Feedback is not a gift
MARCO NARAJOS, DEPARTMENT OF EDUCATION, UNIVERSITY OF OXFORD, UK Rationale Research has long indicated that feedback supports attainment (Hattie and Timperley, 2007). This has led to assessment by regular or deep marking becoming a significant source of burdensome workload, which significantly correlates with poor teacher wellbeing (Brady, 2020; Jerrim and Sims, 2020). Teaching at an independent […]
Rob Webster: Leading without Limits
School culture is pivotal to implementing evidence-based practices, though it is the under-discussed side of putting research into action. This session will look at the role of culture and values in making sure ‘what works’ works, and why creating the right environment is essential to allowing new ways of doing things to flourish and ultimately […]
Today I’ve been a Try-o-saur’: Embedding self-regulation in Early Years classrooms
Sayeh Mariner, SLE and EYFS Lead, Essa Primary Academy, UK Matt Shurlock, Teacher, Brookburn Primary School, UK This reflective article considers the steps taken to apply research recommendations within Early Years classrooms to encourage pupils to be independent and competent learners. The focus will be on a dinosaur-inspired, talk-based classroom activity designed to practically apply […]
Regulating learning in the secondary classroom – how does theory reflect reality?
Thomas Harriott, Senior Leader, Riddlesdown Collegiate, UK; Doctoral Researcher, University of Cambridge, UK Introduction This article outlines the findings of a study that sought to improve practitioner understanding of how students regulate their learning in classrooms and how this relates to theory. Being able to regulate the learning process is essential for effective learning both […]
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 […]
Investigating pupils’ metacognition and self-regulation during, and returning from, remote learning
As educators reflect on the challenges and lessons learnt from the Covid-19 pandemic, Rachel Crowdy shares how ASSET Education collaborated with ImpactEd to better understand the impact of distance learning on their pupils’ metacognitive skills, self-regulation and independent learning behaviours. ASSET Education is a trust of fourteen primary schools in Suffolk, catering for over […]
Testing and spacing: Effective learning strategies for the classroom
Online Learning ¬∑ Testing and spacing: effective learning strategies for the classroom Educational practices inspired and supported by cognitive science are increasing in popularity. This can be seen in the worldwide increase in both academic (e.g. Roediger and Karpicke, 2018) and practice-oriented publications (e.g. Surma et al., 2019). Apropos these developments, we highlight two […]
Grounding for Mindfulness Technique (GfMT): A missing link between learner wellbeing and education
This article was first published as part of a global conversation about the future of teaching. Current education is set around academic achievements, competition and educating for exams, which has caused an attitude of selective learning (is this relevant for my exam?). This has caused a lack of development of the whole person and the […]
The role of teacher regulatory talk in students’ self-regulation development
Chartered College of Teaching ¬∑ The role of teacher regulatory talk in students’ self-regulation development This research summary discusses a study about the link between naturally occurring teacher talk and students’ self-regulation. In particular, the summarised study shows the effects of teacher talk on students’ self-regulation. Self-regulation refers to people’s capacity to regulate their […]
How can we promote independent learning and create learners for life – through and beyond the curriculum?
Chartered College of Teaching ¬∑ How can we promote independent learning through and beyond the curriculum? The Jubilee Centre for Character and Virtues has highlighted and explored the role of youth social action (YSA) in creating effective ‘learners for life’ through its development of young people’s character. YSA refers to ‘practical action in the […]
The role of youth social action in creating independent learners
Chartered College of Teaching ¬∑ The role of youth social action in creating independent learners Through our work on Youth Social Action (YSA), we see a great deal of overlap in the skills and processes that support independent learning, and those that are developed within YSA projects. In this article, we look at how […]
Promoting independence through project-based learning
Chartered College of Teaching ¬∑ Promoting independence through project-based learning In schools, teachers set the agenda for what needs to be learned, and how, and by when. We set deadlines for the students to meet, we remind them of those deadlines regularly and, if it looks like a student is not going to meet […]
Metacognition and self-regulation
Chartered College of Teaching ¬∑ Metacognition and self-regulation What is metacognition? Metacognition is commonly divided into two components: metacognitive knowledge and metacognitive reflections (Quigley, 2018). Metacognitive knowledge refers to what learners know about learning, and this may be broken down further into knowledge of self (the strengths and weaknesses of students), knowledge of tasks (the […]
Self-directed learning and project-based learning
Chartered College of Teaching ¬∑ Self-directed learning and project-based learning Most students are only in school for 14 years of their lives. In that time, they are carefully guided, led and occasionally cajoled through the greatest intellectual treasures our society has to offer. Of course, we are constantly looking for ways both to excite […]
Teaching and learning
These summaries explore issues around teaching and learning and focus particularly on the role of metacognition and working memory in learning. They contain tips on how to incorporate metacognition into the classroom, explain how working memory performance can best be understood, provide further links to resources around working memory, discuss action research in maths and outline how communication, language and […]
How can we support beginning teachers to be deliberative, engaging in self-regulation, as they learn teaching?
Tessa Blair, Doctoral Teaching Fellow, University of Oxford; Strategic Lead, Early Career Framework, East London Teaching School Hub, UK The role of self-regulation in effective learning is increasingly accepted (Muijs et al., 2014). This article draws on my doctoral research to consider the self-regulation of beginning teachers on employment-based routes (Teach First and School Direct […]
Webinar: What are the key priorities for all schools from September 2021
In this webinar, we heard from Sameena Choudry, Rachel Macfarlane and Professor Dame Alison Peacock as they talked about their work in pursuit of greater equity through a range of practical strategies proven to work in schools. The discussion highlighted one of the core priorities that leaders and individual class teachers need to attend to […]
Webinar: Relationships, Sexuality & Gender for the classroom
Relationships, sexuality and gender are huge life issues affecting all of us, from childhood and throughout adulthood. Yet, education is so lacking in this vital area. In fact, many teachers have never had formal RSE themselves, before endeavouring to teach the subject with an awareness of diversity and good practice within the field. RSE lead […]
Webinar: The home learning environment – multilingualism and child-wellbeing
In this third joint webinar between NALDIC and the Chartered College of Teaching, Dr Napoleon Katsos, reader at the University of Cambridge and Dr Lisa-Maria Muller, Education Research Manager at the Chartered College of Teaching, explored the links between multilingualism in the family and child well-being. The COVID-19 crisis has highlighted the role of children’s […]
Assessment beyond levels in the Early Years
Julian Grenier, Headteacher, Sheringham Nursery School and Children’s Centre Director, East London Research School, UK Practitioners working with children in the Early Years frequently have an excessive workload, and activities associated with assessment are a significant cause of this. The Early Years Alliance (2018) reported that practitioners feel overwhelmed by ‘unnecessary paperwork’ for Ofsted inspections. […]