Robert Marzano suggests that ‘it is simply not possible for a teacher to conduct instruction for children to work productively if they have no guidelines for how to behave, when to move about the room, and where to sit, or if they interrupt the teacher frequently and make whatever amount of noise pleases them.’ (Marzano, […]
David C Berliner, Regents’ Professor of Education Emeritus, Arizona State University, USA For many teachers, research in education has a bad name. There are at least two reasons for this. Firstly, it doesn’t replicate well from school site to school site. Site variation is inevitably enormous, and thus research findings are affected by factors such […]
Jonathan Firth, Teaching Fellow, University of Strathclyde, UK Jennifer Zike, PhD Student in Education, University of Strathclyde, UK Myths and misconceptions about learning are pervasive among the teaching profession. Myths such as ‘learning styles’ or the idea that some pupils are ‘left brained or right brained’ have been endorsed by over 90 per cent of […]
Lorne Stefanini and Jenny Griffiths, Coalition for Evidence-Based Education (CEBE), UK In 2013, Ben Goldacre called for a greater use of evidence in education to improve outcomes for children and increase professional independence, and ResearchEd was born. In just a few years, changes to initial teacher education (ITE) have reinforced this message (Carter, 2015; Bennett, […]
Claire Badger, Senior Teacher, Teaching and Learning, The Godolphin and Latymer School, UK Sweller’s cognitive load theory (CLT; Sweller et al., 1998) has been described as a theory that teachers really need to understand (New South Wales DoE, 2017) to teach effectively. The theory has been summarised elsewhere (e.g. Kirschner, 2002; Tharby, 2019; Boxer, 2018) […]
Robin Hardman, Politics teacher, Hampton School, UK As any humanities or social science teacher will know, there is a common paradox underpinning many teenagers’ attitudes towards academic writing: while most students recognise that the ability to write cogently will be central to their success in public examinations and the world of work, they are often […]
Paul A Kirschner, Emeritus professor, Educational Psychology, Open University, Netherlands; Guest professor, Expertise Centre for Effective Learning (EXCEL), Thomas More University of Applied Sciences, Mechelen, Belgium Tim Surma, Manager, Expertise Centre For Effective Learning (EXCEL), Thomas More University of Applied Sciences, Mechelen, Belgium Welcome to this issue of Impact on evidence-informed pedagogy. The reason why […]
Carl Hendrick, Wellington College, UK; Author Jim Heal, Deans for Impact, USA One of the difficulties with determining what is effective in a classroom is that very often, what looks like it should work does not and vice versa. Take, for example, the notion of engagement. On the surface, this would seem like a necessary […]
Ed Cope and Chris Cushion, School of Sport, Health and Exercise Sciences, Loughborough University, UK As Lyle and Cushion (2017) argue, sport coaching is a ‘hybrid discipline’ that reflects its own theoretical and practical struggles as well as being a proxy for wider debate over what constitutes legitimacy in practice and research. Approaches to coaching […]
Laura Gatward, Assistant Headteacher, Enrich Learning Trust, UK Developing subject knowledge and pedagogy for pupil success Powerful knowledge, created and delivered by experts, ‘enable[s] students to acquire knowledge that takes them beyond their own experiences’ (Young et al., 2014, p. 7). But how do teachers gain this powerful subject knowledge in school when so often […]
Graham Handscomb, Honorary Professor, University College London, UK Lofty ambition and dashed hopes? Teachers generally give warm welcome to the notion of using research evidence to hone and improve their practice. Yet this is not necessarily matched with any discernible impact in the classroom. A recent investigation by the National Foundation for Educational Research (NFER) […]
Abdul Limbada, Teacher of Computing, RS and MFL, Eden Boys’ Leadership Academy, Manchester, UK Richard Mayer’s (2018) book on how to become a successful learner offers study habits that will boost learning outcomes by helping students to master new material. Some of these are discussed below in relation to classroom practice. The following 10 learning […]
Andrew Davis, Honorary Research Fellow, School of Education, Durham University, UK Here are a few basic questions to ask when seeking to make teaching more research-informed. I hope to show that there are no easy answers and that this is precisely why the questions are important. Sometimes it is claimed that strategies such as organising […]
JAMES MANNION, BESPOKE PROGRAMMES LEADER, UCL INSTITUTE OF EDUCATION, UK; DIRECTOR, RETHINKING EDUCATION, UK; ASSOCIATE, ORACY CAMBRIDGE, UK NEIL MERCER, EMERITUS PROFESSOR, HUGHES HALL, UNIVERSITY OF CAMBRIDGE, UK; DIRECTOR, ORACY CAMBRIDGE, UK There are four language skills: reading, writing, speaking and listening. Of these, it has been argued that listening is the ‘most fundamental’ (Oxford, […]
James Rogers, Research and CPD Lead, Teaching School Council SW, UK Teaching should be a research- and evidence-informed profession, rather than a research- or evidence-led profession. The latter implies a passive engagement while the former implies an active engagement, which, I argue, comes from critical engagement, asking the right questions of research and understanding what […]
Richard Churches, Education Development Trust, UK Eleanor Dommett, Institute Of Psychiatry, Psychology And Neuroscience, King’s College London, UK Ian Devonshire, Nottingham University Medical School, UK Robin Hall, Education Section, British Science Association, UK Steve Higgins, School Of Education, Durham University, UK Astrid Korin, Education Development Trust, UK Previously we wrote for Impact outlining a Wellcome […]
Chartered College of Teaching ¬∑ Theoretical perspectives of enhancing e-learning within compulsory education Increasingly, education settings are moving towards greater use of e-learning. This is partly a natural progression, for example, in setting homework, but the COVID-19 epidemic has more recently prompted a mass migration to online learning. Since the use of e-learning within […]
In this webinar recording, Tom Bennett (Author, Running the Room: The Teacher’s Guide to Behaviour and Director, ResearchEd) and Amy Forrester (Director of Pastoral Care KS4, Cockermouth School) answer questions around behaviour management and establishing routines in the classroom. They discuss: The importance of behaviour management, why Tom Bennett was compelled to write ‘Running […]
When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). This responsive teaching approach can help to reduce the marking load for teachers as […]
This case study is written by Amy Forrester, a secondary school teacher and a Director of Pastoral Care. As you read this case study, reflect on the perspectives shared about pastoral care and the role of form tutor. Consider how the approaches might be relevant to your own development as an early career teacher. The […]
