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Beverley High School are delighted to announce a programme of free twilight CPD. This is built around an evidence informed approach, using salient research on cognitive science and how this is best embedded into classroom practice.
Tuesday 15th October - Teacher led inquiry. This session will explore how to establish a culture of disciplined, teacher led inquiry for colleagues across your school. How to format questions, use control groups and pre- and post-testing.
Monday 11th November - Retrieval Practice. This session will explore the benefits and application of retrieval practice across the curriculum, within lessons as a foundation for independent learning and homework.
Monday 28th November - Spacing & Interleaving. This session will explore the concepts of spacing & interleaving within a curriculum, how to embed it within practice and the impact upon memory.
Wednesday 15th January - Cognitive Load Theory. This session will explore the impact of cognitive load theory on learning and teaching, and how to be maximise cognitive load to avoid overload.
Thursday 27th February - Building Schemata. This session will build on cognitive science concepts and look at curriculum and lesson design to best plan for building schemata.
Monday 9th March - Metacognition. The session will explore the concept of metacognition, planning for explicit teaching of metacognition in lessons at any age, phase and subject level.
The tickets are free, to secure your ticket please use the following link: https://www.eventbrite.com/e/free-twilight-cpd-tickets-73792951705
Please email any queries to email@example.com
As part of our commitment to improving all aspects of our education and the wellbeing of both staff and students, we are now becoming a lead school in using educational research within our school. We have successfully worked with Huntington School in York who are the Research School for Yorkshire and at the forefront of school improvements. We now have three designated research leads in school who are dedicated to improving our knowledge and understanding.
The school will also be using the EEF (Education Endowment Foundation) to further develop its use of research as well as looking at what happens on a national context. Decisions we make will now be based around this knowledge rather than us simply jumping on ideas because other schools do them. It is worth noting that since we started the work our exam results have improved significantly but as importantly so has the morale of our staff. We will endeavour to keep this successful work going long into the future!
As part of our work this year the three leads attended the ResearchED conference in London recently. A summary of what they saw and what we will be looking at is below:
Nick Gibb Minister of State at the Department for Education
Becky Allen Professor of Education at UCL “The Pupil Premium isn’t working. What next for the attainment gap?”
Paul Kirschner Professor of Educational Psychology at the OU of the Netherlands.
“Don’ts and Dos in Teaching and Learning; An Evidence-Informed Approach to Teaching and Learning”
Paul is a highly regarded expert in educational psychology and amongst the Research Ed community and so we were all really excited to see him speak! It was good to hear him advocating many of the methods we have been looking at over the past 18 months and that you have been developing in your own teaching as being best practice based on cognitive science.
Some of Paul’s ‘dos’ included:
And some of his don’ts:
Something we all found interesting was that Paul advised that teachers should not read their PowerPoints out loud to students! We’re going to look into this and his reasoning behind it so there will be more information to follow
Tom Sherrington, Teaching and Leadership Consultant, former Head teacher and author of ‘The Learning Rainforest’.
“Why are Rosenshine’s principles of Instruction So Good?”
Stephen Tierney: CEO of the BEBCMAT. Chair of @HeadsRoundTable & SSAT Vis2040
“Building an Evidence Enriched school”
Alex Quigley: Senior Associate EEF, former Director of Huntington Research School & Author.
“Making Sense of Metacognition”
An exploration of the latest evidence around metacognition. Based around the EEF guidance report on metacognition: https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-self-regulated-learning/
He emphasised the importance of the relationship between:
Daisy Christadoulou: Director of Educator, No More marking & Author
“Assessing Writing with Writing Ages”
Jason Lowe (Head teacher, Tarporley High School and Sixth Form College) and Stuart Kime (Director of Education at Evidence Based Education):
“What happened when teachers stopped marking?”
During this presentation the discussed the findings from the “Rebalancing feedback trial” which set out to test the impact of secondary teachers replacing written marking with 3 types of in class feedback:
These sessions were really inspiring and invigorating. They really gave a sense of positivity and momentum for change in education, thoroughly embedded in sound evidence.
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