Podcasts about learning toolkit

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

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

An AASA show  THE EARLY LEARNING TOOLKIT   Last week, at AASA's National Conference on Education in Nashville, Tennessee, the Early Childhood and Learning Toolkit for Leaders – a collaboration project from 20 organizations – was disseminated throughout the event. This initiative offers school systems immediate resources and research-based strategies that can be used to bolster their early learning program with    Deborah Bergeron, Deputy Director for Community Engagement and Innovation, National Head Start Foundation .  Peter Finch, Superintendent, West Valley Schools, Yakima, Wash., Edward Manuszak, Dundee Community Schools, Dundee, Mich.The toolkit is at file:///C:/Users/eduta/AppData/Local/Temp/EarlyLearningToolkit_2022.pdf FOR MORE ON EQUITY VISIT ACE-ED.ORG. FOR MORE ON SOCIAL EMOTIONAL LEARNING, VISIT SELTODAY.ORG Did you know you can subscribe to Education Talk Radio on Apple Podcasts? Find us on your device & add us to your library of shows! https://podcasts.apple.com/podcast/id403710198  

An AASA show  THE EARLY LEARNING TOOLKIT   Last week, at AASA's National Conference on Education in Nashville, Tennessee, the Early Childhood and Learning Toolkit for Leaders – a collaboration project from 20 organizations – was disseminated throughout the event. This initiative offers school systems immediate resources and research-based strategies that can be used to bolster their early learning program with    Deborah Bergeron, Deputy Director for Community Engagement and Innovation, National Head Start Foundation .  Peter Finch, Superintendent, West Valley Schools, Yakima, Wash., Edward Manuszak, Dundee Community Schools, Dundee, Mich.The toolkit is at file:///C:/Users/eduta/AppData/Local/Temp/EarlyLearningToolkit_2022.pdf FOR MORE ON EQUITY VISIT ACE-ED.ORG. FOR MORE ON SOCIAL EMOTIONAL LEARNING, VISIT SELTODAY.ORG Did you know you can subscribe to Education Talk Radio on Apple Podcasts? Find us on your device & add us to your library of shows! https://podcasts.apple.com/podcast/id403710198  

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.

The EEF has released a brand new episode of ‘Evidence into Action', our podcast which considers specific areas of educational research and its implications for classroom practice. In this new instalment, our expert panel explore the newly updated Teaching and Learning Toolkit. Regular host Alex Quigley is joined by the EEF's Head of Synthesis, Jon Kay, alongside: Professor Steve Higgins, lead author of the Teaching and Learning Toolkit and Professor of Education at Durham University (Start – 28:09); Sarah Green, Assistant Headteacher, National Oracy Leader, Evidence Lead in Education and EEF Literacy Content Specialist and Julie Kettlewell, Assistant Director of Huntington Research School, Memory and Metacognition specialist, Psychology teacher and EEF Content Specialist for Learning Behaviours (28:09 – End).

In this episode, Sarah Harrison, Technical Advisor for the PS Centre, interviews the authors of the newly released “A Hopeful, Healthy, and Happy Living and Learning toolkit," designed to facilitate support for children, parents/caregivers and teachers affected by the COVID-19 pandemic. Listen to the toolkit's co-authors, Ea Suzanne Akasha, Mark Kucklow and Jonathan Morgan explain the relevance, importance, and need for the toolkit as well as how it can be used by teachers, caregivers and children. Access the series of tools: A Hopeful, Healthy, and Happy Living and Learning Toolkit.

Episode Overview On the 15th episode of EdUp EdTech, I was so honored to speak with two of the best and brightest minds in online education Judith Dutill and Melissa Wehler from Online Learning Toolkit (OLT). In this episode, we cover all the things related to online education and talk about all the COOL things happening at OLT, including the Camp Operation Online Learning (COOL) taking place this summer from June 14 to July 23. This is a wonderful episode for anyone looking to develop or makeover their online courses. Register for COOL here - https://www.onlinelearningtoolkit.com/cool More Judith, Melissa, and OLT Our story starts and ends with friendship. Judith and Melissa met while working at the same institution. Judith was an instructional designer and part-time faculty member, and Melissa was an administrator and faculty member. Over time, their partnership became a friendship and that friendship would become the Online Lecture Toolkit--an open educational resource dedicated to helping faculty develop online lecture videos--started in 2017. As demand for resources grew, Judith and Melissa expanded their offerings and changed their name to the Online Learning Toolkit in 2018. Since then, they have offered professional development opportunities to thousands of faculty members at institutions all over the world. Judith's & Melissa's Bios - https://www.onlinelearningtoolkit.com/about-us How to Connect Connect with Judith and Melissa on LinkedIn & Follow OLT on Social Media Facebook | LinkedIn |Twitter | YouTube Connect with the host: Holly Owens Join the EdUp community at The EdUp Experience! Follow us the EdUp Experience Facebook | Instagram | LinkedIn | Twitter | YouTube We Make Education Your Business! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

In this episode of the Oxfordshire Teacher Training Podcast, Matthew Coatsworth discusses the Education Endowment Foundation's Teaching and Learning Toolkit with Tuition Fee Programme Leader Jen Fiddaman.The EEF Teaching and Learning Toolkit is an essential online resource for teachers: an accessible summary of the international evidence on teaching 5-16 year olds. You can find it at: https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/A summary of the toolkit, including how to use it, can be found hereAlso in this episode is a mention of the Early Career Framework, which will be rolled out to all schools nationally in September 2021. You can find the framework at:https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/773705/Early-Career_Framework.pdf

This week on Centric's Biz and Tech Talks, we take a look at continued learning in a professional capacity. We share tips and tricks to make furthering education less daunting. The continuing development of skills and knowledge is more critical than ever, even beyond the professional realm. For many of us, though, it leaves us with numerous questions: What can I do to be a lifelong learner? How can I fit that into my already packed schedule?   In this episode of Centric's Biz and Tech Talks, we talk with Erynn Truex, learning manager for Centric, about her answers to those questions. We talk about the importance of continuing education and how to take steps towards professional learning. We break down specific activities everyone can do to make the most of their learning and experience.   We dive into the learning process itself, discussing learning styles and platforms. After all, learning is not limited to reading a book, listening to a podcast, or attending a seminar. It is also about applying your day to day experience, as well as understanding how to unlearn something when it's no longer applicable or timely.    No matter how you learn or what you'd like to learn, Erynn's tips will help. John Kackley is a senior manager and program manager at Centric Chicago. Listen Here https://centricconsulting.com/wp-content/uploads/2019/11/Podcast-Interview-19-Learning-Toolkit.mp3

This week on Centric's Biz and Tech Talks, we take a look at continued learning in a professional capacity. We share tips and tricks to make furthering education less daunting. The continuing development of skills and knowledge is more critical Read More › The post [Podcast] Make Continued Learning Easy with a Learning Toolkit appeared first on Centric Consulting.

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! 

“Most things in education, we have no idea whether they work,” admits professor Steve Higgins.The professor in the school of education at Durham University and co-creator of the EEF Teaching and Learning Toolkit, speaking on this week’s Tes Podagogy podcast, explains that this is because research in education is extremely complicated. “Schools are unpredictable places and you cannot control all the variables. But when you control all the variables for a study in the lab, you make it less applicable to the real and hectic world of classrooms. “Lab studies are useful in exploring some of the theoretical components but when you move into a field trial in schools in the real world you want a much better idea of whether this is practical and whether it makes a difference and if so how much. From that you can learn whether you think it is worth trying the approach in other settings. This is expensive, and you could not test everything this way, but unless you do test things this way you run the risk of always assuming you know what is effective without really knowing how much difference it makes.” Transfer problems He believes certain fields of research are falling victim to difficulties in transferring to the classroom. “With memory, you want to control and understand the variables, so design a study to do that in the lab, but in a school you want to answer a slightly different question, which is what is the best way to remember a particular skill or content, so that children can use it to be successful in school, and that is a lot more complicated. Motivation studies are also tricky. You can isolate all the variables in the lab, but when those concepts reach schools you get the messiness of the real world and it becomes more complicated again. “Even if you do have a really rigorous series of lab studies you still need to do translational research to understand which of those are actually useful for the classroom and not all of them will be” Selective enquiry He goes on to express concern about the kinds of schools engaging with trials and the impact that might have on the results of those trials. “One of my worries is that we have a self=selecting group of schools who volunteer for trials and they are the schools who are looking to improve anyway and are looking for different ways to help the children in their care, and that may bias your results. Ideally you would want to randomly select schools, but that is not practical for all kinds of reasons. So we have to be cautious about generalising from the findings.” In a wide ranging interview he also discusses randomised controlled trials, comparisons with medical research, teacher research and the role of research in education. See acast.com/privacy for privacy and opt-out information.

“Most things in education, we have no idea whether they work,” admits professor Steve Higgins.The professor in the school of education at https://www.dur.ac.uk/ (Durham University) and co-creator of the https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit (EEF Teaching and Learning Toolkit), speaking on this week's Tes Podagogy podcast, explains that this is because research in education is extremely complicated. “Schools are unpredictable places and you cannot control all the variables. But when you control all the variables for a study in the lab, you make it less applicable to the real and hectic world of classrooms. “Lab studies are useful in exploring some of the theoretical components but when you move into a field trial in schools in the real world you want a much better idea of whether this is practical and whether it makes a difference and if so how much. From that you can learn whether you think it is worth trying the approach in other settings. This is expensive, and you could not test everything this way, but unless you do test things this way you run the risk of always assuming you know what is effective without really knowing how much difference it makes.” Transfer problemsHe believes certain fields of research are falling victim to difficulties in transferring to the classroom. “With memory, you want to control and understand the variables, so design a study to do that in the lab, but in a school you want to answer a slightly different question, which is what is the best way to remember a particular skill or content, so that children can use it to be successful in school, and that is a lot more complicated. Motivation studies are also tricky. You can isolate all the variables in the lab, but when those concepts reach schools you get the messiness of the real world and it becomes more complicated again. “Even if you do have a really rigorous series of lab studies you still need to do translational research to understand which of those are actually useful for the classroom and not all of them will be” Selective enquiryHe goes on to express concern about the kinds of schools engaging with trials and the impact that might have on the results of those trials. “One of my worries is that we have a self=selecting group of schools who volunteer for trials and they are the schools who are looking to improve anyway and are looking for different ways to help the children in their care, and that may bias your results. Ideally you would want to randomly select schools, but that is not practical for all kinds of reasons. So we have to be cautious about generalising from the findings.” In a wide ranging interview he also discusses randomised controlled trials, comparisons with medical research, teacher research and the role of research in education.

The last thing Sir Kevan Collins, chief executive of the Education Endowment Foundation (EEF), wants teachers to do is to log on to the organisations Teaching and Learning Toolkit and read it like a prescription: do this, then this, this number of times a day.“We are absolutely not looking to nail what works – there are no absolutes in this,” he explains. “It is always about trying to reduce your uncertainty, to get a bit more confidence about what you do.” For Sir Kevan, research is only useful when it is viewed in the context of a teacher’s own classroom and is part of a much broader body of knowledge. He expands upon this theme in this episode of Tes Podagogy, discussing whether research is useful to teachers and how it should be used. He also tackles criticisms of the EEF’s work, including the use of “months progress” as a measure of potential impact of an intervention, the reliance on RCTs and the lack of analysis of specific SEND interventions. Across all these themes, though, is an insistence that research is something that should empower teachers, not dictate to them. “It should be the starting point of a conversation,” he says, “not telling you what to do” See acast.com/privacy for privacy and opt-out information.

The last thing Sir Kevan Collins, chief executive of the Education Endowment Foundation (EEF), wants teachers to do is to log on to the organisations https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit (Teaching and Learning Toolkit )and read it like a prescription: do this, then this, this number of times a day.“We are absolutely not looking to nail what works – there are no absolutes in this,” he explains. “It is always about trying to reduce your uncertainty, to get a bit more confidence about what you do.” For Sir Kevan, research is only useful when it is viewed in the context of a teacher's own classroom and is part of a much broader body of knowledge. He expands upon this theme in this episode of Tes Podagogy, discussing whether research is useful to teachers and how it should be used. He also tackles criticisms of the EEF's work, including the use of “months progress” as a measure of potential impact of an intervention, the reliance on RCTs and the lack of analysis of specific SEND interventions. Across all these themes, though, is an insistence that research is something that should empower teachers, not dictate to them. “It should be the starting point of a conversation,” he says, “not telling you what to do”

Full details and links at http://terpodcast.com/2017/03/04/891/ Main Feature: Dr Tanya Vaughan and Professor Janet Clinton talk discuss the Teaching and learning Toolkit, which provides summaries of education research to identify the impact and cost of various teaching and school management strategies. Regular Features: Off Campus, Dan Haesler questions online discussions about research in education; Education in the News, What impact do minimum wage shave on student learning? and Cameron discusses recent reports of schools that exclude students from exams in order to maintain higher results. Subscribe: iTunes | RSS Timecodes & Links 00.00 Opening Credits 01:19 Intro – Gonski Campaign Bus 06:18 Off Campus – Dan Haesler Danhaesler.com 16:58 Students and Minimum Wages 23:21 Excluding students for school reputation ‘Abhorrent and unchecked’: Readers speak out about insidious school practice 34:55 Feature Introduction 37:34 Feature Interview – Dr Tanya Vaughan and Prof. Janet Clinton evidenceforlearning.org.au Teaching & Learning Toolkit 1:08:43 Discussion Is John talking through his Hattie? 1:20:11 Quote & Sign Off

Two-thirds of head teachers in England now use a Teaching and Learning Toolkit developed in County Durham and MP Helen Goodman welcomes joins cub scouts to the House of Commons

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.

Classroom 2.0 LIVE webinar: Feb. 2, 2013 http://inclusioneers.com/?page_id=12 (About Alex) Alex Dunn:As a Speech-Language Pathologist at the Upper Canada District School Board and president of Inclusioneers, Alex Dunn has presented across the USA, Canada, Germany, England, Spain, exploring technology (SMART Technology, iDevices, Assistive Technology) and theory as part of Universal Design for Learning Toolkit to ensure ALL students, achieve the goal of meaningful educational, social participation. Recently Alex was named SMART Exemplary Educator of the Year for Canada for 2012 and appointed as an Officer for Special Education Technology Special Interest Group for the International Society for Technology in Education (ISTE). In her presentation she shared both UDL strategies and iPad apps that are engaging for ALL students. She also introduced class profiling as a valuable strategy for teachers. Class profiling and goal selection act as the starting point for exploring how apps, accessibility features and the integration of the iPad with external devices (switches, interactive whiteboards) can provide multiple means of representation, expression and engagement for ALL in collaborative, inclusive learning environments.

Classroom 2.0 LIVE webinar: Feb. 2, 2013 http://inclusioneers.com/?page_id=12 (About Alex) Alex Dunn:As a Speech-Language Pathologist at the Upper Canada District School Board and president of Inclusioneers, Alex Dunn has presented across the USA, Canada, Germany, England, Spain, exploring technology (SMART Technology, iDevices, Assistive Technology) and theory as part of Universal Design for Learning Toolkit to ensure ALL students, achieve the goal of meaningful educational, social participation. Recently Alex was named SMART Exemplary Educator of the Year for Canada for 2012 and appointed as an Officer for Special Education Technology Special Interest Group for the International Society for Technology in Education (ISTE). In her presentation she shared both UDL strategies and iPad apps that are engaging for ALL students. She also introduced class profiling as a valuable strategy for teachers. Class profiling and goal selection act as the starting point for exploring how apps, accessibility features and the integration of the iPad with external devices (switches, interactive whiteboards) can provide multiple means of representation, expression and engagement for ALL in collaborative, inclusive learning environments.