of learning with teaching and learning in classrooms - with a focus on understanding the key principles in learning and applying effective strategies in the classroom   All of our podcasts can be found in our podcast archive and our Resource Library. If you like the topic of this podcast, you might also like a previous episode on working memory, available here. If you’d like to know more about the process of how we learn and how it can be used to enhance teaching and learning strategies, take a look at our Science of Learning Programme here.

In this third episode of the Evidence Based Education podcast mini-series on teacher collaboration, we speak to James McBlane, a regular listener to the podcast who got in touch with a suggestion and so we invited him on for a chat! Dr. Jenni Donohoo, a best-selling author and expert on the subject of teacher collaboration, and Cat Scutt, Director of Education and Research at the Chartered College of Teaching. Tune in to the discussion as we explore: The culture of collaboration The broader benefits of collaboration What does it mean to have collective teacher efficacy? What are the enabling conditions for effective teacher collaboration? The chicken and the egg efficacy dilemma! The research paper referenced in the podcast by Jenni was Six Supporting Conditions of Implementation and can be found here. All of our podcasts can be found in our podcast archive, and you can listen to episodes one and two in this teacher collaboration series here and here. What’s more, we have a host of free eBooks, videos and webinars in our Resource Library!

In June 2020 we published the Great Teaching Toolkit: Evidence Review, a credible evidence summary of the elements of great teaching practice. In this podcast series we talk to the team at Falinge Park High School as they use the Evidence Review and the model for great teaching as the focus of their professional development. The review provides a structured point of reference for the things teachers do, know, or believe (elements), which have been found to be related to how well their students learn. Staff at Falinge Park are each selecting an element from the review to work on as the focus of their professional enquiry. We are following the team to find out how they organise and structure their learning and how it unfolds as they seek to enhance their practice. In this first episode, we speak to the Headteacher of Falinge Park, Janice Allen, who gives us an overview of their plans and the professional development culture at her school. All of our podcasts are available in our podcast archive.

In 2011, frustrated by the current state of education, David Didau (aka the Learning Spy) began to blog. He charted the successes and failures of his classroom and synthesised 15 years of teaching experienced through the lens of education research and cognitive psychology. The blog became very popular, very quickly. With well over 2.5 million readers, David’s blog – The Learning Spy – is widely recognised as one of the most influential education blogs in the UK and has won a number of awards. In 2012, David left teaching. Over the last eight years he has spent a significant amount of time reading and thinking about teaching and learning, written books and blogs on the topic, and delivered training to thousands of teachers around the world. He recently launched the Learning Spy Academy, offering a library of resources and has started a YouTube show with Martin Robinson called ‘It’s your time you’re wasting’. You can tune-in every Friday to watch David and Martin discuss recent education events with their guests. After an eight-year break from teaching, David Didau has returned to the classroom as an English teacher. Our Director of Chatting, Jamie Scott, spoke to David to find out about his return to the classroom. They discuss: Why he left teaching? His time spent out of the classroom What it’s like to be back in the classroom Is teaching like riding a bike? What are the big teaching challenges – are they the same as before or different?   For his blog and to find out more about David’s work, visit https://learningspy.co.uk

Collective teacher efficacy, professional learning communities, collective professionalism… There are many similar but different forms and terms for effective teacher collaboration, and there is a significant body of evidence about their positive impact on teachers themselves and student learning.  There are gains to be made through effective and focused collaboration. In this second episode of the Evidence Based Education podcast mini-series on teacher collaboration, we catch up with colleagues from the Dulwich College International group as they seek to enhance collaboration across nine of their schools. We also hear from John Hattie on collective teacher efficacy and Dylan Wiliam offers some words of caution on teacher collaboration more broadly. Sadly, the audio quality in the conversation with Dylan is slightly poorer than normal due to technical glitches. However, they soon pale into significance once you are tuned into what Dylan is saying.   All of our podcasts can be found in our podcast archive, and you can listen to the first episode in this series there too. What's more, we have a host of free eBooks, videos and webinars in our Resource Library!

Collective teacher efficacy, professional learning communities, collective professionalism... There are many similar but different forms and terms for effective teacher collaboration, and there is a significant body of evidence about their positive impact on teachers themselves and student learning.  There are gains to be made through effective collaboration. This new episode of the Evidence Based Education podcast is the first in a mini-series on teacher collaboration. We are following the journey of colleagues from the Dulwich College International group as they seek to enhance collaboration across nine of their schools. We will also be offering some advice along the way! This podcast is designed to be useful for not only members of the Dulwich collaboration network, but to any education professional with an interest in teacher collaboration, particularly across schools. The themes within the podcast are applicable to teachers and schools in all settings. At this point, the Dulwich College International family of schools have established a framework for teacher collaboration across the group, forming almost 50 different subject, leadership or student services groups. Now the collaboration groups have the autonomy to innovate and overcome any shared challenges. In this episode Jamie Scott of Evidence Based Education (EBE) speaks to Dulwich’s Director of Senior school about the aim of the teacher collaboration initiative, two collaboration group leads about their role, and to EBE’s Dr Stuart Kime to hear how the notion of ‘problem identification’ might be useful in the early stages of the collaboration network.   All of our podcasts can be found in our podcast archive, and you can listen to the first episode in this series there too. What's more, we have a host of free eBooks, videos and webinars in our Resource Library!

If your school uses CEM assessment data generated from assessments such as MidYIS, Yellis or ALIS, then this podcast is for you – and your colleagues! In this edition of the EBE podcast, Jamie Scott chats with our CEM Training Manager, Matt McGinlay, about the effective use of data from the Centre for Evaluation and Monitoring (CEM). Matt explains how different stakeholders in secondary schools, including governors, senior leaders, middle leaders and teachers can follow a three-part process when considering the feedback provided. Matt discusses his experiences from visiting schools around the world and shares examples of how to use baseline data for diagnosing pupil strengths and areas for development, goal setting data to consider potential outcomes for students, as well as value-added data to evaluate student progress and what seems to be working well.   We have worked with over 400 schools around the world to maximise the use of CEM assessment data. The key challenge all schools face is ensuring that the data are accessed and used by as many staff as possible. That is why we created an accessible online training course on the effective use of CEM assessment data that can be accessed by all staff. You can try a free sample of the online course here and find out more about our packages of support here.

On 19th June 2020, Evidence Based Education released the Great Teaching Toolkit: Evidence Review - a credible evidence summary of the elements of great teaching practice. The review provides a structured point of reference for the things teachers do, know, or believe, which have been found to be related to how well their students learn. The overarching goal here is to help teachers take ownership of their professional learning and to help them enhance their practice for the benefit of students. In this interview, we speak to the review’s lead author to hear him describe the dimensions of great teaching and how the evidence informed their development.

In June 2020, Evidence Based Education will publish a report authored by Rob Coe. The report will provide a credible evidence summary of the elements of great teaching practice. This will provide a structured point of reference for the things teachers do, know or believe, which have been found to be related to how well their students learn. This is the first stage in an ambitious project to provide teachers with evidence-informed guidance and personalised diagnostic feedback for their long-term professional development. It is stage one of developing the Great Teaching Toolkit.   Why? The fundamental goal of everyone that works in education is to improve outcomes for students. While many personal, family, and cultural factors contribute to learners' academic performance, a large body of research indicates that teachers matter more to their achievement than any other aspect of their education. The quality of teaching is hugely important to the outcomes of students. We know that expertise develops over time and is an ongoing process. However, in the main, the current model of Continuing Professional Development (CPD) is ‘Continuing’ in the sense that it continues to happen over a career, on an ad-hoc basis. It is not continuing in the sense that there is a set of key practices that are constantly developed over time, that you keep getting better at. By ‘better’ we mean more effective at facilitating students’ learning: helping more students to learn more. If you want to get better (or help your teachers get better) it’s difficult to know where to start. Your resources are precious, you have no time to waste. How should you prioritise your professional development? What are your best bets in terms of making the most difference to your students? To help facilitate learning, teachers gain an understanding of where their students are at and, with a clear goal in mind, what they need to do next. They illustrate the desired goal state – what it looks like, good and not so good examples. They provide guidance and opportunities for practice, and they provide feedback on progress toward the goal. There is a sad irony in that teachers rarely receive the same support and feedback for their own learning. We want to try and change that.   Autonomy, feedback and purpose A car’s satnav indicates where you are and provides information to help you arrive at your destination. It doesn’t tell you how to drive. You’re in control, but it does provide direction to help you along the way. In the context of this metaphor, the journey to improving teaching practice starts with a kind of map or model. In this case, it is the forthcoming report - a credible summary of the elements of great teaching practice, the kind that impacts most on learning. Following the publication of this report, we will develop and release a set of instruments to help teachers anonymously assess their strengths and identify their own development priorities. The same tools will provide diagnostic formative feedback as they work on specific goals to improve their practice. Although teaching is an extremely complex set of skills and definitely not just a set of techniques or recipes, taking a specific technique, skill or area of knowledge and practising to a high level of proficiency is a key way to improve overall effectiveness. Finally, in this endeavor, we aim to identify the kind of professional development that leads to improvement in specific areas of practice. This stage of the project will require a community of thousands of educators like you, working towards a shared aim. Our strong, overarching goal here is to help teachers take ownership of their professional learning and to help them enhance their practice for the benefit of students.   Find out more about the Great Teaching Toolkit You can find out more about the forthcoming Great Teaching Toolkit evidence review in an interview with Rob Coe,

Many schools in South East Asia have recently closed due to the outbreak of the Coronavirus, forcing them to move entirely to an online and distance learning environment in a matter of weeks. Those schools are now looking for answers to questions like 'how do you deliver assessment and feedback in an online context?' Not knowing how long this situation may last, schools and teachers have had to completely shift the way they're delivering an education to the students in their care. In recent weeks, we’ve heard several examples of how some have admirably adapted. Nevertheless, moving from the classroom to online learning presents new challenges. To lend support to schools, we were asked by colleagues at Dulwich College International if we could offer some helpful advice on the kind of assessment and feedback practices you could put to use in an online context. Here, Professor Stuart Kime, our Director of Education, and Jamie Scott, Director of Partnerships, discuss the challenges, as well as some strategies to help in this challenging predicament. Many of the effective principles of assessment and feedback can still apply to the online learning environment, it’s just that they’re re-framed and applied in this new context. In the podcast we explore how to apply strategies such as retrieval practice, self assessment and using hinge questions, as well as the key ingredients of effective feedback. All of our podcasts can be found in our podcast archive, and you can listen to the first episode in this series there too. What's more, we have a host of free eBooks, videos and webinars in our Resource Library!

In this latest episode, 'is teaching becoming more evidence-informed?', Sir Kevan Collins, the departing chief executive of the Education Endowment Foundation (EEF), is interviewed by Evidence Based Education’s Jamie Scott about his eight years in the role – taking the EEF from a small start-up with three employees (“and a decent bank balance”) to becoming a global leader in generating and using evidence to improve educational outcomes for children and young people. Sir Kevan Collins discusses the appetite for such research among teachers and policy makers, the EEF’s successes and challenges, and identifies the top five changes he’d make as education secretary. All of our podcasts can be found in our podcast archive and we have a host of free eBooks, videos and webinars in our Resource Library!

New Trialled and Tested podcast looks at improving Social and Emotional Learning. Effective social and emotional learning (SEL) can increase positive pupil behaviour, mental health and well-being, and academic performance. Indeed, evidence from the EEF’s Teaching and Learning Toolkit suggests that effective SEL can lead to learning gains of +4 months over the course of a year. However, despite being seen as one of their top priorities by almost all primary schools, only just over one-third say that dedicated planning for SEL is central to their practice. The recent EEF guidance report, Improving Social and Emotional Learning in Primary Schools, reviewed the best available research and offered school leaders six practical recommendations to support good SEL for all children. In this episode of our podcast series, Trialled and Tested, EBE’s Jamie Scott speaks to Jean Gross CBE, one of the authors of the guidance report, Liz Robinson, who sat on the advisory panel, and headteacher Mari Palmer for her views on implementing SEL strategies. Although the guidance is aimed at Primary Schools, both the guidance and the podcast is just as relevant to parents of young children. ‘Trialled and Tested’ is produced in partnership with the Education Endowment Foundation. For more podcasts be sure to check out our podcast archive! 

In this episode of the Trialled and Tested podcast we explore working memory and its importance to teaching and learning; what it is, why it’s important for teachers to know about it and how an understanding of working memory can inform the way teachers teach. Working memory is the ability to hold and manipulate information in your mind while you use it to finish a task. For example, this could be how many numbers you can keep in your mind at the same time to complete a mental arithmetic task. Research has suggested that working memory is a reliable predictor of numeracy outcomes. But why is it important to learning? What do teachers need to know about it and how can they attend to it in their daily working practices? In this podcast, we hear from a psychologist and leading expert, Dr Tracy Alloway, as well as conversation with Alex Quigley from the EEF and Julie Watson from Huntington Research School. You can read about the Education Endowment Trust's project focused on improving working memory for pupils age seven and eight here. For more podcasts, be sure to check out our podcast archive. We also have a collection of eBooks, videos and webinars in our Resource Library, which is free to join!

“Teaching should start from where the student is, not from where we would like them to be." says education professor Dylan Wiliam. In this episode of Trialled and Tested: Embedding Formative Assessment, we introduce how formative assessment strategies can be used in the classroom. Dylan is the co-developer of a professional development programme, Embedding Formative Assessment, which supports teachers to use real-time knowledge of their pupils’ strengths and weaknesses to adapt their practice. The programme builds on existing evidence that formative assessment can improve students’ learning. Many schools already prioritise formative assessment, but it can be challenging to implement. An independent evaluation funded by the Education Endowment Foundation (EEF) recently found that pupils in schools following the Embedding Formative Assessment programme made the equivalent of +2 months’ additional progress in their Attainment 8 GCSE score. Find out more, as Evidence Based Education’s Jamie Scott spoke to some of the people behind the programme - Dylan Wiliam, Emily Yeomans, Corinne Settle and Claire Taylor - and its evaluation to find out what it is all about. Tune in to hear from: Dylan Wiliam: Start to 16:40 Emily Yeomans: 16:40 to 21:40 Corinne Settle: 21:40 to 28:52 Claire Taylor: 28:52 to 35:23 Dylan Wiliam: 35:23 to end Full length: 38m You can read about the Education Endowment Trust's Embedding Formative Assessment project in full here. For more podcasts, be sure to check out our podcast archive and subscribe! We also have a collection of eBooks, videos and webinars in our Resource Library, which is free to join!

In this episode of Trialled and Tested: Improving secondary science, Jamie Scott from Evidence Based Education speaks to Emily Yeomans (EEF Head of Programme Strategy), Sir John Holman (Emeritus Professor of Chemistry at the University of York) and Dr Niki Kaiser (Chemistry Teacher and Research Lead at Norwich Research School) to explore some of the evidence-informed strategies teachers can adopt or focus on to enhance the teaching and learning of science at Key Stages 3 and 4.   Emily Yeomans and Sir John Holman: Start to 31:35 Dr Niki Kaiser: 31:35 to end   The recommendations discussed in the podcast, as well as many others, feature in the EEF Improving Secondary Science guidance report which you can download here: Improving secondary science guidance report and Summary of recommendations. All of our podcasts, including the Trialled and Tested podcast series, can be found in our podcast archive.

Is the science of learning really a science? What can teachers and students learn from the research evidence on effective studying and learning? What aspects of cognitive psychology could affect teachers and students in the next ten years?   These are some of the questions Stuart Kime posed to Professors Anne Cleary and Matt Rhodes from Colorado State University when they recorded this podcast early in 2019. Anne and Matt’s new book – A Guide to Effective Studying and Learning: Practical Strategies from the Science of Learning – is published by OUP and is available now.   We discussed their new book, and covered the following topics: Is the science of learning really a science? Does neuroscience have lessons for classroom practice? How is knowing something different to understanding? What is spacing and how does it help learners learn? What research in cognitive psychology should all teachers know about? What developments in cognitive psychology do you think will influence the way teachers teach and students learn in the next ten years? If you were in charge of the education system for the USA and could make any three changes, what would they be? And why? All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars in our Resource Library!

In this episode of the Trialled and Tested podcast, 'Efficacy, evidence and evaluation', Jamie Scott from Evidence Based Education speaks to Eleanor Stringer and Matthew van Poortvliet from the Education Endowment Foundation to find out more about their approach to identifying projects to fund, scaling-up promising projects and running evaluations.   Here’s a full account of the questions put to Eleanor and Matthew: 2:02 - What does the EEF look for when considering which projects to fund? 3:15 - How much initial evidence do you need to get EEF funding for a project? 3:58 - What are the different stages of the EEF evaluation pipeline? And why and how might you scale-up a project from efficacy to effectiveness? 6:45 - Examples of scale-up projects 9:20 - Are EEF evaluation projects typically coming out of academic institutions or schools? 11:19 - Why have some trials been re-trialled? 14:08 - How does the evidence behind the ‘Embedding Formative Assessment’ project differ from other professional development programmes that might not have been trialled? 16:41 - How does the EEF respond to criticism of the approach to project evaluation, especially a perceived preference for randomised controlled trial designs? 21:55 - Some EEF trials have found results that conflict with previously-published findings – does this point to a replication problem in education research? 24:43 - How has the work the EEF has done since its inception improved the scientific endeavour of evaluation? 26:33 - What do you hope is the lasting impact of EEF project evaluations? 28:09 - Why are certain approaches or strategies not included in the EEF toolkit, despite there being strong evidence behind them?   Remember to subscribe to the Trialled and Tested podcast feed, wherever you get your podcasts, as this is the last episode that we'll also share through our EBE feed... Don't miss out!

Over the last year, Evidence Based Education and Suffolk County Council have been working in partnership to deliver a robust, cost-effective and enjoyable Research Support Partnership (RSP) programme to train staff from schools and academies throughout Suffolk. The aim of the programme has been to develop a network of capable Research Leads across the county. The training proved a real success among participants (even those who were sceptical at first!). On the last day of training, I spoke to some of the participants to put together a digestible summary of what a participant or sponsor might expect from an RSP. I wanted to know how it challenges participants and, ultimately, how it equips Research Leads to make better decisions with better information. Listen below to the short conversations with four members of the group. For more about the Research Support Partnership, check out this webpage and contact us with your enquiry, or watch this video featuring our RSP work at Mulgrave School, Vancouver.

What does the evidence on learning, memory and aging tell us about how to keep our minds sharp and active as we grow older? How can physical activity improve cognitive function? Do we decline as we age, or simply change? In the latest episode of The Evidence Based Education podcast, UCLA Psychology Professor Alan Castel talks to our Director of Education Stuart Kime about his new book, Better with Age, and offers practical tips for staying mentally sharp as the years pass. We cover a wide range of fascinating and highly relevant topics, including metacognition, memory, cognitive load and teaching, and Alan offers deep insight from his years of research into this important subject. Alan Castel's book is available from all good booksellers, and can be very conveniently found on Book Depository here. [Ed.: No aspersion cast... no implication that Book Depository is not, indeed, a very fine bookseller!]

We’ve teamed up with the Education Endowment Foundation to bring you a new podcast – Trialled and Tested! This first episode is on metacognition and self-regulated learning. We'll post this inaugural episode on the EBE podcast too, but to make sure you have access to future episodes, do search for Trialled and Tested in iTunes, Spotify or Google Store and make sure you subscribe there. In this first episode, and in future episodes, we’re going to explore a specific piece of information or guidance within the EEF suite of resources and try to bring that to life through discussion with others. In addition, we’ll be providing brief updates from the network of Research Schools around England, to find out what they’re doing to support the use of evidence to improve teaching practice. In this first episode, EBE’s own Jamie Scott talks to Alex Quigley and Megan Dixon to ask what is metacognition and self-regulation and how can approaches be implemented in the classroom? In addition we hear from Caroline Creaby and Roger Higgins from Sandringham and Norwich Research Schools. Alex Quigley: Start to 26:55 Megan Dixon: 26:55 to 37:52 Caroline Creaby and Roger Higgins: 37:52 to end If you enjoy this podcast you might also like this podcast where EBE Director of Education Stuart Kime talks to Robert and Elizabeth Bjork about their work on desirable difficulties

On Saturday 30th June, the International School of Geneva Institute of Learning and Teaching hosted the inaugural Research Informed Practice In Education (RIPE) conference in Geneva.  EBE Directors, Stuart and Jack, were in attendance as part of the organising committee and to present their session – The Elephant In The Room – which you can listen to via the player on this page or download to your device. In The Elephant in the Room session they suggest that the success and failure of increases and refinements in evidence-based practices in education systems depends, to a large extent, on improvements in the understanding and practice of effective implementation. They discuss the importance of implementation when adopting and enacting research-based interventions and professional development. In the presentation they draw upon examples from behavioural Science, the theoretical framework for implementation developed by the Education Endowment Foundation and examples from the development and delivery of the Assessment Lead Programme. The slides are downloadable here, which you can reference as you listen to the 15 minute presentation via the player below or as a podcast on iTunes and Android.   All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars in our Resource Library!

The Festival of Education is so jam-packed with amazing speakers and topics that you just can’t fit them all in. If you’ve been before, you’ll know that deciding which sessions to attend is agonising. Worse still is not being able to attend at all! So, this festival, we’re teaming up with the organisers to offer a free Festival podcast so that you can hear from more Festival speakers and what they’ll be talking about – whether you’re lucky enough to be there or not. And, in true Festival fashion, there is music to enjoy too! Check out the Festival of Education Day 2 podcast which features Nick Rose, Karen Goldberg, Holly Joseph, Jonathon Haslam, Tom Rees, Daisy Christodoulou and the Foo Fighters. All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars in our Resource Library!

The Festival of Education is so jam-packed with amazing speakers and topics that you just can’t fit them all in. If you’ve been before, you’ll know that deciding which sessions to attend is agonising. Worse still is not being able to attend at all! So, this festival, we’re teaming up with the organisers to offer a free Festival podcast so that you can hear from more Festival speakers and what they’ll be talking about – whether you’re lucky enough to be there or not. And, in true Festival fashion, there is music to enjoy too! Check out the Day 1 podcast which features Susie Dent, Rob Coe, Iesha Small, Craig Barton, Claire Hill, Rebecca Foster, David Weston, Nasima Riazat, Lily Eastwood, Kyle Bailey, Harry Fletcher-Wood and Alex Quigley.   All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars in our Resource Library!

For the second in this series of short podcasts, I spoke to Professor Peter Tymms of the Centre for Evaluation and Monitoring (CEM) at Durham University. He told me about four major research pieces he has done, the outcomes, and the advice he would give to teaching staff, based upon what he learned though that research. If you would like to read more about Peter’s research, or to contact him, click here and use the contact form on his page. To access Professor Merrell’s guidance document, click here. Peter also talks about Nancy Falchikov; her 2000 study is available as a PDF here. Carol Taylor Fitz-Gibbon, also mentioned, has some of her publications archived by CEM here.

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?   Professor Rob Coe is a former Teacher, and is now Director of the Centre for Evaluation and Monitoring and Professor of Education at Durham University. We work very closely with Rob and his team at Durham University, and while he is fairly well-known in education circles, it's fair to say that he's not someone people know much about. In this interview, we chat about his time at school, rowing at Oxford, having Dylan Wiliam and Guy Claxton as PGCE tutors, free schools (but not as we know them now), the birth of the EEF toolkit and more! As it's a long old episode, we've divided it into three parts for you, to be released on 16th, 17th and 18th March. In Friday's first part, we covered school, sport and wanting to be Bertrand Russell. In yesterday's section, you can learn more about Rob's university and rowing career, as well as his PGCE and step into teaching. And today, in the final part, we discuss how far we’ve come since his Manifesto for Evidence-Based Education (the philosophy rather than us!), establishment of the EEF, the birth of ‘the toolkit’, current research and his answer to the big question... If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Daisy Christodoulou, Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?   Professor Rob Coe is a former Teacher, and is now Director of the Centre for Evaluation and Monitoring and Professor of Education at Durham University. We work very closely with Rob and his team at Durham University, and while he is fairly well-known in education circles, it's fair to say that he's not someone people know much about. In this interview, we chat about his time at school, rowing at Oxford, having Dylan Wiliam and Guy Claxton as PGCE tutors, free schools (but not as we know them now), the birth of the EEF toolkit and more! As it's a long old episode, we've divided it into three parts for you, to be released on 16th, 17th and 18th March. In yesterday's first part, we covered school, sport and wanting to be Bertrand Russell. Today, you can find out more about Rob's university and rowing career, as well as his PGCE and step into teaching. Tomorrow, in the final part, we discuss how far we’ve come since his Manifesto for Evidence-Based Education (the philosophy rather than us!), establishment of the EEF, the birth of ‘the toolkit’, current research and his answer to the big question...   If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Daisy Christodoulou, Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?   Professor Rob Coe is a former Teacher, and is now Director of the Centre for Evaluation and Monitoring and Professor of Education at Durham University. We work very closely with Rob and his team at Durham University, and while he is fairly well-known in education circles, it's fair to say that he's not someone people know much about. In this interview, we chat about his time at school, rowing at Oxford, having Dylan Wiliam and Guy Claxton as PGCE tutors, free schools (but not as we know them now), the birth of the EEF toolkit and more! As it's a long old episode, we've divided it into three parts for you, to be released on 16th, 17th and 18th March. In this first part, we cover school, sport and wanting to be Bertrand Russell. Tune back in tomorrow to find out about Rob's university and rowing career, as well as his PGCE and step into teaching.   If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Daisy Christodoulou, Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.  

Dr Erika Patall is an Associate Professor at the University of Southern California. We spoke on the phone a short while ago and recorded it here for you. She talks about her research, explains what motivation in a student can look like to a teacher, and how to encourage students to be more invested in essential, measured outcomes. Erika also talks a little bit about the process of the research syntheses and meta analyses that she undertakes. Dr Patall gives practical advice, based upon her experience and the outcomes of her research, and suggestions for how you can usefully take this information back to the classroom. By clicking here, you can access some of her papers on a Google Scholar search by clicking on the “.pdf” versions of the files.

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make? In this episode we chat with Daisy Christodoulou, Teacher and Director of Education at No More Marking. We talk school life, growing-up amidst east end street markets, captaining the Warwick University Challenge team, music hall songs, teaching, Comparative Judgement and more. Our conversation is interspersed with Daisy’s three song choices and we finish with the usual big question. As well as listening to the podcast, you can find out more about Daisy and her work through these links: Find out more about what Comparative Judgement and No More Marking has to offer Take a look at Daisy’s books Follow Daisy’s work on her blog If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.

After a brief hiatus from recording and publishing podcasts over the Christmas period, we were delighted to be able to speak to Robert and Elizabeth Bjork at UCLA about their research. Robert and Elizabeth are perhaps best known for their work on "retrieval practice" - the idea that repeated testing is more effective as a mechanism for learning than repeated study. Before Christmas, we put out calls for questions from teachers, researchers and others in the education sphere: https://twitter.com/EvidenceInEdu/status/931206521454768128 Our Director of Education, Dr Stuart Kime, was delighted to be able to collate the pick of the bunch, and put them to Robert and Elizabeth Bjork. As well as covering retrieval practice itself, we also ask about how their research can be translated into the classroom, desirable difficulties, and their "soccer study", among other things.   [Ed.: Apologies in advance that the audio quality isn't up to our usual high standard - due to some technical difficulties, we had to resort to Plan B, which means the recording isn't quite as crisp as it otherwise might have been! We hope you enjoy it nevertheless!] All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars in our Resource Library!

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make? In this episode we chat with Dame Alison Peacock, Teacher and Chief Executive of the Chartered College of Teaching. We talk about her time at school, taking a seven-year career break, how difficult and wonderful being a teacher can be, meeting the queen and much more. As usual, our conversation is interspersed with our guest's three song choices. As well as listening to the podcast, find out more about Alison Peacock and her work with these links: Find out more about what the Chartered College of Teaching has to offer Take a look at Alison’s articles for the TES Watch Alison’s TEDx talk on Learning without limits If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this new podcast series is to learn a bit more about these people, and to allow them to share their stories. We sit down for a chat over a cup of tea, a glass of wine or a beer to find out a bit more about them – what  were they like at school? What did they do after school? How did they come to work in education? Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?   In this episode we get to know General Secretary of the Association of School and College Leaders (ASCL) and radio jingle aficionado, Geoff Barton. We cover life at school, the career that never was and a fascination with radio jingles (he owns over 500,000!). Find out Geoff’s answer to our big question, as well as his music choices. Listen to Geoff Barton’s ASCL leadership podcast Look out for Geoff’s blogs for the TES Check out www.geoffbarton.co.uk – it’s an Aladdin’s cave of articles, resources and jingles   If you haven't already, do check out the first episode in the Knowing Me Knowing Ed-U series, where we chatted to Sugata Mitra. If you’d like to enquire about partaking in a future episode of Knowing Me, Knowing Ed-U, contact us at info@evidencebased.education.

Welcome back to another episode of the EBE Podcast. This month, our Director of Education, Stuart Kime, went to Durham University's School of Education to chat to Ray Land, a pioneer in the field of threshold concepts, troublesome knowledge and liminality. Ray is Professor of Higher Education at Durham University and Director of Durham’s Centre for Academic Practice. He previously held similar positions at the Universities of Strathclyde, Coventry and Edinburgh. He has been a higher education consultant for the OECD and the European Commission and has recently been involved in two European Commission higher education projects in Europe and Latin America. He has published widely in the field of educational research, including works on academic development, learning technology and quality enhancement - as well as on threshold concepts, of course. In short, he has an incredible wealth of expertise! Some of this interview was used in our Assessment Lead Programme, more details of which can be found here. We hope you enjoy this very interesting chat, and please do remember to subscribe to receive the latest episodes straight to your device. If you enjoy it, please share, rate and review! We hope to have a bit of interactivity in the next episode in January, so follow us on Twitter to keep up with that and to get involved...

As many of you will know (particularly those Twitterers among you), last Thursday evening, we hosted #UKEdResChat. The title for the week was "Making it stick: Strategies for effective implementation", talking specifically about good implementation practice in schools. If you missed the chat, or aren't on Twitter, fear not! You can catch up with the discussion on strategies for effective implementation at this link. Due to the limits imposed by Twitter's 140 characters (and also Stuart's typing speed...!), Stuart Kime and Jamie Scott felt there were a few loose ends to tie up - a few questions that perhaps weren't quite answered fully within the 30 minutes. So, they sat down earlier this week and fleshed out some of the responses for you. It's available to download as a podcast further down in this post, or using your usual podcast platform. Please do share, rate and review if you find the practical strategies and resources mentioned useful! For more about implementation and research engagement, click here to read about our training of Research Leads, and do get in touch. (P.S. Stuart Kime Metaphor Bingo is now Jamie's registered trademark...) All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars in our Resource Library!

Here we are again!! This month, we have a podcast with the fabulous Peter Tymms. As well as listening to his dulcet tones, you can learn an awful lot about how the assessment landscape currently sits - both here in the UK and on a wider scale internationally, too. Peter Tymms is Professor at Durham University's School of Education, and is also heavily involved with the iPIPS project at CEM. He can be found on Twitter at @TymmsPeter, and this talk was recorded also as part of our Assessment Lead Programme Residential, much like last month's episode. As ever, his slides are here as a PDF download for you, and please do subscribe to receive the latest episodes straight to your device. If you enjoy it, please rate and review! We've got a really exciting one coming up next month, so don't miss out...

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this new podcast series is to learn a bit more about these people, and to allow them to share their stories. We sit down for a chat over a cup of tea, a glass of wine or a beer to find out a bit more about them – what  were they like at school? What did they do after school? How did they come to work in education? Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?   In this first episode, we chat with Sugata Mitra, Professor of Educational Technology at Newcastle University. Well known for his hole in the wall experiment and winning the $1 million TED prize, Sugata talks about growing up, and his work before and after hole in the wall. We cover music, maths, mind altering chemicals and much more: Chapter 1 – Growing up and life at school (0:00 to 21:30) Chapter 2 – Further education and early achievements (21:30 to 55:56) Chapter 3 – Hole in the wall and recent work (55:56 to end) Look out for Sugata’s book "The School in the Cloud" to be published by Corwin publishers, Los Angeles, early 2018. Watch his TED talk: Build a school in the cloud.   If you'd like to enquire about partaking in a future episode of Knowing Me, Knowing Ed-U, contact us at info@evidencebased.education.

We're back again with another in our series of podcasts, delivered free to your device! This is the third in our monthly series now, and if you haven't checked out the first two yet, please do. This month, we have a talk by the inimitable Alex Quigley, Director of Huntington Research School in York. Alex is a well-known figure in the world of education blogging and tweeting, but in case you haven't come across him, you can find him at The Confident Teacher, and on Twitter at @HuntingEnglish. In this presentation, Alex Quigley talks about his practical experiences around evidence-based school improvement, covering the challenges, successes and next steps. Again, the slides are here as a PDF download for you, and please do subscribe to receive the latest episodes straight to your device. If you enjoy it, please rate and review!

We're back again with another in our series of podcasts, delivered free to your device! We were really pleased with the engagement and feedback from Professor Jonathan Sharples' talk last month, so - by popular demand - here we are again! This month, we are delighted to present Tim Oates, Group Director of Assessment Research and Development at our partner organisation, Cambridge Assessment. Tim came and spoke to our first ever cohort of Assessment Leads at their graduation event in June this year, held at Durham University's Hild Bede College. It was an extremely insightful and thought-provoking presentation, and as per last month, we provide the slides here as a PDF download for you. As ever, please do subscribe to receive the latest episodes straight to your device, and if you enjoy it, please rate and review!   If you are inspired by listening to the legend that is Tim Oates, and you would like to join the leading edge of assessment practice in schools, check out our Assessment Lead Programme. We've created an innovative and powerful programme so that practitioners can learn what they need to know to assess effectively and efficiently. More than one-quarter of this year's cohort of 50 schools has already been snapped up, and registrations are open. Visit the Assessment Lead Programme page to sign up.  

Welcome to the first episode in our new (monthly) podcast series. Here at EBE, we've been organising talks and interviews, and bridging the gaps between education policy, research and practice, for years now. Spreading the word has been the issue. We got such great feedback about our guest speakers at the Assessment Lead Programme Residential last week, that we felt it would be a shame not to get the messages across in another form, to a wider audience. So here goes... The very first episode of The Evidence Based Education Podcast comes from the evening talk on Thursday 3rd August, delivered by the Education Endowment Foundation's Senior Researcher, Professor Jonathan Sharples. Jonathan and The EEF are both on Twitter - well worth following for up-to-date research and evidence. He gave an engaging and open insight into the work of the EEF, and also a more holistic window into his vision for a functioning and effective evidence-based school system in the UK. His slides are downloadable here, for your reference as you listen, and click here to subscribe to our podcast on iTunes (Android and other links below) - if you enjoy it, please rate and review!