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Not quite the Twelve Days of Christmas, but a countdown of evidence-informed updates!
So here's your first click ... an Edvent Calendar from our friends at Evidence Based Education; they asked a number of experts from across the field of education to name two or three pieces of education research this year which you should read and be aware of, and in true Advent style, they're releasing one each day in December… Simply click the “doors” in the calendar to open the entry for each day!
If someone has forwarded this to you, you like wha you see then simply follow this link to subscribe to our monthly e-newsletter.
For regular updates follow @SWATrustResSch
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@HFletcherWood - History teacher, education researcher, Associate Dean at the Institute for Teaching
@CarolineCreaby - Director of Sandringham Research School
@EvidenceInEdu - experts in the use of assessment and research for evidence-based school improvement
@CharteredColl - be informed, inspired and connected
@RaeSnape - Chartered College of Teachers Advocate
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recent report: BBC News report and interactive map on 'Social Mobility: the worst places to grow up poor'
a brace of blogs: focussing on the vital aspect of vocabulary from colleagues at Durrington Research school:
website: metacognition is a high impact, low cost intervention within the EEF Toolkit - this site provides a useful introduction to Getting started with Metacognition
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Sir Kevan Collins, Chief Executive of the Education Endowment Foundation (EEF) on 'How to use research to ensure every child succeeds'. In this podcast he underlines that research is something that should empower teachers, not dictate to them and how it should be used.
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Doug Lemov on 'How to establish routines for behaviour and learning'. The education author and teacher explains how teachers need to set out and establish routines for learning behaviour so all children can thrive.
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Professor Margaret Snowling on 'What teachers need to know about dyslexia and supporting dyslexic students'
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| 2 Evidence-Informed Training Programmes |
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We are delighted to be teaming up with Rob Webster and the maximisingtas.co.uk team based at the Centre for Inclusive Education, UCL Institute of Education, to provide this fantastic opportunity in Suffolk.
This talented team draws together professionals with a range of experiences in research, school leadership, classroom practice, school improvement, CPD and project management.
The Maximising the Impact of Teaching Assistants (MITA) Programme is targetted at a pair of leaders, ideally including headteacher and involves three half-day face-to-face sessions, paced over two terms:
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Session 1 (23rd January) : setting out the evidence on TA impact introducing the key principles of the MITA approach; conducting a self-evaluation; and setting a vision
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Session 2 (7th March) : using self-evaluation data; MITA principles in depth: what they look like in the classroom; practical strategies and ideas; action planning
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Session 3 (14th June) : reviewing and sharing success and planning next steps
Each school receives a comprehensive pack of high-quality resources and tools to support the processes of review and implementation.
The complete programme will cost £360 in total per school. Contact jchamberlain@swatrust.co.uk to secure your school's involvement ... there are just a few places left so don't miss out!
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Key Stage 2/3 Mathematics Guidance Report:
our brand new training programme is launched
It is the guidance report that has generated the greatest number of downloads and opens since its publication earlier this term and our training programme bring it to life. Our Director of Research School Chris Dale, an experienced maths teacher himself, has worked with colleagues at the EEF, refining the communication of key messages and in our locality with one of our primary maths SLE to bring it to life. Last night we launched our brand new training programme which starts in January - sign up and register to benefit!
Find out more here and register now |
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Research Lead Training
The final two days of the Research Leads Programme, grown out of Suffolk County Council's Raising the Bar initiatives and involving colleagues from across the Suffolk School to School Support Partnership saw the team exploring essential elements of evaluation ....
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Evidence-Informed School Improvement
Research School activity in the last month has had a key theme running through it ... the simple, yet highly influential EEF Evidence-Informed School Improvement Cycle. From class teacher to school leader, MAT leader to Governmental bodies it has direct relevance - it's the Russian Doll of school improvement!
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Evidence-informed practice with NQTs
Chirs Dale, Director of Research School, enjoyed sharing essential thionking abnd current evidence-informed resources with NQTs from the MAT and further afield at a highly engaging training workshop ....
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#TeamEast
From the earliest introductions at the York Launch Event in July, the Research Schools of East Anglia have harnessed collaboration and a team approach to establishing the Research School Network in the East. #TeamEast and #easternevidence continue to grow ....
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SWAT Leadership Conference
Over 70 leaders from the schools of the Samuel Ward Academy Trust attended our termly SLT Conference at the start of November. Evidence-informed practice was at the heart of thinking as we examined sources and planned next steps. Watch this space for more updates and reflection in the New Year.
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TEACHER OBSERVATION: NEW EEF TRIAL FINDS NO IMPACT ON PUPIL OUTCOMES
Introducing more frequent and structured lesson observations – where teachers observe their colleagues and give them feedback – made no difference to pupils’ GCSE maths and English results. That was the key finding of the independent evaluation of an Education Endowment Foundation (EEF) trial of Teacher Observation, involving 14,100 pupils in 82 English secondary schools.
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TAKE PART IN A TRIAL OF FLASH MARKING
Meols Cop Research School are currently recruiting participants to take part in a trial to investigate the impact of Flash Marking. This is a school-developed approach in which teachers give skills-based feedback rather than grades in KS4 English. The trial will start from September 2018, with a focus on Year 10 pupils studying English and English Literature, and they are keen to hear from schools who would like to register.
To learn more about what Flash Marking is, and how to get involved in the trial, read What is Flash Marking? on the Meols Cop Research School blog.
Interested in other trials that are recruiting?
Take a look here
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In addition to Teacher Observation, the EEF have recently published the independent evaluation of three further EEF trials of programmes aiming to raise the attainment of disadvantaged children and young people. These are:
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Lesson Study – a collaborative professional development programme that originated in Japan
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Flipped Learning – pupils undertaking some learning prior to lessons, freeing up class time for feedback and personalised support
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Learner Response System – electronic handheld devices providing immediate feedback during lessons.
You can also read more about the evaluations on the
Durrington Research School blog and Huntington Research School blog
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BLOG: ALL THINGS BEING EQUAL…
On Friday 3rd November the Education Endowment Foundation released its latest guidance report: Improving Maths in Key Stage 2 and 3. The report covers eight practical and evidence-based recommendations on areas where there is evidence that school can use to make a significant difference to pupils’ learning.
In this blog, Mari Palmer, Director of the North Yorkshire Coast Research School, examines the equals sign – taken from section six of the report.
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The Chartered College of Teaching has launched its first online research poster competition which offers the opportunity for teachers who have carried out small-scale research or inquiry in your schools to share your approach and findings with the Chartered College community. You can submit a poster based on research you may have done as part of a formal programme such as initial teacher training, a Masters, doctoral programme or a leadership programme, or based on an action research or inquiry project you may have done individually or as part of a school project.
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