Taking a nuanced view of retrieval practice research: Retrieval-induced forgetting as a starting point
Terry Pearson, Independent Researcher, UK Introduction In this article, I consider research on two aspects of engaging in retrieval from memory – research that has reported both positive and negative effects. I begin with a very brief outline of the conclusions drawn about the consequences of retrieving information from memory on the long-term retention of […]
Before retrieval practice, do not overlook pretesting and metacognition
Kristian Still, Deputy Headteacher, Boundary Oak School, UK Over the last decade, an extensive body of literature on the benefits of testing (Roediger et al., 2011) has become connected with and articulated through the language and conceptual toolkit of cognitive science. The evidence is clear: testing or retrieval practice raises pupil achievement (Perry et al., […]
The presentation of feedback and how we can maximise student’s learning.
JAYNE LAVELLE, ITT, UNIVERSITY OF WARWICK, UK There are many ways in which a student’s learning can be maximised and, as this paper will address, feedback can be seen as the most powerful aspect of teaching and learning. However, despite this, why is feedback so powerful and why is it variable? According to Hattie and […]
Promoting thinking out loud through questioning
HANNA BEECH, REGIONAL LEAD PRACTITIONER, THE KEMNAL ACADEMIES TRUST, UK We know that thinking is an internal process. As a result, we cannot be certain that students’ thoughts are directly related to our teaching. We aim to provide the most relevant content in the most explicit and engaging way, and we hope that this leads […]
Classroom dialogue: More than just words
Katie Jump, Associate Lecturer in ITE, National Institute of Teaching and Education (NITE), UK When observing an expert teacher, the modes of effective classroom dialogue (word choice, prosody, proxemics and kinesics – described by Norris (2004) as embodied methods) can be interwoven in such a complex way that they would be impossible for a novice […]
Talking transitions: Harnessing the power of oracy to support vocabulary acquisition during the primary to secondary transition
Kathleen McBride, Learning Design Lead, Voice 21, UK Introduction During the transition from primary to secondary school, there is a significant increase in the quantity and complexity of vocabulary that students encounter at school (Deignan et al., 2022). This is also a time of social and emotional upheaval, as they learn to navigate unfamiliar environments […]
Let’s talk about disadvantage: The fundamental importance of oracy in closing the gap
Angela Schofield, Programme Development Lead, Excelsior Multi-Academy Trust, UK When considering the wealth of research around the complexities of narrowing the disadvantage gap, the fundamental importance of oracy to the many suggested strategies is clear. Whether the focus is on early reading, relationships, metacognition and self-regulation or language development and comprehension, oracy underpins the work. […]
Listening with curious intent
Dr James Ingham, National Institute for Teaching and Education, Coventry University, UK The sense of hearing is truly remarkable. Developing as early as 16 weeks in utero, babies can recognise and respond to voices by 25 weeks. Playing music during pregnancy has been shown to positively impact babies’ brain development (Fox, 2000). As it develops, […]
Welcome Matviy: Working in staff–student partnerships to develop simulation-based learning to support teachers’ understanding of EAL
Carl Luke, Chris Counihan, David Nichol, Sophie Meller, Kirstin Mulholland, William Gray, Arlene Anderson, Deborah Herridge, Northumbria University, UK Diana Karikis, Rowan Sanderson, Elisa Collard, Ryan Hill, students and pedagogic consultants, Northumbria University, UK Teacher preparedness and EAL Over the last decade, the percentage of pupils in state-funded primary schools whose first language is known […]
Equitable CPD: Coaching with teaching assistants
NIKKI SULLIVAN, DEPUTY HEADTEACHER, BECKFOOT SCHOOL, UK CLAIRE SMITH, DEPUTY SENDCO, BECKFOOT SCHOOL, UK Introduction The number of teaching assistants (TAs) in schools has risen sharply since 2000 (Sharples et al., 2018), and continues to rise (GOV.UK, 2023). Initially, this rise was associated with the determination to address teacher workload. However, the role of TAs […]
What we learned from evaluating the National Tutoring Programme (NTP) 2020/22: How schools can maximise the benefits of tutoring
DR ROLAND MARDEN, SENIOR RESEARCH MANAGER, NATIONAL FOUNDATION FOR EDUCATIONAL RESEARCH, UK PIPPA LORD, RESEARCH DIRECTOR, NATIONAL FOUNDATION FOR EDUCATIONAL RESEARCH, UK Set up in 2020, in response to the disruption experienced during the COVID-19 pandemic, the National Tutoring Programme (NTP) aimed to help disadvantaged children in England catch up on learning affected by partial […]
Enhancing teacher quality through research-engaged professional learning and development: A scalable approach
MARK LESWELL, RESEARCH LEAD, SWALE ACADEMIES TRUST, UK Introduction In light of considerable investment in continuing professional development (CPD), it is crucial for school leaders to understand the characteristics of effective PD that contribute to improved teaching and learning (Hill et al., 2013) and the mechanisms that increase the likelihood of effective professional development (Sims […]
Cognitive science in primary school: One school’s journey in applying research to practice
PATRICK MCDONALD, CURRICULUM LEAD, WESTERHOPE PRIMARY SCHOOL, UK WILLIAM GRAY, DEPUTY HEADTEACHER, WESTERHOPE PRIMARY SCHOOL, UK Introduction Cognitive science has clear implications for classroom practice (EEF,2021a), and research shows that teachers’ professional development (PD) can positively impact pupil outcomes (Cordingley et al., 2015; Rauch and Coe, 2019; Sancar et al., 2021). Drawing on evidence from […]
Reflections on interventions
HANNAH MCMANUS, SENDCO, WESTERHOPE PRIMARY SCHOOL, UK WILLIAM GRAY, DEPUTY HEADTEACHER WESTERHOPE PRIMARY SCHOOL, UK Introduction It is undeniable that high-quality teaching is crucial in order for all pupils to make progress (Cullen et al., 2020), supplemented with carefully selected, small-group and one-to-one targeted interventions (EEF, 2020b). In our primary school context, following the impact […]
Englicious in the primary classroom: Teachers’ experiences of using a play-based intervention to support Year 2 children’s understanding of grammar
SUE SING, RESEARCH FELLOW, UCL FACULTY OF EDUCATION AND SOCIETY, UK BAS AARTS, PROFESSOR OF ENGLISH LIGUISTICS, DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE, UCL, UK Background and policy context In 2013, the UK government introduced the National Curriculum, which contains detailed specifications for the teaching of English grammar in primary schools (DfE, 2013). However, it […]
Supporting initial and early career teachers’ lesson planning through research
Cara Carey, Development Lead, Teach First, UK We are in the fortunate position of having a huge wealth of research around elements of great teaching. There are new books about teaching constantly being released, which is very exciting. This, however, means that it can be hard to keep track of current advice and filter the […]
Back to the future: The Finnish ‘lab school’ and its role in research-based teacher education
Dr Jennifer Chung, University College London, UK Introduction Education in Finland has received worldwide attention since the release of the first Programme for International Student Assessment (PISA) scores in 2001. Research into the reasons behind Finland’s high outcomes in PISA has uncovered the high quality of teachers and rigorous teacher education in the country. Despite […]
Beyond the development of teachers’ professional knowledge: Tapping into our practical wisdom
Dr Camila Devis-Rozental, Principal Academic, Bournemouth University, UK Introduction Teachers’ professional knowledge is an important aspect of effective practice. Indeed, teachers who are experts in their subjects and those who have an in-depth understanding of pedagogical strategies, behaviour management and students’ needs are likely to have better outcomes (Barendsen and Henze, 2017). For this reason, […]
Using the SAFMEDS strategy to support arithmetic skills in Wales: Advancements in applications and understanding since COVID-19
Hayley James, School of Educational Sciences, Bangor University, UK Background It has been over three years since school-age students across the world were forced to access lessons remotely or through blended learning approaches due to the coronavirus pandemic (United Nations, 2020). Evidence suggests that adapting to this way of working may have had sub-optimal effects […]
Making sure ‘worked examples’ really work: Reflections on when and how to model
ALLAN PALTZER, TEACHER OF HISTORY & POLITICS, QEH BRISTOL, UK As a history teacher, modelling is a routine part of my lessons. I had always assumed that this was a good thing. Through my teacher training and subsequent in-school CPD, modelling had consistently been presented as a vital component of an effective instructional sequence. On […]