I have a suspicion that the latest EEF guidance report ‘Improving Behaviour in Schools’ will before long reach the top of the EEF’s download charts (if such a thing exists). The reason is the demand. All teachers have at some point in their careers had to struggle with … Continue reading
As we continue to engage more and more with evidence from cognitive science and educational research, our knowledge and understanding of how we learn deepens. For example, the idea of Cognitive Load Theory, frames our understanding of the idea of … Continue reading
In his research school blog Chris Runeckles (Blog) discusses the challenges of implementing self-explanation effectively into everyday classroom practice. There is no doubt that when used effectively self-explanation has the potential to promote greater progress than the more traditional approach … Continue reading
In a previous post (Thinking About Curriculum) we shared how at Durrington we are thinking about curriculum, aligned with teaching and assessment. The curriculum outlines the key knowledge that students need to learn over their time with us in order … Continue reading
Testing in schools is often met with angst and worry from both students and staff and it usually ends with an overwhelming sense of judgement. An ever-growing body of research actually suggests that low-stakes testing can improve learning. Furthermore, a … Continue reading
By Andy Tharby Over 40 years of research evidence tells us that collaborative learning – when students work together on tasks in small groups – has a positive impact on learning. The EEF Toolkit suggests that teachers think about the … Continue reading
Over the past few years we have been embedding explicit vocabulary instruction as a key whole-school literacy strategy here at Durrington. You can read about our vocabulary work here. As part of developing this area of our curriculum, we are … Continue reading
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A year 8 and 9 student blog reflecting on subject enrichment and debating
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Teaching in British schools
I'm just a teacher, standing in front of a class, asking them to be quiet and listen.
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Pedagogy, research, practice.
Psychology in Education
