The Evidence Based Education Podcast

How can you facilitate school improvement at scale and across a Multi Academy Trust? In this webinar, which is also available as a podcast, hosted by Professor Stuart Kime, we hear from a panel of Trust leaders who are: Facilitating school improvement across their Trusts Growing their Trusts in line with the DFE’s Trust Quality Descriptors Identifying strengths and measuring improvement across their Trusts Thank you to Julie Deville (CEO of Extol Trust), Kirsty McMurdo (Head of Teaching and Learning at Wonder Learning Partnership) and Embrace Multi Academy Trust for joining our panel! If you would like to discuss how you can facilitate school improvement across your Trust with the Great Teaching Toolkit, please contact us here! The podcast version of this webinar is available below. https://media.blubrry.com/evidence_based_education/content.blubrry.com/evidence_based_education/Developing_great_teaching_across_a_multi_academy_trust_audio.mp3 The post Developing Great Teaching across a Multi Academy Trust appeared first on Evidence Based Education.

Professors Rob Coe and Stuart Kime, on the 11th of March, discussed the concepts of “routine expertise” and “adaptive expertise” in a webinar. This webinar, which is also available as a podcast, examined the essence of expertise in education and beyond, providing invaluable insights for educators working in any context. Rob and Stuart discussed: Understanding what distinguishes routine expertise from adaptive expertise, and why both are crucial in different contexts. The implications of these concepts for professional development and classroom practice. Professors Coe and Kime have years of research and practical experience between them. This is a rare opportunity to hear them in conversation, and to understand more about the nuances of expertise in teaching, and how to develop more of it! The podcast version of this webinar is available below. https://media.blubrry.com/evidence_based_education/content.blubrry.com/evidence_based_education/developing_adaptive_expertise_1080p_01.mp3 The post Developing Adaptive Expertise appeared first on Evidence Based Education.

Kate Jones, Senior Associate for Teaching and Learning, interviews Science teacher, co-founder of Carousel Learn and author Adam Boxer about retrieval practice in the classroom. Understanding the role of memory in the learning process is essential for all educators. It is important for those planning and designing lessons to be aware of the limitations of working memory and recognise how regular retrieval practice can strengthen long-term memory. Retrieval practice involves recalling already-learned information from long-term memory to make that learned information easier and quicker to retrieve in the future. In this episode: Adam Boxer explains why teachers should carefully consider the language used when discussing retrieval practice in the classroom, providing all learners with retrieval opportunities. Kate asks Adam how teachers can provide retrieval opportunities, other than a ‘Do Now’ or quizzing starter task. Adam explores the importance of regular retrieval practice and how retrieval opportunities can be promoted throughout a lesson and for homework. Adam talks about how Carousel Learning was developed and explains all the different features and tools the platform can provide for teachers. You can found out more about Carousel Learn here. Retrieval practice in the primary classroom is also explored. Finally, Kate and Adam explain the importance of explaining effective (and ineffective learning strategies) to students. To enhance your use of retrieval practice you can access the Science of Learning Programme, as part of the Great Teaching Toolkit and download the eBook Retrieval Practice: Myths, Mutations and Mistakes. All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resources Section Or listen here on Apple Podcasts. The post Retrieval practice in the classroom with Adam Boxer appeared first on Evidence Based Education.

In this episode, Kate Jones, Senior Associate for Teaching and Learning, interviews Jane Miller and Finola Wilson, former teachers and school leaders and now running Impact Wales, about evidence-informed classroom practices and curriculum. This podcast focuses on the importance of schools embracing an evidence-based approach to curriculum design, teaching and learning. Jane and Finola provide an overview of their careers in education, including their transition from the classroom to launching Impact Wales to support schools across Wales and further afield. Finola discusses how she creates and shares research summaries and sketch notes for teachers. The importance of an promoting an evidence-informed culture across a school is discussed to help teachers make better informed decisions. We cover the challenges and barriers facing teachers and school leaders engaging with evidence. Jane and Finola offer advice for school leaders to consider when thinking about how they can do the best for their children. Kate asks about the Curriculum for Wales and the origins behind the curriculum design and reform. This includes discussion of the curriculum framework, pedagogical principles and implementation plan. Finally, we chat about their latest collaboration with Bruce Robertson as they are teaming up with Bruce to continue to promote evidence informed teaching and learning approaches. You can follow Jane and Finola on Twitter here and find out more about their work with Impact Wales here. All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library. The Great Teaching Toolkit offers an evidence-based curriculum for teachers’ professional learning. It provides a common professional language and a shared structure for enabling Great Teaching. The Model for Great Teaching is a summary of the best available research evidence on the things teachers do, know and believe that has the biggest impact on student learning. The review serves to help teachers make better and informed decisions about what they can best do to improve the quality of their teaching.  Or listen here on Apple Podcasts. The post Evidence-informed classroom practice with Impact Wales appeared first on Evidence Based Education.

Great questioning in the classroom (and beyond) promotes deep thinking, helping students connect and elaborate on ideas.  Great questioning to assess thinking helps teachers plan and adapt their teaching to respond to what assessment tells them.  Teachers ask questions every lesson, every day – so it’s important to make sure that teachers and students are asking the right questions to move learning forward. Kate Jones, Senior Associate for Teaching and Learning, interviews teacher, senior leader and author Michael Chiles about questioning in the classroom – Dimension 4, Element 4.3 of the Model for Great Teaching. In this episode: Michael explains why questioning hasn’t always received the attention and focus it deserves but why it should be a priority for all teachers and schools. Mini white boards and cold calling techniques are explored, as well as discussing the role of ‘hands up’ questioning strategies in the classroom. The purpose of questioning is explored. Michael offers advice about the design, use and implementation of multiple choice questions and how the data provided can be insightful and helpful for teachers. Question design and delivery is discussed, both written and oral. Kate asks Michael, how carefully should teachers plan the questions they ask in class. Finally, how can teachers support students to encourage reluctant learners to participate and ask questions in the lesson. The post Questioning in the classroom appeared first on Evidence Based Education.

Tom Bennett, practical classroom routines expert who champions scripts for tricky moments. Dr Alicia Hodkiewicz, researcher reframing behaviour as helpful vs unhelpful. David Didau, commentator on social norms and how what you permit becomes normal. Professor Rob Coe, research director on maximising opportunity to learn through time-on-task and proactive presence. They discuss routines, norms, framing behaviour and preventing disruption.

This podcast is the fourth installment in our miniseries on teacher collaboration, in partnership with Dulwich College International. Over what has possibly been the most challenging year ever, we’ve followed the journey of teachers and leaders as they seek to enhance collaboration across their family of schools, against the backdrop of a global pandemic! We started out in episode one by meeting collaborations leads, the people responsible for coordinating subject and specialist groups.  We talked to them about their aims and explored the idea of problem identification as mechanism to kickstart a collaboration project. Then, in episode two, John Hattie and Dylan William gave quite different perspectives on the idea of collective teacher efficacy and collaboration more broadly. In episode three we heard from Dr. Jenni Donohoo and Cat Scutt on the culture and conditions of effective collaboration. Finally, in this episode, we return to collaboration leads to find out what they got up to. Hear about the challenges, the successes and their advice for building and running a collaboration group. Or listen here on Apple Podcasts. The post Teacher collaboration: Episode 4 appeared first on Evidence Based Education.

The research evidence shows us that effective feedback is one of the most powerful tools that a teacher can have in their ‘toolbox’. But it also offers some cautionary notes… In more than a third of well-designed studies, feedback actively made students’ performance worse. Not all feedback is good feedback! Facial expressions, verbal or written comments, even silence can constitute some form of feedback. It is so integral to communication that it’s happening all the time. Feedback, in its many forms, is a key part of this complex act of teaching and it is worth investing time to reflect on. In this podcast episode we talk to teacher, senior leader and author, Michael Chiles, about the key concepts in his book, The Feedback Pendulum. We discuss the purpose and power of feedback interactions both in the classroom, with parents and with colleagues.  We discuss: The issues and opportunities with feedback Investing time to prime feedback Whole-class feedback The importance of meaningful teacher feedback Feedback to parents for a collaborative approach to learning For more on feedback, you can access our free eBook, A short guide to delivering effective feedback, from our resource library and you can find out more about Michael’s book here. All of our previous podcast episodes can be found in our podcast archive or by searching ‘The Evidence Based Education Podcast’ in your podcast app. Or listen here on Apple Podcasts. The post The feedback pendulum appeared first on Evidence Based Education.

In June 2020 we published the Great Teaching Toolkit: Evidence Review, a credible evidence summary of the elements of great teaching practice. In this podcast miniseries we’re talking to the team at Falinge Park High School as they use the Evidence Review and the model for great teaching as the focus of their professional development. Staff at Falinge Park are each selecting an Element from the review to work on as the focus of their professional enquiry. In the first Episode we spoke to Headteacher, Janice Allen about professional development culture. In this episode, we speak to Deputy Head, Paula O’Reilly, and Lead Practitioner, Katy Pauz, to find out how they organise and structure staff learning. We also invited Jade Pearce, Assistant Head of Walton High School, on to the podcast to tell us about her summary of the Great Teaching Toolkit: Evidence Review and how her school use it. Jade has kindly shared the link to her summary and you can download a copy here. You can also download the Great Teaching Toolkit: Evidence Review here. Or listen here on Apple Podcasts. The post A culture of trust and learning: Episode 2 appeared first on Evidence Based Education.

This podcast episode is a Science of Learning feast for anyone mildly obsessed with teaching and learning! Evidence Based Education’s Director of Education, Dr Stuart Kime, talks to Dr Niki Kaiser and Dr Efrat Furst about the approach the three of them took to the design our Science of Learning Programme. However, this is far more than a conversation about designing teacher CPD. Our teaching trio of Drs discuss: The learning process and the value of teachers knowing about it; The key characteristics of how people learn; Their experiences as teachers encountering new information about how we learn and incorporating it into their practice; Moving from novice to expertise; Making learning meaningful (potatoes and carrots!). About our guests Dr Niki Kaiser – Niki is a Chemistry teacher and Research Lead at Notre Dame High School, currently seconded to the Education Endowment Foundation as Science Content Specialist. Dr Efrat Furst – Efrat is a teacher with a research background in cognitive-neuroscientific research (human learning and memory). Efrat works to bridge the science of learning with teaching and learning in classrooms – with a focus on understanding the key principles in learning and applying effective strategies in the classroom If you’d like to know more about the process of how we learn and how it can be used to enhance teaching and learning strategies, take a look at our Science of Learning Programme here. Or listen here on Apple Podcasts. The post The Science of Learning: What should teachers know, and why? appeared first on Evidence Based Education.