A hard habit to break? The power of independent study behaviours in the Sixth Form

Katie Cork, Head of Sixth Form, St Mary’s School, Gerrards Cross Study habits and academic achievement In post-16 education, a student studying for three A-levels has 10 or more hours of undirected time a week within their timetable; this is around half the time recommended for students to spend on independent study (Oakes and Griffin, […]

Can digital collaboration tools be used to build a learning environment that simulates the workplace while also fostering higher levels of attainment?

|Figure 1 shows the collaboration rubric of four questions to determine the level of collaboration from 1 (the lowest) to 5 (the highest). The questions are: Students are required to work in groups? Students have shared responsibility? Students make substantive decisions together? Students’ work is interdependent?

Jonathon Parker, Lecturer, Gower College Swansea, UK Introduction Modern-day students have grown up in a world immersed in social media and digital content consumption, but do these students have the digital competencies to acquire and synthesise information for educational gain or in a career-based context? By using digital collaboration tools to simulate a workplace scenario, […]

Flipped learning: Insight into a high-quality online learning environment created to enable study of AS/A-level further mathematics

Stephen Lee and Paul Chillingworth, Mathematics in Education and Industry, UK This case study gives an insight into an online learning environment created to enable post-16 students to study AS/A-level further mathematics through external tuition provided by an education charity. A ‘student experience of tuition’ baseline survey and comparable ‘end of course’ survey were considered […]

Drawing on teachers’ professional expertise to develop an impactful EAL policy

Latoya van der Meer, Kings Education, UK Dr Liam Guilfoyle, University of Oxford, UK Introduction Developing local school policies and implementing them is never easy. School leaders who aim to do this quickly may provide teachers with policy texts in the hope that this leads to the actions that they envisage. However, policies are much […]

Q&A with Ofqual: Exams and guidance

Chartered College of Teaching are delighted to offer members an opportunity to participate in a live discussion with Ofqual and to pre-submit any questions.  Ofqual is the regulator of qualifications, examinations and assessments in England. Please join us together with Julie Swan (Executive Director for General Qualifications) and Richard Garrett (Director of Policy and Strategic […]

Approaches to decolonising and diversifying the curriculum: Secondary film and media

This case study is part of a series of short online learning courses on decolonising and diversifying the curriculum. Chartered College of Teaching members can access this learning for free. This is a case study from Module 4, ‘Approaches to decolonising and diversifying the curriculum’, of a series of 6 online courses. The module includes a […]

The utility of distributed practice in curriculum design and effective learning strategies

Lewis A Baker, Faculty of Engineering and Physical Science, University Of Surrey, UK Distributed practice, a learning strategy that can inform curriculum design, deliberately spaces out opportunities for memory storage and retrieval of taught information to develop deep, robust and long-term learning for students (Dunlosky et al., 2013). Massed practice (better known to students as […]

Is schema theory the answer to gaps in knowledge for both students and staff?

At present, the learning gap is something that is of great focus in schools. While cognitive strategies and retrieval practice are embedded parts of teaching, how much are these strategies explicitly taught to students from a meta-cognitive angle? In focusing on schema theory as a particular strand of cognitive science, we can form specific strategies […]

ACE – Key concepts for thinking critically about educational claims

ACE Concepts image

What and how should we teach young people? There are lots of claims about what is and isn’t effective, many of which you will have come across. For example, there are claims that extending the school day improves pupils’ learning, increases attendance, and adds to teacher stress. How can you know which of these claims […]

Research engagement self-assessment toolkit for teachers

Researchers from UCL Institute of Education, Sheffield Hallam University and Durham University have developed a set of self-assessment tools to help teachers and schools to evaluate their levels of research engagement. These are designed as practical tools to encourage teachers and school leaders to consider their engagement with research evidence, and the areas you may […]

Research engagement self-assessment toolkit for schools

Laying out post-it notes on a table

Researchers from UCL Institute of Education, Sheffield Hallam University and Durham University have developed a set of self-assessment tools to help teachers and schools to evaluate their levels of research engagement. These are designed as practical tools to encourage teachers and school leaders to consider their engagement with research evidence, and the areas you may […]

Learner motivation and engagement in the post-14 sector during distance learning

Context Ways of Engaging is a blended learning project designed to support disaffected young people. The blended learning programme drew on my experience as a teacher and manager in FE and alternative provision in the last 10 years in a wide range of contexts as well as previous research and development of case studies around […]

Webinar: Excellence in School Leadership

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In this webinar, we sample some of the key research and evidence around effective school leadership practices. The session will include input from practising school leaders, with case studies and content covering the following themes: recognising the features of excellent school leadership developing a culture of excellent teaching developing yourself as an expert school leader […]

Refocusing on ADHD in education

How can schools help children and young people with ADHD to achieve their potential? We have produced this resource booklet for SENDCOs, ALNCOs, Additional Support Coordinators and members of Leaderships teams in schools and colleges with responsibility for special educational needs and inclusion. I’m sure that you are all very experienced in working with children […]

Glossary of Terms

A phone screen looking at a dictionary

This page contains definitions of some key educational terms and acronyms. When you’re browsing an article, words in the glossary will be highlighted and you can hover over them for a definition.        

Principles of Instruction

a tunnel made of books

Effective instruction |Expert teacher |Memory |Metacognition Bookmark(0) Share on facebook Share on twitter Share on linkedin In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from three sources: (a) research in cognitive science  (b) research on master teachers, and […]