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6 episodes with Education Endowment Foundation
3 episodes with Education Endowment Foundation
3 episodes with Education Endowment Foundation
2 episodes with Education Endowment Foundation
2 episodes with Education Endowment Foundation
2 episodes with Education Endowment Foundation
2 episodes with Education Endowment Foundation
Professor Jonathan Sharples from the Education Endowment Foundation shares insights and practical advice regarding how to help educational programs and initiatives to have maximum impact in your school or organisation. Full show notes at www.ollielovell.com/jonathansharples
Wil je weten hoe je kleuters écht iets kan leren? Of hoe je speels én doelgericht kan werken? Schuif dan gezellig aan bij dit gesprek met Dr. Julian Grenier! Met zijn jarenlange ervaring in Londense kleuterscholen en als onderzoeker bij de Education Endowment Foundation, deelt hij zijn gouden inzichten over kennisrijk onderwijs aan jonge kinderen. Van het tellen van schoenen in een speelwinkel tot het ontdekken waarom blaadjes vallen - Julian laat zien hoe je betekenisvol leren en spelen perfect kan combineren.Ontdek hier het hele vormingsaanbod van het Expertisecentrum Onderwijs en Leren!Volg Buiten De Krijtlijnen op Twitter, Instagram of LinkedIn.
In this episode, Brendan Lee speaks with Professor Jonathan Sharples from the Education Endowment Foundation. He has led the recent update to the EEF's A School's Guide to Implementation and in this conversation we unpack the paper. Professor Sharples details the updates and why they were made. He also digs into each of the key elements. As Jonathan highlights, how something is done is as important as what is done and throughout this episode, he provides a number of practical strategies that schools can follow. Resources mentioned: Education Endowment Foundation: A School's Guide to Implementation - https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation Making Best Use of Teaching Assistants - https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants Darren Moore Martin Weswell Research Core Network Active Implementation Hub National Implementation Research Network Robin Mildon Centre for Evidence and Implementation You can connect with Jonathan: Twitter: @Sharples_J Website: educationendowmentfoundation.org.uk You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net Support the Knowledge for Teachers Podcast: https://www.patreon.com/KnowledgeforTeachersPodcast
Last week, the new Education Secretary Bridget Phillipson issued a written statement to the House of Commons saying she intended to ‘pause' the Freedom of Speech Act. The Higher Education (Freedom of Speech) Act 2023 was the one tangible thing the Conservatives did to defend free speech in the past 14 years. Indeed, it was thanks to the lobbying efforts of the Free Speech Union that this legislation found itself on to the statute books. It would have imposed a new legal duty on English universities to uphold and promote freedom of speech on campus, and it created a couple of enforcement mechanisms, such as a new statutory tort, to make sure universities didn't ignore that duty. At the Free Speech Union, we've been taking advice on a range of legal options, and without wishing to tip our hand, it's safe to say Bridget Phillipson will be hearing from us shortly. The bottom line is we intend to fight this wanton act of vandalism with all we've got. If you're not already a member of the FSU, and would like to join the fight, do please join. Meanwhile, in the world of the judiciary, a new edition of the Equal Treatment Bench book sets out in 350 pages how judges should communicate with witnesses, defendants and lawyers in courts and tribunals in England and Wales. The Telegraph reports that this new version advises Judges in England and Wales to avoid terms such as “asylum seekers”, “immigrant”, “gays” and “lame”, all of which are now deemed “politically incorrect”. Finally, Toby Young has written in this week's Spectator about the appointment of Becky Francis CBE to lead a review of the national curriculum. He writes, “As former director of the Institute of Education and current CEO of the Education Endowment Foundation, [Becky Francis] has the outward appearance of a technocrat. But scratch the surface and, like so many Labour appointees, she emerges as a long-standing adherent of left-wing identity politics”. ‘That's Debatable!' is edited by Jason Clift.
Episode 175: This week on Thinking Deeply about Primary Education, Jon Kay (Head of Evidence Synthesis and International at the Education Endowment Foundation) joins me for an exploration of evidence synthesis and the ways teachers can put evidence to work for them in the classroom. As part of the chat we discuss... How the EEF evaluates the quality of research How teachers can navigate the huge body of education research Common pitfalls to avoid when implementing an evidence-informed approach The most significant evidence-based strategies ...and much, much more. If you enjoy this episode, please support us by subscribing to our YouTube channel, leaving a review on Apple Podcasts, or making a donation via www.ko-fi.com/tdape. If you have any questions or comments, you can email us at thinkingdeeplyinfo@gmail.com or join our Discord server, where we have a special channel for unseen question submission. --- Send in a voice message: https://podcasters.spotify.com/pod/show/kieran-mackle/message
Effective feedback is essential for pupil progress. While many teachers give feedback in class, they might not appreciate why it's so important. Fin and Jane discuss how to give effective feedback. Education Endowment Foundation feedback guidance report: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/feedback Our active feedback tasks sketchnote: https://drive.google.com/file/d/1BlVe49Nn9FM6qIoMIqXCdauPvz0LLXIz/view Heads and teachers in Wales can join our private Facebook group, Teachers in Wales - research-informed pedagogy: https://www.facebook.com/groups/1099646660713906 Buy our book Power Up Your Pedagogy: https://www.amazon.co.uk/Power-Up-Your-Pedagogy-Illustrated/dp/1398388068 Subscribe to ImpactPlus today: www.impact.wales/impactplus Hosts: Finola Wilson and Jane Miller Producer: Darren Evans Visit us at: www.impact.wales Music: Power Shutoff by Craig MacArthur --- Send in a voice message: https://podcasters.spotify.com/pod/show/impacthome/message
On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by Professor Rob Coe. The three of them talk through the history of Rob's work as a teacher and then a researcher. Rob's work on the EEF Toolkit and the Sutton Trust report highlighted existing evidence about cost-effective interventions, and the publications shattered a lot of educators' previously held beliefs. Rob says that subsequent arguments with teachers led to discussions about pedagogy, and he maintains that educators need to be focussed on actual learning, not proxies for learning. At the end of the episode, Tom, Emma, and Rob talk about the latest educational craze - instructional coaching - and what the research actually says about it, as well as where research about coaching is headed. Professor Rob Coe is Director of Research and Development at Evidence-Based Education and a Senior Associate at the Education Endowment Foundation. He was previously Professor of Education and Director of the Centre for Evaluation and Monitoring at Durham University, where he worked for 20 years doing research, evaluation, teaching and policy engagement. Rob was a co-author of the EEF's Teaching and Learning Toolkit, the Sutton Trust report ‘What makes great teaching?' and the ‘Developing Great Teaching' report for the Teacher Development Trust. Follow him on Twitter at @ProfCoe Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter @teacherhead Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She founded ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help retain teachers in post. Follow Emma on Twitter @emma_turner75. --- Send in a voice message: https://podcasters.spotify.com/pod/show/mindthegap-edu/message
In this episode, Brendan Lee speaks with Jessica Colleu Terradas the Senior Officer Teaching and Learning Literacy and Instructional Coach in Canberra and Goulburn Catholic Education. In 2022, she travelled to the USA, England and France where she met with leading experts to investigate effective literacy screening and instructional practices to support older struggling readers as part of her Churchill Fellowship. She details some of the findings from her report in this chat. She speaks about her amazing experience meeting people like Anita Archer and Stanislas Dehaene and goes through some case studies of schools that have implemented a Multi-Tiered System of Support framework effectively. Resources mentioned: Jessica Colleu Terradas Churchill Fellowship: To identify effective language and literacy screening and intervention practices for at-risk students Anita Archer Stanislas Dehaene - How We Learn 2 reports on better supporting students who enter secondary school with gaps in their foundational literacy and numeracy skills and guide about MTSS, published/funded by AERO in partnership with Monash Uni: https://www.edresearch.edu.au/resources/supporting-secondary-students-lacking-foundational-literacy-and-numeracy-skills-research-summaryEEF Diane and James Murphy's book ‘Thinking Reading: what every secondary teacher need to know about reading' https://www.amazon.com.au/Thinking-Reading-Every-Secondary-Teacher/dp/1911382683 Improving literacy in secondary schools, by the Education Endowment Foundation: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 The national Institute for Direct Instruction (official website): https://www.nifdi.org/ The Theory of Instruction: applications and strategies (1982 Ed.) by Engelmann & Carnine: https://www.researchgate.net/profile/Doug-Carnine/publication/303721842_Theory_of_Instruction_Principles_and_Applications/links/574f661a08aef199238ef8b6/Theory-of-Instruction-Principles-and-Applications.pdf (download a revised copy) . Order a copy: https://www.amazon.com.au/Theory-Instruction-Applications-Siegfried-Engelmann/dp/1880183803 Podcast: the Science of Reading platform with Susan Lambert https://amplify.com/science-of-reading-the-podcast/ You can connect with Jess: Twitter: @JessicaColleu LinkedIn: @jessicacolleu/ You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net
In this debut episode, Gary and India discuss three practical ways that SENDCOs can increase their whole school impact. These include: 1. Measuring impact and prioritising impactful tasks 2. Supporting the leadership of others 3. Developing effective SEND systems. About Gary AubinGary is the head of SEND for a Multi Academy Trust, and has worked as a SENDCO in both primary and secondary settings. He is also a content specialist for the Education Endowment Foundation and is the author of the Lone SENDCO and the SEND Matters Blog. Gary's consultancy work has also seen him work with Whole Education, the Church of England's Foundation for Educational Leadership and with the National Institute of Teaching.He is currently busy co-writing his second book with Jessica Kingsley Publishers, aimed at supporting parents of children with SEND.Links: Read the SEND Matters Blog here: Blog – SEND MattersOrder the Lone SENDCO here: The Lone SENDCO: Questions and answers for the busy SENDCO : Gary Aubin: Amazon.co.uk: BooksContact Gary: Email: SENDMattersUK@gmail.comTwitter: Gary Aubin (@SENDMattersUK) / TwitterLinkedIn: Gary Aubin | LinkedIn The SEND NetworkFor more information and resources, access the Podcast Discussion Room here: https://send-network.co.uk/rooms/the-send-network-podcast New to the network? Register here: SEND Network | An online community for SEND professionals (send-network.co.uk)
Children are needing more support than ever with their language skills. The Education Endowment Foundation reported a staggering 76% of primary schools said pupils starting school in September 2020 needed more support with communication than in previous years. Coupled with an increase in pupil anxiety, 95% of schools have seen an increase in pupil anxiety since the start of the school year. Anyone supporting young people will want to find ways to help them express their feelings. In this week's episode ‘How to help pupils understand and express how they feel', Sue White, Senior Educational Specialist, joins Dale to discuss: Why children have challenges expressing their emotions: vocabulary gaps, Covid impact, feeling overwhelmed. Recognising and expressing anxiety: Encouraging pupils to share how they feel when they are overwhelmed can be difficult. Instead, they could hold up an emotion fan or point to a visual to show how anxious they are without having to speak out loud. Coping strategies: Allowing students who feel anxious to show a card explaining what they need can be helpful, whether that is going to a safe quiet place or getting out their calm box with reassuring items like photos from home or a fidget toy. Listen to hear how you can use symbols to support your pupils to understand and express how they feel. About Sue White A qualified primary teacher, Sue's passion for building children's vocabulary came after teaching a child with specific learning difficulties. Sue could see that the child's behaviour in class was borne from a frustration of not being able to fully participate in lessons. Determined to help, Sue started a long journey of learning how to help children who process learning differently. She first became a SENCo and later specialised in a range of developmental disorders where lack of vocabulary development impacted on attainment. Sue discovered that symbols – visual representations of words – can help all children comprehend spoken and written text, communicate better, as well as build confidence, independence and vocabulary. She has been with Widgit since 2018 where she has advised hundreds of schools on how to use symbols to improve learning and support delayed language development. Contact Sue Website – www.widgit.com Email – Sue@widgit.com Twitter - @Widgit_Software Instagram – @widgitsoftware Facebook - @widgitsoftware26 Useful Links Sue recently co-authored a report: Walking the talk: A vocabulary recovery plan for primary schools. 30 day free trial of Widgit Symbols software to helps schools improve children's language and literacy skills https://www.widgit.com/language B Squared Website – www.bsquared.co.uk Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast Email Dale – dale@bsquared.co.uk Subscribe to the SENDcast - https://www.thesendcast.com/subscribe
Why is teaching still so exhausting after more than two and half years of concentrated attention on teacher wellbeing? Despite the strategies and well-intended efforts, many teachers report being more emotionally and physically tired than ever. Our guests identify the often overlooked reasons and discuss why they are excited about two promising solutions. Follow on Twitter: @ ClassTechTips @jmattmiller @Waldenkent @bamradionetwork @jonHarper70bd Benjamin White is a teacher, writer, and researcher currently working as Assistant Head at Maidstone Girls' Grammar School in Kent, England. He recently co-authored ‘The Next Big Thing in Education' with Professor Becky Allen and Matthew Evans. Ben has a particular interest in teaching practice and its relationship with shifting policies, fads and educational research. He has written research guides for Ambition Institute and led research projects for the Education Endowment Foundation, Ashford Teaching Alliance and the Department for Education. He also developed Compare and Learn (a comparative learning web-app). He holds a Masters in Education and professional studies and currently facilitates the National Professional Qualification in Leading Teacher Development. Dr. Monica Burns is the author of Tasks Before Apps: Designing Rigorous Learning in a Tech-Rich Classroom (ASCD). She is a curriculum and educational technology consultant, Apple Distinguished Educator, and founder of ClassTechTips.com. Matt Miller spent more than a decade in the classroom, creating unique learning experiences for my students through technology and creative teaching. He is the author of Ditch That Textbook on innovative teaching ideas and rethinking education. He is a Google-Certified Innovator. and one of the top 10 influencers in educational technology and elearning worldwide. Resources: Hornets, Slugs, Bees and Butterflies: not-to-do lists and the workload relief revolution The Next Big Thing in School Improvement How to Use ChatGPT: Time-Saving Secrets for Busy Teachers Teachers, Workload, and Wellbeing: Why is teaching exhausting and what can we do about it? Ditch That Textbook
Hello and welcome back to the Tes News Podcast.This week is an analysis special as Grainne Hallahan joins us to go through some of the big stories from our analysis desk this week.First we cover her interview with Sir Peter Lampl, the founder and chairman of the Sutton Trust and the Education Endowment Foundation. Then we explore how we can make assessment more inclusive through adaptive testing.And finally, we take a look at why Ofsted are cracking down on part-time timetables.Primary testing and SEND: the ghost pupils in our system10 questions with... Sir Peter LamplDon't reduce timetables to manage behaviour, schools told
Co-founder and CEO of the EdTech App Vibbl Nihad Ćehić talks about the vital role delayed feedback plays in the learning process, the challenges teachers often face in giving great feedback, and how technology like Vibbl can help.Find out more about the Vibbl App by visiting the website here. Follow Vibbl on Twitter @TryVibbl to stay up-to-date with the latest news.ReferencesEducation Endowment Foundation (2023) Teaching and Learning Toolkit: An accessible summary of education evidence. Available here. Accessed on 8 Jan 2023 Education Endowment Foundation (2016) A Marked Improvement? A review of the evidence on written marking. Available here. Accessed on 8 Jan 2023 Education Scotland (2016) Dylan Wiliam: Feedback on learning. Available here. Accessed on 8 Jan 2023Department for Education (2017) Teacher Workload Survey 2016. Research Report, February 2017. Available here. Accessed on 8 Jan 2023Would you like to get involved and support TESOL Pop?Ask a question or pitch an idea.Sponsor our coffee break.Say hello on Instagram.
Becky Francis has dedicated her life to improving education. She is the chief executive of the Education Endowment Foundation, an independent charity that supports schools, nurseries, and colleges to improve teaching and learning. Before that, she was Director of the UCL Institute of Education at University College London. If anyone knows how the school system in the UK is doing, it's Becky Francis and she joins Will Hutton in conversation for our penultimate episode of this season. The We Society podcast on ideas that shape the world we live in. From countering social inequality to rebooting public services, host Will Hutton and his guests encourage you to think critically and collectively, as part of The We Society. This podcast is brought to you by the Academy of Social Sciences. Tell us who we should be speaking to, or what questions we should be asking by emailing wesociety@acss.org.uk
For this episode, special guest Amarbeer Singh Gill joins hosts Tom Sherrington and Emma Turner to discuss Singh's new book and the newest book in the ‘In Action' series for JohnCatt Educational, Dunlosky's Strengthening the Student Toolbox in Action. Visit edCircuit.com to watch this episode. The conversation begins by exploring Dunlosky's theories of learning and their applicability to the foundations of learning. Although education theory can be weighted and often quite academic, Singh focuses on the practical perspective of Dunlosky's theory, contextualizing the work with effective strategies and a well-rounded framework for teachers. Amarbeer Singh Gill is a lead practitioner of secondary maths and a teacher educator. Amarbeer has written blogs for the Education Endowment Foundation's research schools and worked with teachers and school leaders to help think about how to make even more teachers evidence-informed, always with the goal to keep getting better outcomes for the students they work with. His book, Dunlosky's Strengthening the Student Toolbox in Action, was published with JohnCatt Educational this year. Follow Amarbeer @InspiredLearn_ Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specializing in teacher development and curriculum & assessment planning. His books include Teaching WalkThrus, Rosenshine's Principles in Action, and The Learning Rainforest Fieldbook. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter @teacherhead Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She is the founder of ‘NewEd – Joyful CPD for early-career teachers', a not-for-profit approach to CPD to encourage positivity amongst the profession and help to retain teachers in post. Turner is the author of Be More Toddler: A Leadership Education From Our Little Learners, Let's Talk About Flex: Flipping the flexible working narrative for education, and Simplicitus: The Interconnected Primary Curriculum & Effective Subject Leadership Follow Emma on Twitter @emma_turner75 --- Send in a voice message: https://anchor.fm/mindthegap-edu/message
Join Femi and Matt as they share their thoughts and experiences of running professional development for teachers in their departments. Mentioned in this episode is the EEF - the Education Endowment Foundation and if you are not familiar with their work, we highly recommend spending some time on their website, and in relation to this episode, reading their guidance report on 'Effective Professional Development'.
One in four children are persistently absent from school and new government guidance means attendance is a priority this term. In this episode, we discuss why students struggle to attend school, the barriers they face, and effective approaches/strategies to help raise attendance. We seek tips from children's commissioner Dame Rachel de Souza and the Education Endowment Foundation, discussing the findings and recommendations from two school attendance research reviews. We ask what secondary schools can do to support students who struggle to attend, including how to engage with families, with a range of practical ideas for short-term and long-term interventions.
Robbie Coleman, former Head of Policy at the Education Endowment Foundation and lead author on their Teaching and Learning Toolkit, has created Proxima, a new organisation applying the latest evidence and innovative technology to create powerful new ways of training teachers. In this episode of the Oxfordshire Teacher Training Podcast, Robbie and Matthew Coatsworth discuss Intensive Practice - a significant component of the forthcoming ITT requirements - and how this can be achieved. They introduce an exciting new collaboration between Proxima and Oxfordshire Teacher Training that may be of significant interest to all ITT providers.This is the first of (at least!) two episodes - we look forward to sharing the results of our research in early 2023.Find out about Proxima by contacting hello@proxima.educationOxfordshire Teacher Training twitter websiteGovernment's ITT Market Review reportGovernment response to the ITT Market Review report
[By the way, the cover image is of the proportion of children in different countries who have a growth mindset (darker red is more). The data was taken from PISA 2019 and I constructed the image using Python. Grey countries are those for which I didn't have data.] I was initially a huge supporter and admirer of Carol Dweck's work on fixed vs. growth mindset. The very first episode of the podcast was about her book, and I mentioned it many times afterwards, talking about how amazing it was. Then a couple of years ago I lost confidence. Angry about being misled by advocates of constructivist, project-based, or discovery learning, and pessimistic about psychology as a whole with my recent discovery of the degree to which studies would have completely different results depending on cultural sample, I heard that Dweck's work was having trouble replicating. In episode 100, I spoke about my concerns with mindset, which was particularly bitter since I'd once been such a strong advocate of it. It just seemed like the entire field of psychology was collapsing around me and there was nobody I could trust. Since then, a listener of the podcast asked me to elaborate on my position regarding mindset. Why had I changed my view? What do I currently think? I decided to take a deeper look at what had been happening in the mindset scene, and this episode is the product. Enjoy the episode. *** RELATED EPISODES 1. Mindset by Carol Dweck 68. The Upside of Stress by Kelly McGonigal (about stress mindsets) REFERENCES Mentioned in this episode (in order of appearance): Does mindset affect children's ability, school achievement, or response to challenge? Three failures to replicate by Li & Bates (2018) Failure to Replicate: Testing a Growth Mindset Intervention for College Student Success by Brez et al. (2020) Changing Mindsets: Effectiveness trial Evaluation Report from the Education Endowment Foundation (2019) To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses by Sisk et al. (2018) THE ONE VARIABLE THAT MAKES GROWTH MINDSET INTERVENTIONS WORK by Russell T. Warne (2020) Schools are buying "growth mindset" interventions despite scant evidence that they work well by Brooke Macnamara (2018) What Can Be Learned From Growth Mindset Controversies? by Yeager & Dweck (2020) SUPPORT If you would like to join the Education Bookcast community and support this podcast, visit https://www.buymeacoffee.com/edubookcast.
Do schools deserve an extra £15billion? Laura thinks that other people deserve it more and for once, Ndidi pretty much agrees! This weeks guests are Former head of the Education Endowment Foundation and former Covid Education Recovery Commissioner, Kevan Collins and senior adviser to Ark schools and a senior fellow at the Institute for Government, Sam Freedman. The group discuss what other services could benefit from the money, how schools could spend the money and the urgency of protecting children's futures. Like educational podcasts? You're bound to learn something new on every episode of #AreYouConvinced. This episode was recorded in September 2021
Hello and welcome back to the tes news podcast - I'm tes podcast producer Joshua Morris We're currently on Easter break, and will be returning the week after next, to catch you back up on the latest education news and analysis. So, while our news team are taking a well-deserved break from their podcast duties this week, we have a special edition for you featuring a unique new webinar format. As I mentioned last week, as part of the new Tes Magazine Insights series, editor Jon Severs was joined by some top education experts to discuss the impact of Covid and the Schools White Paper. The panel featured: Rebecca Boomer Clarke, CEO of the Academies Enterprise Trust, Cathie Paine, CEO of Reach2 academy trust, Becky Francis, CEO of the Education Endowment Foundation and Caroline Wright, director general of the British Education Suppliers Association. You can watch that webinar for free and download a free report outlining the major education trends and stories from the past three months at https://www.tes.com/for-schools/education-insights (https://www.tes.com/for-schools/education-insights) This digital report provides an overview of the key challenges currently facing schools, leaders and teachers every day. It's essential reading if you want to stay up to date on everything going on in the sector and you can get a head start on that now by listening to the following panel discussion with Jon Severs.
Joining us today we have the authors of a new paper reporting the effect of a text message intervention on burnout in trainee anaesthetists. First we have Emily Larson who is a Senior Advisor at The Behavioural Insights Team. Emily has worked on reducing burnout and increasing wellbeing with physicians, educators and children. We also have Dr Alix Brazier who is also a Senior Advisor at The Behavioural Insights Team and currently leads BIT's work applying behavioural insights to improve healthcare. Alix is also a PhD student at Imperial College, London, who also supported this research. Finally, we have Dr Yihan Xu who is a research advisor at The Behavioural Insights Team and she designs and runs rapid online or field trials to inform and improve the delivery of government services in public health and education, for clients like the Department of Health and Social Care, the NHS, the Education Endowment Foundation, and the Ministry of Defence.
This week I am joined by Alex Quigley. Alex is a former English teacher and school leader, of over 15 years standing, who now works for the Education Endowment Foundation, supporting teachers to access research evidence. He can be found on twitter @AlexJQuigley and blogs at www.theconfidentteacher.com He is the author of ‘The Confident Teacher', ‘Closing the Vocabulary Gap' and ‘Closing the Reading Gap'. In this episode Alex & I explore the vital importance of reading in our schools and Alex clearly articulates why it should be the number one school improvement priority. In this episode we discuss the following and so much more: The history of reading and writing systems and why they are important for us to know about. What the science of reading tells us on how we should teach reading. How teachers can develop reading comprehension in their classrooms. Academic and disciplinary reading and how they are different within each subject discipline. Discussing the topic of reading with Alex has served to sharpen my own thinking and I came away with so many notes to unpick. Get involved and share widely. Keep the conversation going using #becomingeducated and tagging me @dnleslie If you have time I would love for you to review Becoming Educated and share what you love about the podcast. You can support the podcast by buying me a coffee here: https://www.buymeacoffee.com/dnleslie This episode is sponsored by UpLearn: Up Learn is an online, curriculum-learning resource for A Levels that helps teachers improve educational outcomes amongst students, whilst reducing their own workloads. Developed by an experienced team of educators, Up Learn courses contain high-quality videos, quizzes and exam preparation material. Teachers direct students to certain sections of Up Learn as homework, facilitating flipped learning, consolidation of classroom material and independent learning. 97% of students who complete an Up Learn course achieve A*/A, with many starting from D's and U's. What could yours achieve? Find out by booking a demo today at uplearn.co.uk, and be sure to quote Becoming Educated for a 10% discount.
A step-by-step guide on how to get simple, powerful cooperative learning up and running in your setting – both as classroom practice and as a wider approach to empower the entire school community. The Education Endowment Foundation's Teaching and Learning Toolkit describes collaborative learning as an approach which ‘involves pupils working together on activities or learning tasks', and in such a way that enables ‘everyone to participate on a collective task that has been clearly assigned'. In the context of this book, cooperative learning relates to a number of such activities – from simple memorising to more complex analysis and debating – which are designed to boost learners' interdependence, participation and interaction. Drawing upon both research-informed theory and real-world examples, Jakob Werdelin and Drew Howard present both an insightful introduction to cooperative learning as a practice and philosophy and a practical guide to classroom application. The authors share their expertise on how to amplify the effect of current pedagogical approaches and schemes of work, simplify performance management as an empowering tool for teachers and leaders, and create an inclusive environment in which every pupil is able to fulfil their learning potential. Jakob and Drew also discuss how cooperative learning relates to a range of other aspects of teaching, including assessment, metacognition and Rosenshine's Principles. Naylor's Natter- The Book Pre-order now: https://www.amazon.co.uk/Naylors-Natter-collective-teachers-education/dp/1472992466/ref=sr_1_1?crid=3ULPI325T5EYC&keywords=naylors+natter&qid=1640801405&s=books&sprefix=naylors+natter%2Cstripbooks%2C153&sr=1-1 Inspired by interviews from the popular education podcast of the same name, Naylor's Natter brings together a wealth of advice from the most influential voices in education today. In this exciting, one-of-a-kind book, Phil Naylor revisits the very best interviews from three years of education podcasting, drawing on the advice and opinions from some of the world's most innovative educators, including Doug Lemov, E. D. Hirsch, Daisy Christodoulou, Pritesh Raichura and Mary Myatt. Divided into six key areas – behaviour, assessment, school leadership, curriculum, pedagogy and continuing professional development (CPD) – this book is perfect for primary and secondary NQTs, teachers and school leaders looking for new takes on hot topics, as well as tips and strategies to improve their practice. There are QR codes throughout linking to the episodes discussed, so you can listen to the interviews and explore the topics in even more detail. Full of valuable insights into the current state of education, and what the road ahead may look like, this is an indispensable tool for starting conversations and transforming the way you teach.
‘MarvellousMe is a game-changer for parent engagement.' MarvellousMe engages parents by telling them about their children's learning and success. It enriches family conversations about school and makes it easy for parents to help their children's education and say: ‘Well done!' Delivering a positive teacher-parent partnership, MarvellousMe makes it easy for schools to implement the best practice prescribed by experts like the Education Endowment Foundation. To build and sustain excellent parent engagement and positive behaviour school-wide. Designed by a once disengaged dad, MarvellousMe is different from messaging systems, social media and solo teacher apps. It involves and equips parents with personal, positive and progress-led news, and gives leaders the ability to focus parent engagement on essential topics and school values, analytics to ensure whole school consistency and peace-of-mind that data is managed centrally, securely and in the UK under the GDPR. Inspire, involve and empower parents. https://marvellousme.com/ (www.marvellousme.com) Social Media Information @MarvellousMeApp This conversation was previously recorded for the https://www.educationonfire.com/ (Education on Fire Podcast) of which NAPE is a sponsor.
On the 30th episode of Mind the Gap, Tom and Emma speak with educator, blogger, and author Alex Quigley. The conversation begins with a reflection on the way Tom and Alex met one another many years ago, as they were both beginning to blog and find that readers were interested in their work. Alex talks about his introduction to blogging, social media, and eventually his book writing process. Tom, Emma, and Alex also discuss some of the topics Alex speaks and writes about, including intentionality in one's teaching practice; how educators determine instructional priorities across grade levels; goals for teaching reading and writing; and more. Subscribe to Mind the Gap with Tom & Emma on YouTube to view all video episodes: https://www.youtube.com/c/MindtheGapwithTomEmma Mind the Gap is presented by John Catt Educational, a leading independent publisher that has supported teachers and school leaders with research-based, easy-to-use professional development publications since 1959. Learn more about books from Tom, Emma, and many other world-class authors at us.johncattbookshop.com (US) or johncattbookshop.com (International). About the participants: Alex Quigley is a former English teacher and school leader, of over 15 years' standing, who now works for the Education Endowment Foundation, supporting teachers to access research evidence. He blogs at www.theconfidentteacher.com his books include Closing the Reading Gap, Closing the Vocabulary Gap, and The Confident Teacher. Follow him on Twitter @AlexJQuigley Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specializing in teacher development and curriculum & assessment planning. His books include Teaching WalkThrus, Rosenshine's Principles in Action and The Learning Rainforest Fieldbook. Follow Tom on Twitter @teacherhead Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. Turner is author of Be More Toddler: A Leadership Education From Our Little Learners and Let's Talk About Flex: Flipping the flexible working narrative for education. Follow Emma on Twitter @emma_turner75 --- Send in a voice message: https://anchor.fm/mindthegap-edu/message
While the use of Randomised Controlled Trials (RCTs) in government has historically been low, over the last 10 years, the Behavioural Insights Team has aimed to popularise the use of the RCTs and support the work of the organisations like the Cochrane and Campbell Collaboration to get evidence into policy. During this time, a passionate debate has raged between the proponents of RCTs and also those who have argued that RCTs may even be overused or that they are not driven by theory enough. However, this debate has not stopped action organisations like the Education Endowment Foundation supercharging the number of RCTs being funded, or organisations like Administrative Data Research UK or the UK Ministry of Justice's Data Lab service finding new ways to support governments to be more effective. In this podcast, Alex Gyani in Sydney and Alex Sutherland in London discuss what being a fully evidenced based government means and how we can get there. We'll start by discussing what it means to be evidence based, then highlight how BIT has been able to run trials at scale and how ‘nudge' trials compare to those run in academia. Finally, we look to the future and the promise of machine learning and how AI might be able to help human decision making. If you would like to know more you can download Test, Learn, Adapt here and can also read our report on data science and behavioural insights here. If you would like to know more about the history of whey, you can go here. Credits: Editing by Evan Sycamnias at Pixelife Studio Production by Alex Gyani Musical credits: Intro: Next to you by Jessie Villa Outro: Cassette Deck by Basketcase
Global crises cause big changes and reveal deep structural weaknesses. In this special interview series from the RSA its chief executive, Matthew Taylor, puts a range of practitioners on the spot - from scholars to business leaders, politicians to journalists - by asking for one big idea to help build effective bridges to our new future.Sir Kevan Collins, who is the former head of the Education Endowment Foundation, has been appointed the 'COVID-19 Catch-up Tsar' by Prime Minister Boris Johnson. A Tempo & Talker production for the RSA. In this time of global change, strong communities and initiatives that bring people together are more invaluable than ever before. The RSA Fellowship is a global network of problem solvers. We invite you to join our community today to stay connected, inspired and motivated in the months ahead. You can learn more about the Fellowship or start an application by clicking here.
Dr Lee Elliot Major and Children’s University CEO, Helen O’Donnell, got together for an exclusive conversation. Lee Elliott Major is the country’s first ever professor of social mobility. He has written extensively about social mobility, including a book for teachers on improving outcomes for disadvantaged pupils. He was a Founding Trustee of the Education Endowment Foundation and formerly Chief Executive of the Sutton Trust. Lee and Helen got together to discuss Lee’s life and work, and issues around social mobility and education.The episode’s guests can all be found on Twitter: @helenodonnell6 @Lem_Exeter To find out more about Children’s University, visit www.childrensuniversity.co.uk Children's University: Live! is a hosted and produced by Vic Elizabeth Turnbull and is a MIC Media production
Education On Fire - Sharing creative and inspiring learning in our schools
Inspire, involve and empower parents. ‘MarvellousMe is a game-changer for parent engagement.’ MarvellousMe engages parents by telling them about their children’s learning and success. It enriches family conversations about school and makes it easy for parents to help their children’s education and say: ‘Well done!’ Delivering a positive teacher-parent partnership, MarvellousMe makes it easy for schools to implement the best practice prescribed by experts like the Education Endowment Foundation. To build and sustain excellent parent engagement and positive behaviour school-wide. Designed by a once disengaged dad, MarvellousMe is different from messaging systems, social media and solo teacher apps. It involves and equips parents with personal, positive and progress-led news, and gives leaders the ability to focus parent engagement on essential topics and school values, analytics to ensure whole school consistency and peace-of-mind that data is managed centrally, securely and in the UK under the GDPR. https://marvellousme.com/ (www.marvellousme.com) Social Media Information @MarvellousMeApp Resources Mentioned https://ttrockstars.com/ (https://ttrockstars.com/) If you would like to support the Education on Fire GoFundMe campaign to create a valuable resource for our children based on the wisdom of our inspiring guests please click below. https://uk.gofundme.com/f/education-on-fire-book-fundraiser (https://uk.gofundme.com/f/education-on-fire-book-fundraiser) Show Sponsor The National Association for Primary Education has an online conference on 8th March 2021 entitled: https://nape.org.uk/conference (TOWARDS A BALANCED AND BROADLY-BASED CURRICULUM) Virtual Conference – Monday 8th March 2021, 4.15pm-6.45pmThe Conference, embracing a theme which has always been central to debate about children’s entitlements, has been highlighted by OfSTED as critical in curriculum development and its central importance has been further accentuated by the pressures under which primary schools are working in the post-lockdown phase as they prioritise what is perceived as essential in educational recovery. The impact of the coronavirus pandemic on children’s education may be perceived as a justification for narrowing the curriculum at the expense of the arts and the humanities, but this conference will explore the case for preserving young children’s entitlement to as rich and diverse a curriculum as possible. Dr. Eaude’s keynote lecture will set the scene, highlighting some key issues and considering some lessons to be learnt from the period of lockdown. The subsequent presentations will focus on classroom practice, providing a spotlight on innovations which have been implemented in school and offering guidance for the future. All are most welcome at this event, including teachers, teacher assistants, governors and students and it’s our hope that the conference will play its part in bringing together a range of stakeholders in primary education, all with a commitment to enhancing children’s entitlement to a balanced and broadly-based curriculum. To book or find out more https://nape.org.uk/conference (https://nape.org.uk/conference) Support this podcast
By the time the pandemic is over, most children across the UK will have missed over half a year of normal, in-person schooling. That’s likely to be more than 5% of their entire time in school.What are the effects of this lost learning? How is it impacting students and teachers? What can policymakers do to make up for lost learning?Here to discuss are Luke Sibieta, IFS Research Fellow, and Becky Francis, CEO of the Education Endowment Foundation, an independent charity which seeks to improve the educational attainment of the poorest pupils in English schools.Support the IFS: https://www.ifs.org.uk/about/membership/individual See acast.com/privacy for privacy and opt-out information.
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.
Simon Cox is the Director of Blackpool Research School and in this episode will be discussing the best evidence on supporting students to learn remotely Blackpool Research School at St Mary’s Catholic Academy is an exciting development and part of the evidence-based journey that St Mary’s Catholic Academy has been on. We have supported schools at the forefront of making evidence-based practice the norm and Research School status is the natural next step for us. As the Research School for the Blackpool Opportunity Area, our aim is to develop an evidence-based profession, empowering teachers to use accessible tools based on research evidence to improve outcomes for all pupils. Our core purpose is to: Share and disseminate the very best of evidence-based practice to schools and teachers across Blackpool. Provide evidence-based training. Host conferences and events Support schools and work with Teaching Schools in the region Develop interventions and practices that help improve the life chances of pupils. The EEF's rapid evidence assessment examines the existing research (from 60 systematic reviews and meta-analyses) for approaches that schools could use, or are already using, to support the learning of pupils while schools are closed due to Covid-19. When implementing strategies to support pupils’ remote learning, or supporting parents to do this, key things to consider include: Teaching quality is more important than how lessons are delivered Ensuring access to technology is key, especially for disadvantaged pupils Peer interactions can provide motivation and improve learning outcomes Supporting pupils to work independently can improve learning outcomes Different approaches to remote learning suit different types of content and pupils This research was funded by The EdTech Hub – as part of the partnership between the EdTech Hub and the Education Endowment Foundation. It has been published as a global public good – to support the global response to the education impacts of COVID-19. The EdTech Hub is a Global Initiative led by the Department for International Development (DFID), The World Bank and The Gates Foundation.
This week Fin and Jane are joined by Professor Rob Coe, Director of Research and Development at Evidence Based Education and Senior Associate at the Education Endowment Foundation. They discuss assessment - its purpose, its potential, its importance and what good assessment looks like. Evidence in Education: https://evidencebased.education Let Evidence Based Education know Wales is serious about assessment and help us make the case for Wales specific resources too, by booking on to their courses. To book Assessment Essentials, visit: https://evidencebased.education/product/assessment-essentials/?ref=4 To book Assessment Lead Programme, visit: https://evidencebased.education/product/assessment-lead-programme/?ref=4 Hosts: Finola Wilson and Jane Miller Producer: Darren Evans Visit us at: www.impact.wales Music: Power Shutoff by Craig MacArthur
In this episode of Texthelp Talks, Fiona Thomas, Louis Shanafelt and Patrick McGrath got together to chat about their favourite topic - maths! In particular they explored the recent guidance report that's been released by the UK's Education Endowment Foundation, looking at how we can improve maths in upper primary and lower secondary through the lens of digital tools.
In this episode, Dr Caroline Creaby, Director of Sandringham Research School, interviews Dr Niki Kaiser, science teacher, Research Lead and Science Content Specialist at the Education Endowment Foundation. In their discussion, they cover a whole host of important areas including the value of research evidence for teachers and the work of the grassroots #cogscisci teacher group. Niki also offers helpful suggestions to teachers about how to support students in the classroom when they return to school.
This week we're joined by Sir Kevan Collins, one of global education’s leading lights and the former CEO of the Education Endowment Foundation in the UK. We look at how education will look and feel after lockdown, and ways in which the current pressures can lead to positive long-term change. See acast.com/privacy for privacy and opt-out information.
Pod Trawlers - we trawl through podcasts so you don't have to
Here are our podcast recommendations for the weekend and for Week 4 of the Lock Down: We begin with Vic’s first choice: Crimetown – Season 2Crimetown explores crime and corruption in the heart of the Rust Belt: Detroit, Michigan. Expect stories of police shootings, the drug trade, and political scandal from a city divided by race. https://www.crimetownshow.com/episodes-2then my first choice, one of our regular favourites:The Daily Podcast: Tom Hanks Mr Nice GuyA really great feel good story by a journalist, about what happened when she met Tom Hanks.https://www.nytimes.com/2020/03/15/podcasts/the-daily/tom-hanks-coronavirus.htmlthen moving on to Vic’s second choice, which is:Radiolab WNYC - Dispatch No. 3 - Shared Immunity https://www.wnycstudios.org/podcasts/radiolab/articles/dispatch-3-shared-immunityand my second choice which is: Reasons to be Cheerful with Ed Miliband and Geoff Lloyd - Episode 132 Which offers advice about the best way one might steer children through difficult times.Podcasters Ed and Geoff ask educational psychologist Dan O’Hare how to talk to children about Coronavirus and look out for their wellbeing. And they also chat to Headteacher Jayne Kennedy about the work schools are doing for pupils and their families. Then Becky Francis from the Education Endowment Foundation explains how people can minimise the impact on educational inequality.https://www.cheerfulpodcast.com/rtbc-episodes/looking-out-for-our-kidsAnd to finish, we turn to The Dubliners to see us out with their tune (from the 80's) called "Protect and Survive". You will have to listen to the podcast to find out what that's all about!Have a lovely weekend, and Keep Safe!Cheerio,Vic and Veronika#crimetown#podtrawlers#bestpodcasts#pandemicpodcasts#detroit#gladitsnotthe1970s#kwamekilpatrick#segregation#thedailypodcast#tomhanksmrniceguy#tomhanks#radiolab#sharedimmunity#plasma#coronavirusimmunity#reasonstobecheerful#edmiliband#geofflloyd#protectandsurvive#thedubliners
Hello! This week we're discussing how to support children and young people during the current crisis. We ask educational psychologist Dan O’Hare how to talk to children about Coronavirus and look out for their wellbeing. Headteacher Jayne Kennedy tells us about the amazing work schools are doing for pupils and their families. Then Becky Francis from the Education Endowment Foundation explains how we can minimise the impact on educational inequality.ANDAlex Smith and Amy Harvey from the Cares Family on how they’re continuing to tackle social isolation in these tough times. See acast.com/privacy for privacy and opt-out information.
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.
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!
Today we're joined by primary specialist Sian Davies-Barnes to consider a recent report by the Education Endowment Foundation entitled Improving Behaviour in Schools. We love the EEF because they crunch a lot of research, make it clear and accessible and give us several points of entry depending on how busy we are! This episode is particularly aimed at our student teachers who are just starting their first placements as it goes out, but is equally useful for early career teachers, or anyone looking to distil the wide range of information around behaviour into something manageable. Check out the EEF's report at https://educationendowmentfoundation.org.uk/tools/guidance-reports/improving-behaviour-in-schools/ or follow them on Twitter at @EducEndowFoundn Thanks to Sian for dropping by our studio. Don't forget to tune in next time, when we have an interview with a very special guest indeed...!
On this episode of the Mr Barton Maths Podcast, I spoke to Alex Quigley. Alex is a former English teacher and now Senior Associate at the Education Endowment Foundation. He is also the author of oneContinue reading The post Alex Quigley: Closing the vocabulary gap appeared first on Mr Barton Maths Blog. No related posts.
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!
In this episode of the Trialled and Tested podcast, 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!
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
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!
Why should schools be interested in the arts, and how should we be looking to understand their impact? With Global Teacher Prize winner Andria Zafirakou. The RSA, together with the Education Endowment Foundation, is currently investigating the difference made by cultural learning to pupils’ academic achievement and character development. But what else do the arts offer schools and their students? How can we get better at understanding those benefits and ensure that evidence of what works makes its way into wider practice? This event was recorded live at The RSA on Thursday 24th May 2018. Discover more about this event here: https://www.thersa.org/events/2018/05/strong-arts-strong-schools
Marc Rowland talks to James Richardson from the Education Endowment Foundation about how the EEF is helping to create an evidence-informed education system in England.
In this first podcast of the new school year we discuss effective literacy teaching, and find out what the evidence really tells us about this crucial topic. We also have a funding update following the Secretary of State's announcement of additional money for schools earlier this summer. Earlier this year the Education Endowment Foundation released two reports highlighting a range of practical, evidenced-based recommendations for the teaching of literacy in primary schools. NAHT Edge Edge director James Bowen spoke with Sir Kevan Collins and Tom Martell from the EEF and Rosendale Primary School Headteacher, Kate Atkins to find out more about the key messages form the reports.
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!
Matthew van Poortvliet, Grants Manager, Education Endowment Foundation, gives a talk for the Department of Education public seminar on 21st November 2016. The Education Endowment Foundation (EEF) was established in 2011 and has so far committed over £75 million to education research projects involving over 7,000 schools. It is perhaps best known for the Teaching and Learning Toolkit, a synthesis of research used by two thirds of schools in England, and for the use of RCTs in education. As EEF passes its 5th anniversary, and the publication of over 60 trial evaluations, this presentation will discuss findings from that research and lessons learnt to date. It will first highlight emerging areas of promise and some examples of projects that have been more and less effective. It will then discuss the challenges of translating these findings into practice, and how approaches can be taken to scale. Finally, it will look at priorities for EEF’s work in the future, including the challenges of conducting trials in new areas.
Sir Kevan Collins, Education Endowment Foundation, gives a talk for the Department of Education Public Seminar Series on 23rd Novemner 2015. This seminar will consider the emerging influence of ‘disciplined innovation’ and the rise of randomized controlled trials in education. The Education Endowment Foundation (EEF) is supporting over 100 research studies involving 1:4 schools in England and over 700,000 pupils. Kevan will introduce the work of the EEF and share some of the emerging findings. He will position this work against the current context of the English education system and suggest that better access to high quality evidence will build capacity for development and support schools to improve outcomes for all pupils. Reflecting on the first four years of the EEF, Kevan will set out the challenges for the next phase of its work focusing on the ambition to address social and emotional skills, learning and development in the early years and the wider use and adoption of evidence to inform practice.
In today’s What Next? podcast, Chief Executive of the Education Endowment Foundation, Kevan Collins asks ‘What next for Tower Hamlets?’ Click play below to listen to Kevan’s thoughts (or if you’re viewing this on email, head over to the blog to hear the podcast): We’ll be releasing podcasts each day throughout the Summer Festival available here, our website and on iTunes from 8.30am. The next podcast is…
Sir Peter Lampi, founder and chairman of the Sutton Trust (which aims to improve social mobility through education) and founder of the Education Endowment Foundation. Outlining the impetus for these organisations, their key research findings, major projects and future direction, as well as thoughts on improving social mobility in the UK.
Sir Peter Lampi, founder and chairman of the Sutton Trust (which aims to improve social mobility through education) and founder of the Education Endowment Foundation. Outlining the impetus for these organisations, their key research findings, major projects and future direction, as well as thoughts on improving social mobility in the UK.
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