Samuel Ward Research School Newsletter

Issue #1

Summer term

@RetrieveLearn - passionate about utilising retrieval practice for improving learning without more technology, money, or class time

@MisterDJones - Assistant Headteacher/Pupil Premium expert and Research Lead at Springfield TSA

@LeadingLearner - CEO of the BEBCMAT. Chair of Heads Round Table. Author of Liminal Leadership

@edutopia - inspiration and information about what works in education

@Counsell_C - Director of Education for a multi-academy trust, leading on curriculum, subject communities, knowledge, teaching, teacher training

MAKING SENSE OF METACOGNITION: BLOG
Getting pupils to think more about how they learn is an effective way of improving pupil outcomes and evidence suggests that when they are supported to apply this metacognitive knowledge to their schoolwork, they learn more and get better results. In this blog post, Alex Quigley, Director of Huntington Research School, explores how schools can use the latest EEF guidance report to understand not just metacognition and self-regulation, but how pupils best learn.

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SUMMARISING METACOGNITION: DUAL CODED POSTER

The dual coding talents of Oliver Caviglioli (@olivercavigliol) have been put to action as he provides an invaluable free pdf download which provides an easy to interpret summary of the EEF Metacognition and Self-Regulation guidance report ...

follow this link for a great freebie!

METACOGNITION - A LITLE ELABORATION

This most recent addition to the library of Guidance Reports offers seven practical, evidence-based recommendations to support teachers to develop metacognitive skills in their pupils, in short, their ability to plan, monitor and evaluate their own academic progress so they become better at learning and studying ...

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METACOGNITION: UNCLOCKING THE POTENTIAL

Teachers are offered practical advice for using metacognition, which the research evidence suggests can boost pupils’ progress by seven months. SecEd's Pete Henshaw takes a look at the practical advice for using metacognition.

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THE TEENAGE BRAIN
The mysteries of the teenage brain are being unlocked, says Lucy Foulkes, lecturer in psychology in education at the University of York. But, as the neuroscience develops, there needs to be more research on individual differences, she argues.

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MAKE IT STICK

Written by a novelist and two cognitive scientists, Make it Stick: The Science of Successful Learning presents key cognitive science findings and learning strategies, drawn from rigorous laboratory and classroom research.

Learn more about this valuable book through helpful summaries of each chapter and sketchnotes by Krystyna Gadd and Mary Kemper and then follow the signposting to recommended research articles by leading experts.

Go to this useful selection of resources

Valuable (and free!) evidence-based papers all teachers should read: a super seven

There's a wealth of great evidence-based material available to inspire professional learning just a cklick away such as The Learning Scientists, Deans for Impact and these five outlined by Stephen Tierney (@LeadingLearner) ...

Follow this link for the blog on the five

WHY CLOSING THE WORD GAP MATTERS: OXFORD LANGUAGE REPORT

'Language opens doors. It unlocks the world of reading and the imagination, the excitement of writing, the capacity to explore new subjects and releases our potential to learn and grow as an individual. In schools, it underpins progress, impacts on attainment throughout primary and secondary years, affects self-esteem and behaviour and plays a huge role in a child’s future life chances. Without enough language – a word gap – a child is seriously limited in their enjoyment of school and success beyond.' Jane Harley, Strategy Director, UK Education, Oxford University Press

Read the findings on this essential issue

BEST EVIDENCE IN BRIEF

Not subscribed yet? This free fortnightly e-newsletter produced by the Institute for Effective Education (IEE) at University of York and the Center for Research and Reform in Education at Johns Hopkins University in the US is a great resource to utilise and share.

What makes Best Evidence in Brief different is that it focuses on updates with practical implications for schools and policy makers which are all underpinned by high quality research.

Complete this simple subscription to sign up for this valuable resource.

Rosendale Research School's Marc Rowland talks to Margaret Mulholland of Swiss Cottage Teaching School about how research evidence and good relationships can improve the teaching and learning of children with SEND.

How much of your lesson should be teacher talk? Professor Neil Mercer who has dedicated his career to looking at the power of teacher and student talk in schools discusses associated research. He is certain teachers need to be both excellent talkers and spend time talking in lessons.

NEW EEF FUNDING ROUND
The latest EEF grant-funding round is seeking applications for high-potential projects which aim to improve attainment and related outcomes for disadvantaged children and young people.

There are three categories for which the EEF is particularly keen to receive applications:

• improving teaching in secondary schools;
• popular programmes that are widely used by schools, and where there is demand from schools for better evidence of impact; and
• proposals aiming to support 16-18 year-old learners who have not achieved the expected standard (grade 4 or above) in GCSE English or maths by age 16.

More information via this link to the EEF website

NEW GUIDANCE ON HOW TO DEVELOP PUPILS’ METACOGNITIVE SKILLS PUBLISHED
The Education Endowment Foundation (EEF) has published its latest guidance report, designed to support teachers in changing their classroom practice to improve their pupils’ metacognitive skills – in short, their ability to plan, monitor and evaluate their own academic progress so they become better at learning and studying.

The new Metacognition and self-regulated learning guidance report reviews the best available research to offer schools and teachers seven clear and actionable recommendations on how to develop their pupils’ metacognitive skills. The report also ‘myth busts’ common misconceptions teachers have about metacognition.

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IEE INNOVATION EVALUATION GRANTS
Applications are now being accepted for the final round of IEE Innovation Evaluation grants.

Applications for funding to carry out evaluations of innovative teaching and learning practices are invited from schools that are working with Research Schools. The deadline for applications is Friday 15 June 2018.

More information on how to apply

BLOG: IS CONTEXT KING IN SCHOOL IMPROVEMENT?
The Education Endowment Foundation’s Families of Schools database provides a wealth of information to help schools learn from each other. In this blog post, James Richardson discusses how it can help schools understand and overcome their common challenges.

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BRINGING EVIDENCE TO LIFE:

BESPOKE TRAINING WORKSHOPS IN YOUR OWN SCHOOL

Inputs tailored to meet your context and need

• Making The Best Use of Teaching Assistants
• Improving Literacy in Key Stage 1
• Improving Literacy in Key Stage 2
• Improving Mathematics at Key Stage 2 & 3
• Putting Evidence to Work: a school's guide to implementation
• Metacognition and Self-regulation

Conatct asamways@swatrust.co.uk to discuss how this can work for you and your colleagues.

REFLECTING ON HOW IT ALL ADDED UP – OUR KS2/3 MATHS TRAINING PROGRAMME
Last week we ran the final day of our KS2/3 Maths Professional Learning Programme. It has brought schools from across Suffolk, Cambridgeshire and Hertfordshire together to explore the recommendations of the associated Guidance Report. We thoroughly enjoyed shaping and facilitating the programme and feedback throughout has been excellent ...

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CTSN Research Conference 2018
Developing teaching and learning: creating a research-informed school

We are delighted to be contributing to this great annual conference alongside Catt Scutt, Dr Rob Loe, Tom Sherrington and Karen Spence-Thomas to name but four and the host of teachers sharing their own research reflections. Conference organisers are pleased to offer group discounts - 50% discount for 10+ members of staff (£10) and even further discounts can be negotiated to support larger gropups. There are also discounts available for small primaries that do not have 10+ staff. Contact Jane Catley at jcatley@swchs.net to secure your discounts.

Follow this link to the Conference page on the CTSN Research website

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