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Inspiring a love of learning

“Inspiring a love of learning”

‘The lessons and the teachers are really good and I’ve made so many more friends since starting the sixth form’ Emily, Year 12

‘I’ve been able to achieve a level of independence but still rely on the support of staff I know when I’ve needed it’ Beth, Year 13

‘To begin with I was nervous about meeting new people but everyone has been welcoming. The subjects I chose are right for me and the teachers are helpful. Coming here was the right decision’ A new student who started in Yr 12

“I taught in several schools and I was only blessed with sons but I firmly believe that if I had a daughter I would want her to go to this school because I am aware at first hand of the dedication of all of its staff to the care and education of the girls. This school does realise that it is precious cargo that it carries.” A former teacher

Beverley High School Research

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.

 

Ms Jo Jukes - Research Lead for Teacher-Led Inquiry

Miss Louise Lewis - Research Lead for Metacognition

Mrs Joanne Tiplady - Research Lead for Vocabulary and Literacy

 

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?”

  • A critique of PP funding and it’s lack of impact on raising attainment of the poorest pupils. Her main areas of argument were:
  • PP targets the wrong students;
  • PP funding cannot be used well because of the need for accountability from schools;
  • There is no evidence that shows how spending money can raise attainment (not because it hasn’t been done, but because the research shows it has no impact).
  • She provides an overview of her findings here: https://rebeccaallen.co.uk/2018/09/10/the-pupil-premium-is-not-working/amp/?__twitter_impression=true

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:

  • Direct instruction
  • Dual coding (using both visual and verbal information to present information)
  • Cognitive load theory

And some of his don’ts:

  • Use teaching methods that involve multi-taking
  • Use self-directed learning (he said that novice learners are unable to identify what they need to know and need direction from experts)
  • Googlification (using Google as a knowledge replacement)

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”

 

  • Stephen was a passionate speaker and real advocate for teacher improvement at the core of everything that is done schools, ensuring that there is a logical what and more importantly ‘why’ we do anything in school.
  • He based his talk on five evidence based papers, to examine methods for implementing effective CPD model that is appropriate to a school’s context and designed to best improve student outcomes.

 

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:

  • Cognition and metacognition
  • Knowledge of the task, knowledge of strategies & knowledge of self
  • Metacognition & motivation

 

Daisy Christadoulou: Director of Educator, No More marking & Author

“Assessing Writing with Writing Ages”

  • Many teachers will be familiar with the concept of a reading age, which expresses performance on a reading test as an average age. In this presentation, Daisy Christodoulou explained No More Marking's new Writing Age measure, which reports performance on comparative judgement writing assessments as an average age.
  • The Writing Age provides an intuitive and easy to understand alternative to scaled scores and grades, and also makes it easier to assess a pupil's performance across different year groups, and to adjust for the effects of birth-month.

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:

  • Front-ended feedback. Teachers use reflections on previous student work to identify potential strengths and common errors, this was conveyed to students, who created individual checklists before beginning the task.
  • Register feedback: Students give feedback to the teacher when answering the register
  • Strategic sampling: Live sampling / live marking with a visualiser.

 

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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