Podcasts about education ioe

Date of Lecture: 30 May 2024 About the Lecture: How to teach children to read is an emotive topic because being literate has such an important influence on children's life chances. The subject has become so emotive that the debates have been called ‘The Reading Wars'. This lecture builds on the landmark study about education policies in England that ignited debate internationally. A new theory of teaching reading and writing based on the metaphor of DNA is unveiled. This theory is linked with a robust analysis of the ‘gold standard' of research, then illuminated with examples of ground-breaking new practices for teachers. Such research should be reflected in education policies, it is argued, so that more children will succeed in their education and hence lives. About the speakers: Dominic Wyse FAcSS FRSA is Professor of Early Childhood and Primary Education at the Institute of Education (IOE), University College London (UCL). He is Founding Director of the Helen Hamlyn Centre for Pedagogy (0-11 Years) (HHCP), a research centre devoted to improving young children's education. Dominic was President of the British Educational Research Association (BERA) from 2019 to 2022. Charlotte Hacking is Director, Learning and Programmes at the Centre for Literacy in Primary Education (CLPE).

Dylan Wiliam, PhD, is one of the world's foremost education authorities. With partners Paul Black and Siobhan Leahy, Dylan has developed and helped to successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Canada, Singapore, Sweden, Australia, and the United Kingdom. Wiliam is Professor Emeritus of educational assessment at UCL Institute of Education (IOE), London, UK and Executive Director of the Learning Sciences International Dylan Wiliam Center. After a first degree in mathematics and physics, Wiliam taught in urban public schools for seven years, during which time he earned further degrees in mathematics and mathematics education. He has served as dean and head of the School of Education at King's College London, senior research director at the Educational Testing Service in Princeton, NJ and Deputy Director of the Institute of Education, University of London. Since 2010, he has devoted most of his time to research and teaching. Wiliam's most recent publication, Creating the Schools Our Children Need: Why What We're Doing Now Won't Help Much (And What We Can Do Instead), analyses the approaches that American schools have taken in order to improve student achievement, and shows why they are unlikely to succeed, while at the same time, providing clear advice about the steps that schools need to take to raise student achievement and close achievement gaps. His other works focus on the profound impact strategic formative assessment has on student learning. He is co-author of Inside the Black Box, as well as Embedding Formative Assessment, the Embedding Formative Assessment Professional Development Pack, and Leadership for Teacher Learning. Social Links Twitter: @dylanwiliam LinkedIn: @dylanwiliam

Girls' access to education was already precarious in many parts of the world prior to COVID-19: around 130 million girls of school age were not in class. Many factors contributed to this picture, from cultural attitudes that don't prioritise the education of girls, to the threat of gender-based violence in schools. The Sustainable Development Goal (SDG) target to eliminate gender disparities in education by 2030 encapsulates the international aim to turn this picture around. We gathered IOE and invited experts to discuss how the pandemic has impacted efforts to improve girls' access to education, and establish what action is needed now. Full event information: https://www.ucl.ac.uk/ioe/events/2021/feb/virtual-event-what-if-we-wanted-overcome-covid-19s-impact-girls-access-education

In this podcast, Dr. Praveetha Patalay, Associate Professor for Institute of Education (IOE) at University College London, discusses data sets, the difference between mental health and mental health well-being and school-based interventions. Praveetha also talks about her recent JCPP paper on ‘Prescribing measures: unintended negative consequences of mandating standardized mental health measurement’.

Welcome to the very first episode of Research for the Real World, a podcast series from the UCL Institute of Education (IOE). We thought that we’d start the series by painting a bit of a picture of what research looks like here at the IOE, and there’s no one better to help give us a sense of what’s going on than Alison Fuller, Professor of Vocational Education and Work and the IOE Pro-Director of Research and Development. Rob and Alison discuss the kind of role IOE research has played over the years, and what’s in store for us in the future, particularly as we try to quickly understand and navigate the challenges presented by the coronavirus pandemic. You’ll also get to hear stories about Alison’s fascinating personal journey; from leaving school to travel across Europe, returning to the United Kingdom and picking up where she left off, and how those experiences shaped her passion for research into apprenticeships, vocational education and lifelong learning. Full show notes: https://www.ucl.ac.uk/ioe/news/2020/apr/future-education-and-social-science-research-rftrw-s01e01 Research for the Real World: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts/research-real-world More IOE podcasts: https://www.ucl.ac.uk/ioe/about-ioe/ioe-life/digital-and-social-media/podcasts

Ugochukwu Chukwujiaka sat down with Modupe (Mo) Adefeso-Olateju, the Managing Director of The Education Partnership Centre (TEP Centre) and a policy expert specializing in public-private partnerships in education. They discussed the open letter which Dr Mo sent to her son’s school as a response to the school’s announcement of starting online classes for the new terms. In the letter, Dr Mo proffers four recommendations to consider as the school transition to online learning due to the lockdown in Nigeria. Dr Mo leads the implementation of LEARNigeria; Nigeria’s citizen-led household assessment and advocacy programme which is assessing the foundational literacy and numeracy competencies of 5 - 15-year-olds in Nigeria and supporting the implementation of remedial programmes for communities. She was a member of the technical team assembled by the Honourable Minister of Education (Nigeria) and wrote a section of the Federal Ministry of Education’s Strategic Plan for Education (2011-2015). As a Centenary Scholar (Africa), she received a PhD in Education and International Development from the Institute of Education (IOE), the University of London where her research probed the effectiveness of public and private schools in Nigeria and proposed a framework for public-private partnership (PPP) in the education sector. Link to the survey - http://bit.ly/edinnovationsurvey

Transforming lives through teaching: a fireside chat with teachers. What was their first classroom experience like? How can teachers help shape society? The best piece of advice they've ever received? What makes a successful teacher? UCL Institute of Education (IOE) alumni share their experiences and their lives as teachers. Recorded at the IOE Teacher Training Open Evening, 16 October 2019. Chair: Piers Saunders, Head of Initial Teacher Education (ITE); Panel: Nazira Begum, Assistant Headteacher, Seven Kings School; David Crozier, Director of Music, East London Arts & Music; Dan Grossman, Assistant Head: Director of Science, Technology and Engineering at Channing School; Stéphanie Hess, French and German secondary, University College School; Leela Paul, Head of Geography and a Governor at Preston Manor School. #WeAreIOE #IOETeacherTraining #UCLMinds

The schools system in England is largely comprehensive yet significant gaps in student attainment remain predicated on factors such as social background and ethnicity. One potential explanation for this is 'within-school tracking', or setting and streaming. The 'Best Practice in Grouping Students' study sheds new light on the impact of setting by 'ability' on pupil self-confidence and attainment, and how it exacerbates social inequality. It explores why equitable practice in grouping pupils is difficult for schools. In this lecture Prof. Becky Francis will outline the study’s key findings and share recommendations to promote socially-just and effective grouping practice. Date: Tuesday 15 October 2019 Speaker: Professor Becky Francis is Director of the UCL Institute of Education (IOE). UCL's popular public Lunch Hour Lecture series has been running at UCL since 1942, and showcases the exceptional research work being undertaken across UCL. Lectures are free and open to all.

A lecture by Nobel Prize Winner, Professor Carl Wieman, Stanford University that took place on Wednesday 25 September 2019 at UCL Institute of Education (IOE). About the lecture: Guided by experimental tests of theory and practice, science and engineering has advanced rapidly in the past 500 years. Guided primarily by tradition and dogma, science education meanwhile has remained largely medieval. Research on how people learn is now revealing much more effective ways to teach and evaluate learning than what is in use in the traditional science class. It makes much more use in the classroom of the instructor's expertise, and it also shows students how to learn most effectively. This research is setting the stage for a new approach to teaching and learning that can provide the relevant and effective science education for all students that is needed for the 21st century. Although the focus of the talk is on undergraduate science teaching, where the data is the most compelling, the underlying principles come from studies of the general development of expertise and apply widely. This lecture was co-hosted by the OECD Centre for Educational Research and Innovation (CERI) and the Centre for Global Higher Education (CGHE).

Dominic Wyse has a challenge for you: “How often does a child in England get to genuinely do a piece of writing that begins with a blank page and is entirely their own ideas because they think those ideas are important?”The professor of Early Childhood and Primary Education at the University College London (UCL), Institute of Education (IOE), already thinks he knows your answer. “I know from my own research and experience, it is incredibly rare,” he states.  And he says that because this is not happening, pupils are not really learning what it is like to “be a writer”. Speaking on the Tes Podagogy podcast, professor Wyse explores several different aspects of teaching the writing process. He explains that it has to begin at the earliest ages of school and that, often, this is hampered by teachers not recognising when the youngest pupils believe they are writing. “They are naturally curious about writing, and they play with the tools of writing given the opportunity. But in some research a PhD student of mine did recently, they found that adults did not pick up on the fact the children were writing when the children were very clear that they were writing. That is an important pedagogical lesson for us.” He argues that teachers also need a broader appreciation of what writing is, and of its societal context. That means including examples of writing in different media or getting children to compose in different media, be it text messages, snapchats, formal reports, handwritten diaries - the list should be extensive. “We have to teach writing as it really is, not base it too much on tests or a romantic notion of what it was,” he says. That said, he is a firm advocate of a mixed approach to writing: part formal, part informal, so that the conventions are taught but creativity and engagement can also be cultivated. “A general writing area in an early years setting is vital so children can, in any way they feel comfortable (at tables; on the floor on cushions) be making marks and have children interacting with children about those marks," he explains. "But also there is absolutely a place for more teacher-directed activities where teachers can stimulate with things they would like students to learn. Those things should be based on what the teacher has witnessed in those informal writing periods - that’s how they spot where the challenges are.” In the podcast, he talks through the different stages of teaching writing and the latest research on how best to do it. You can listen via your Podcast provider (tyope in Tes- the education podcast) or via the player below: See acast.com/privacy for privacy and opt-out information.

IOE Public Debates: Young people's poor sense of well-being has hit the headlines this year, with talk of crisis and a lot of soul-searching about why so many of our children seem to be so unhappy and ill at ease these days. Thankfully, serious mental health problems remain comparatively rare and it's important to remember that childhood and the teenage years, in particular, have always been a difficult time of transition. But something else seems to be going on today, from an earlier age. Blame has been laid at the door of many things – from neoliberalism, to social media, to excessive testing in schools. What's changed to impact on young people's well-being to such an extent, and what can schools, parents and carers, and policy makers – do about it? Are we doing enough, early on enough, to respond to modern day pressures – whether through mental health training for pupils or mental health first aid training for teachers? We've brought together a panel of experts to give us their views. Speakers included: * Viv Grant, Director, Integrity Coaching * Caroline Hounsell, Director of Community Development, MHFA England * Patrick Johnston, Director of Learning, Place2Be * Praveetha Patalay, Associate Professor, UCL Institute of Education (IOE) and UCL Faculty of Population Health Sciences * Chair: Professor Becky Francis, Director, UCL Institute of Education #IOEDebates

Dominic Wyse has a challenge for you: “How often does a child in England get to genuinely do a piece of writing that begins with a blank page and is entirely their own ideas because they think those ideas are important?”The https://iris.ucl.ac.uk/iris/browse/profile?upi=DWYSE54 (professor of Early Childhood and Primary Education) at the University College London (UCL), https://www.ucl.ac.uk/ioe (Institute of Education (IOE)), already thinks he knows your answer. “I know from my own research and experience, it is incredibly rare,” he states.  And he says that because this is not happening, pupils are not really learning what it is like to “be a writer”. Speaking on the Tes Podagogy podcast, professor Wyse explores several different aspects of teaching the writing process. He explains that it has to begin at the earliest ages of school and that, often, this is hampered by teachers not recognising when the youngest pupils believe they are writing. “They are naturally curious about writing, and they play with the tools of writing given the opportunity. But in some research a PhD student of mine did recently, they found that adults did not pick up on the fact the children were writing when the children were very clear that they were writing. That is an important pedagogical lesson for us.” He argues that teachers also need a broader appreciation of what writing is, and of its societal context. That means including examples of writing in different media or getting children to compose in different media, be it text messages, snapchats, formal reports, handwritten diaries - the list should be extensive. “We have to teach writing as it really is, not base it too much on tests or a romantic notion of what it was,” he says. That said, he is a firm advocate of a mixed approach to writing: part formal, part informal, so that the conventions are taught but creativity and engagement can also be cultivated. “A general writing area in an early years setting is vital so children can, in any way they feel comfortable (at tables; on the floor on cushions) be making marks and have children interacting with children about those marks," he explains. "But also there is absolutely a place for more teacher-directed activities where teachers can stimulate with things they would like students to learn. Those things should be based on what the teacher has witnessed in those informal writing periods - that's how they spot where the challenges are.” In the podcast, he talks through the different stages of teaching writing and the latest research on how best to do it.

An occasion to mark Professor Geoff Whitty's long-standing association with the UCL Institute of Education (IOE) – from trainee teacher to Director Emeritus. We'll be reflecting on Geoff's time at the IOE and his contributions to the field of sociology of education as well as looking more broadly at the limits and possibilities for realising social justice in and through education.

Sheriff Scott Carey rounds up his two deputies in David Price and Henry Burrell for a quick-fire two topic pod. Apple launched a new cheaper iPad this week based around its education play - but can schools afford them and are Chromebooks a better option?Then we discuss the new Huawei P20 and P20 Pro. Notches, three cameras but competitive pricing make the new Android flagship an interesting option. See acast.com/privacy for privacy and opt-out information.

“If we said, ‘On Monday, when you go back to school, there will be no teaching assistants (TAs)’, I doubt very much schools would make it to the end of the week,” says Rob Webster, an academic at the UCL Institute of Education (IoE). “TAs are the mortar in the brickwork.” Webster heads up the Maximising the Impact of Teaching Assistants initiative for the UCL Centre for Inclusive Education and is one of the country’s leading researchers into the role of TAs. In this episode, he talks about how the role of TAs has been under appreciated and largely ignored by government. “You would struggle to find a speech, or substantive bit of a speech, by an education minister that deals with support staff, or specifically teaching assistants,” he explains. “That is a curiosity when you consider the numbers: there are around 390,000 people working in schools as a teaching assistant or similar. It is a lot of people, and it is estimated it costs the system £5bn per year. So why would successive governments not have anything to say about them?” He believes this “policy blackhole” from government about what a TA should be doing has given rise to bad practice in schools. “As a teacher, it is easy to think that if I have someone to take those five or six children [with SEND] and they will give them the small group attention they need, then that must be a good thing, and I can concentrate on everyone else,” he says. “It is seen as a win win. But there are unintended consequences of that. “You ask schools what TAs do, they tell you they support children with SEN, support learning, support the teacher. But what does good support look like? That gets very fuzzy. We need to pin down as a system what we think good support is. Without that, we will always get patchy practice, and a drift towards what looks like it is most helpful, but that is not.” Do we know what good support looks like? Webster details the research that gives us a good idea on what works. “When you have TAs delivering highly structured interventions, the outcomes are profoundly positive,” he says. “We know that when used properly, when they supplement teaching, delivering structured interventions, TAs are really effective.” See acast.com/privacy for privacy and opt-out information.

“If we said, ‘On Monday, when you go back to school, there will be no teaching assistants (TAs)', I doubt very much schools would make it to the end of the week,” says Rob Webster, an academic at the UCL Institute of Education (IoE). “TAs are the mortar in the brickwork.” Webster heads up the Maximising the Impact of Teaching Assistants initiative for the UCL Centre for Inclusive Education and is one of the country's leading researchers into the role of TAs. In this episode, he talks about how the role of TAs has been under appreciated and largely ignored by government. “You would struggle to find a speech, or substantive bit of a speech, by an education minister that deals with support staff, or specifically teaching assistants,” he explains. “That is a curiosity when you consider the numbers: there are around 390,000 people working in schools as a teaching assistant or similar. It is a lot of people, and it is estimated it costs the system £5bn per year. So why would successive governments not have anything to say about them?” He believes this “policy blackhole” from government about what a TA should be doing has given rise to bad practice in schools. “As a teacher, it is easy to think that if I have someone to take those five or six children [with SEND] and they will give them the small group attention they need, then that must be a good thing, and I can concentrate on everyone else,” he says. “It is seen as a win win. But there are unintended consequences of that. “You ask schools what TAs do, they tell you they support children with SEN, support learning, support the teacher. But what does good support look like? That gets very fuzzy. We need to pin down as a system what we think good support is. Without that, we will always get patchy practice, and a drift towards what looks like it is most helpful, but that is not.” Do we know what good support looks like? Webster details the research that gives us a good idea on what works. “When you have TAs delivering highly structured interventions, the outcomes are profoundly positive,” he says. “We know that when used properly, when they supplement teaching, delivering structured interventions, TAs are really effective.”

Professor Martin Doel discusses the latest cabinet reshuffle and the issues surrounding the lack of definition for FE. More: https://www.ucl.ac.uk/ioe/news-events/events-pub/feb-2018/defining-further-education-does-it-matter About the speaker: Professor Martin Doel joined the UCL Institute of Education (IOE) in 2016 as the first Further Education Trust for Leadership Professor of Leadership in Further Education and Skills, prior to which he was Chief Executive of the Association of Colleges (AoC) from 2008.

The UCL Institute of Education (IOE) has trained more than 10,000 teachers over the past decade, while also being ranked as the world number one for education for the fourth year running. In this podcast, Professor Michael Arthur, UCL’s President and Provost, and Professor Becky Francis, Director of the UCL Institute of Education, discuss the IOE’s work and how it intersects with the wider education agenda. If you would like to read a transcript of the discussion, visit https://www.ucl.ac.uk/drupal/provost/sites/provost/files//2018-01-podcast-transcript.docx For more information, visit www.ucl.ac.uk/ioe

Education officials in England and the United States should step up their sharing of research and policy reform ideas across the Atlantic—especially in the areas of school choice and accountability. That was the thrust of a speech delivered by Geoffrey Whitty, Director of the Institute of Education (IOE) at the University of London, at Teachers College on November 8. Both countries are embroiled in well-publicized debates about education reform as they have fallen sharply in global rankings of education quality and performance. If they are to regain their status as world leaders in economic growth, both will need to address the inequities in their education systems, Whitty told an audience in TC’s Milbank Chapel.