Following our inspiring sell out event last year, researchED Ipswich returns in 2019!
So, save the date: researchED Ipswich 2019 on Saturday 16th November 2019 at One Sixth Form College, Ipswich. Make sure you don’t miss out on your ticket which includes refreshments, lunch and a conference goodie bag!
Come and join us for an inspiring and insightful day as we take up the researchED baton once again in the east. All are welcome: classroom teachers, school leaders, researchers, and anyone with an interest in education.
Unity Research School are excited to be leading this collaboration again. With key themes including teaching and learning, leadership and inclusion there will be something for everyone and plenty of opportunities to meet like-minded colleagues as you engage in a wealth of evidence, conversation and discussion.
An impressive line-up of speakers will share their knowledge and expertise, engaging us all in conversations around how research evidence can support our work in schools and in our classrooms. Alongside passionate teachers and leaders from the region’s schools we’re delighted to be welcoming national figures to share their knowledge and expertise. See below for those already confirmed.
Interested in presenting? Complete the online submission here. As last year, we welcome ‘first-timers’ and can offer guidance and support in the planning of a submission and translating this in to a presentation session – if of interest, contact Jo Francis via email@example.com
Confirmed speakers (more to be added):
Prof Daniel Muijs – @ProfDanielMuijs – Deputy Director, Research and Evaluation – Ofsted. The Education Inspection Framework: research and evaluation: In this presentation we will look at the search and evaluation work supporting Ofsted’s Education Inspection Framework. We will outline the rational for and the key elements of the framework. Then we will discuss the evidence base that underlies it, including our research into curriculum and lesson observation. Finally, we will look at the evaluation programme that is running alongside EIF. The aim of the session is to develop an understanding of how research, evaluation and policy interacted in the development of the framework, and how we intend to continuously evaluate its impact. There will be opportunity for questioning and discussion.
Dawn Cox @missdcox – Head of RE – Manningtree High School
Why are you using marks and grades?: The research that most schools and teachers ignore: Now Ofsted aren’t looking at internal school data is it time to look at what research suggests about using marks/grades with students? This session will look at research on the use of marks and grades in teaching. It will argue that using marks and grades isn’t necessary for learning and will look at how schools might misuse this type of data and will consider the impact it has on learners. There will be practical suggestions on how this might be reconciled with the data that is requested by leaders.
Niki Kaiser – @chemDrK– teacher, chemist and Research Lead for @NorwichRS
What I Told My Y11s Yesterday – Developing Confident, Resilient Learners: This year, I am teaching one year 11 group, and sharing a year 11 form. I had important messages I wanted to convey to both groups, based on professional experience, research I’d read and… being a (caring) human!
I’ll outline what I said to them, the advice I gave them, how I pitched it, and tell you about the research behind it.
This includes the cognitive science and neuroscience behind how and why to study, the importance of sleep, and ideas for supporting metacognition, motivation and self-regulation, so students maintain focus and ‘keep their eye on the prize’.
Stuart Kime – @ProfKime – Director of Education, @EvidenceInEdu
Rate my teacher: There is no consensus about what constitutes effective teaching practice. Measuring the effectiveness of teaching (through things such as classroom observations and value-added scores) is a complex and messy activity that is easily biased and often highly inaccurate. Nonetheless, there is evidence that certain approaches to understanding the effectiveness of teaching are worthy of further exploration, notably the collection and use of students’ perceptions data. In this session, Stuart will talk about what the best available evidence in this area tells us, and talk about how EBE plans to develop student perceptions feedback tools for teachers as part of the Great Teaching Framework project.
Marc Rowland – @marcrowland73– Pupil Premium & Vulnerable Learners expert. Advisor for Unity Schools Partnership
Oliver Caviglioli – @olicav – Information Designer – Independent author, illustrator, trainer and consultant
Dual Coding for Schema Formation: Pairing words and images is only half the Dual Coding Theory story. Paivio’s research on this approach was with cognitively unchallenging material, so while it’s a useful — even powerful —strategy, it doesn’t address the problem of how to help develop schema. This session deals with the lesser known, but more profound, aspect of dual coding— the different structures and processing demands of verbal and visual information. Paivio recognised these differences, noting that verbal information being structurally sequenced contains some cognitive constraints, as compared to visual information whose structured more closely resembles the schematic structure depicted by cognitive scientists and others. When knowledge is explicitly organised — in formats beyond the lists of Knowledge Organisers — then conceptual development can be enhanced and accelerated.
Tricia Taylor – @TriciaTailored – Writer; Director, TailoredPractice – passionate about the science of learning
Connect the Dots: An Educator’s Guide to Teaching Students How and Why to Maximise Memory: Students often view learning as something that is done to them, rather than something they do. Teachers can reframe the process of learning by modelling and directly teaching students the tools to maximise memory and the rationale behind those tools. This understanding helps to harness a mindset needed for independent learning and long term retention. Based on years teaching primary and secondary students, this session will start with an explanation of key findings that teachers should know relating to cognitive science, including memory and metacognition. Then Tricia will outline a series of activities teachers can turnkey to help students better understand and use the most efficient evidence-based learning strategies such as retrieval practice, spaced practice, chunking and elaboration.
David Weston – @informed_edu – CEO @TeacherDevTrust, Chair @educationgovuk CPD Group, @tes blogger. Advisor @LGBTedUK
Leading Teaching, Learning & CPD: improvement that works: A summary of how leading schools are building a self-improving culture where teaching gets better every year. Drawing on work with hundreds of schools and with big ideas from the international evidence, this session is aimed at senior and middle leaders of schools and MATs.
Alex Bedford – @baronbedford – Author. Years of teaching. Trust Primary Adviser for Unity Schools Partnership. Consultant with Chris Quigley Education.
Don’t quiz to measure – plan thoughtful and cumulative questions that are built on the principles of retrieval and spaced practice: As schools dive into the impactful world of testing through quizzing we should pause and make sure the direction taken is built on sound principles and pedagogy. Take time to reflect on the reasons why retrieval and spaced practice matters. See worked examples of how cumulative quizzing is implemented and built into the sequence of learning. Alex will share a range of digital quizzing software to showcase impact from a Year 5 class he is working and teaching with. Alex will also including examples of how to build a curriculum around the concept of spaced practice and interleaving.
Ruth Everett – @RuthevRuth -FCCT, SLE, Consultant of English and Literacy plus an Expert Adviser for @TeacherDevTrust
Reading Comprehension: Evidence into Practice in Secondary Classrooms
Reading is the master skill in any school, integral to the academic knowledge required to read, write and communicate in every subject domain. Students need not only to ‘learn to read’ but to ‘read to learn’. However, reading is composed of different strands and to become a successful reader, students need to master all strands.
This session will look at evidence-based strategies which support effective reading development and lead to increased reading fluency.
Anna Tapper – @AnnaTapper2 – Senior Lead Educator for Unity SP, project lead – Maths & Metacognition
A Beginners Guide to Becoming Research Informed Do you want to start using research to inform your practice but feel a little overwhelmed at where to start? In this session we’ll explore why using research is a ‘best bet’, what the red flags might be in deciding which research to use and how the EEF guidance reports are a great place to start. I’ll draw on my experience as a research project lead to show how one group of 15 primary schools have used research to develop maths and metacognition and the impact it has had on raising attainment for all but particularly in closing the gap between disadvantaged and non-disadvantaged pupils.
Dr Gary Jones – @DrGaryJones – Author of ‘Evidence-based school: Leadership & Management and blogger on all things evidence-based
Evidence-based school leadership: How do we make it really happen: In this session I will look at the evidence around the use of research evidence in schools by both teachers and school leaders. I will then go on to consider what does the evidence-enriched school look like. Next I will consider strategies which could be used to support the development of the evidence-enriched schools and some of the mistakes to avoid. Finally, I will consider some issues of the future and some of the challenges that will be faced by school leaders and school research leaders in developing an evidence-informed culture.
Matthew Fuller – @MatthFuller – Headteacher at Woodhall Primary Academy (Unity SP)
Whole Class Marking – Creating Time to Teach: As teachers, what do we crave more of? One guess would be time! We’d love a bit more time to plan, prepare and assess, not to mention a bit more for ourselves! However, we are deeply committed to doing all we can to raise pupil achievement so we somehow find a way to fit everything in. But what if there were a different way? A different way of doing some of the ‘macro-nutrients’ of teaching – the ‘assess, plan, do review’ – in order to redistribute some of our time. It’s true, this question is by no means unique, but at Woodhall Primary School in Sudbury, we decided to review the macro-nutrients of teaching, to see which were the biggest consumers of time, and if there were ways of doing things differently. Building on the Education Endowments Foundation’s findings in A Marked Improvement (2016) and the work of Black and William (1998), we concluded that marking was our biggest consumer of time, but had the least return for the effort expended. This we felt had to change, so what commenced was an action-based research project that first looked at the effectiveness of our current policy before trialling an alternative.
Victoria Barnett – @vickilbarnett – Head of History/Research Lead – Jane Austen College, Norwich
Increasing Student Engagement and Involvement in History A-Level: This talk will outline the different methods undertaken by the Jane Austen College History department to improve student engagement and accountability at A-Level. Since taking over as HOD in September 2018, I have noticed a struggle with Year 12 and Year 13 adjusting to the demands of new linear A-Levels, and rather than upping their game, they have instead become more reliant than ever on teachers providing them with material, creating workload issues and concerns regarding students taking exams this summer. This talk builds upon the work undertaken from an internal CPD project to improve this situation – I will go through some of the research base we examined (including looking at intrinsic and extrinsic motivation and the role it plays, the importance of retrieval practice given the new demands of the A-Level, and the recent work done by the HA examining the impact of linear A-Levels, amongst others) when deciding what new approach to take to A-Level teaching. I will go over the new approach we have in place for September 2019, explain the research-informed reasoning behind it, and hopefully have some conclusions to bring! Although History focused, this talk would be suitable for anyone struggling with disengaged A-Level students and A-Level teaching.
Karen Wespieser – @KarenWespieser – Researcher and Director of Operations @DriverTrust
Engaging Parents: All the evidence points to the fact that parents play a crucial role in supporting their children’s learning. This is never truer than when a child is struggling with an aspect of school, the curriculum or their learning. In this session, Karen will translate the evidence into top tips for getting the most out of home-school relationships.
Rachel Rossiter – @rlrossi64– Assistant Head Teacher and SENDCO
Rosenshine’s Principles of Instruction – A SENDCO’s view The SEND Code of Practice (2015) states that high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.
This session examines the current interest in cognitive science and demonstrates how the underlying principles are well-established in the teaching of children with SEND and align with many recommendations made in the reports of Educational Psychologists. The session will conclude with practical examples of how the principles can be applied in classrooms.
Louise Cassels – @ScienceCassels – Assistant Head Teacher, SSAT Lead Practitioner – Castle Manor Academy
Utilising the EEF Improving Secondary Science Guidance Report to produce practical ideas & teaching strategies for the science classroom:Good science teaching improves attainment and engagement” (p.7) and the EEF Improving Secondary Science Guidance Report links their detailed research to different ideas that can be used within the classroom. The report is split into seven different recommendations; preconceptions, self regulation, memory, modelling, practical work, the language of science and feedback. In this session I have utilised the information provided in the guidance report to produce a range of teaching strategies that can be modified and applied to any science classroom from key stage 3 to key stage 5 and I will share a selection of these strategies with you during the session.
Lisa-Maria Müller – @limamue – Education Research Manager – Chartered College of Teaching
Mapping out your research engagement journey: This interactive session will help you map out where you currently are on your research engagement journey and which areas you may want to focus on in the year to come. It will help you consider your own levels of interaction with evidence in terms of awareness (e.g. knowing how to access research and judging its robustness), engagement (e.g.how important you think it is to use research evidence and have conversations about it with colleagues) and use (e.g. to what extent you apply research evidence to your practice). Based on real examples and quotes, this session will illustrate what different levels of interaction look like. You will be encouraged to reflect on your own experience in terms of the depth, breadth and length of your engagement and take away a handout to help guide you through the next steps on your journey. There will also be an opportunity to discuss your answers with your colleagues and to reflect together on some of the challenges you may be facing and how you could overcome them.
Bradley Busch – @Inner_Drive – Psychologist & Director – InnerDrive
The Science of Learning: Research Every Teacher Needs to Know
Many schools are interested in helping their students improve their long term memory, metacognition and resilience. But what does the research actually say about these areas? This session will cover key studies as well as offer practical suggestions for how to help schools facilitate these key skills. Demystifying key concepts and translating research into practical advice for the classroom, this session will increase teachers’ understanding of crucial psychological research so they can help students improve how they think, feel and behave in school. The research cited will range from large to- small-scale studies and from the quirky to the iconic. Above all, they will all look to cover the science of learning.
Loïc Menzies – @LKMcoHQ – CEO – LKMco cic
Making Waves: A better future for assessment: Workload in schools has spiralled out of control and much of this workload is associated with poor assessment practice, meanwhile teachers themselves report limited assessment expertise (Millard et al. 2016).
Fortunately, pockets of innovation are springing up with the potential to tackle these challenges. Some potential solutions have been initiated by individual teachers, some by individual schools, others are emerging across groups of schools or even whole countries and states.
By systematically studying the implementation of ten of these initiatives over three terms, the Making Waves project is drawing out lessons that other teachers, schools and groups of schools can learn from. In this session we will explore some of these emerging lessons, particularly focusing on how solutions are being developed, what the key barriers are to implementation and how to avoid common pitfalls.
Eleanor Andressen – @Pearson_UK – Core Efficacy Lead and Senior Researcher – Pearson UK
Researching the Mathematics Reforms in the UK – what have we learnt so far? England underwent significant change to its mathematics curriculum from 2014, raising expectations and emphasising deep conceptual fluency, reasoning and problem-solving. GCSE and A-level reforms followed from Summer 2017. Internationally, such goals are widely-valued but have not been achieved at scale.
A suite of largely qualitative, longitudinal studies carried out by Pearson and UCL explore curriculum enactment for ages 5-18 and the impact on teachers and students of related curriculum and assessment resources, including digital ones. They involved >200 classes and their teachers, from ~100 schools/colleges representative among users of Pearson resources and/or GCSE or A-level assessments (and broadly representative across English 5-18 provision).
Tanja Hofmann – Director of Curriculum STEM – Suffolk ONE
Flipped learning and metacognition – a case study from A-level Biology: Last academic year the Biology A-level teaching team at Suffolk ONE carried out a research project involving all Year 12 Biology students to investigate whether a combined approach of ‘flipped learning and metacognition’ impacted positively on student progress. We chose to investigate this, as teachers felt that the recent changes in the Biology A-level specification put additional pressure and time constraints on curriculum delivery due to the heightened skills development needed for students to be successful in the exams. It was hoped that flipped learning would free up some time in the classroom for teachers and students to focus on these skills, including metacognition, which has recently been shown to have a positive effect on student outcomes by the EEF.
Kate Sida-Nicholls – @SidaNicholls – Suffolk and Norfolk SCITT Secondary PGCE Course Leader – Suffolk and Norfolk SCITT
Tackling retention of teachers by building professional capital in schools: Two years ago Suffolk and Norfolk SCITT commissioned research with Relational Schools involving Cambridge Assessment focusing on the number of relational networks that trainee teachers have and whether there is any correlation between the amount of networks and their retention as a trainee teacher. To date over 200 trainee teachers have been involved in the research which is a longitudinal study and will track these teachers as they become early career teachers. As a result of our engagement with this research, we have become much more focused on the importance of explaining to trainee and early career teachers about what strategies to use to build their professional capital in schools as they start their career. This presentation will not focus on trainee teachers but use the data we have gained in our own research to explore strategies that schools could explicitly develop with their early career and experienced teachers and offer suggestions which might help in alleviating the retention issues that the teacher profession is facing. This presentation will not only refer to our own research but also that by Dr Alison Fox from Cambridge University, Professor Rachel Lofthouse and Relational Schools as well as reference to books such as Professional Capital by Andy Hargreaves and Michael Fullan.
Chris Fountain – @englishfountain – Curriculum Design Lead – English Mastery
What do our students really think about the feedback we give them?
Verbal feedback has become increasingly common in classrooms recently. Teachers see it as a time-efficient and effective way to give regular actionable feedback, but do students find it useful? If they don’t, what types of feedback do they want?
Reflecting on 30 years of academic research into effective feedback, as well as interviews and surveys with over 200 students in a UK secondary school, this session will explore the main issues students find with the different forms of teacher feedback and will offer solutions and practical tips to make our feedback as effective as possible for students.
Julie Westrop – @cafes4all – Director – A2E2 Education Ltd- Norwich
Working with Parents to Support Children’s Learning: This session builds on the recommendations from the EEF’s guidance report ‘Working with Parents to Support Children’s Learning’ as well as work by Professor Joyce Epstein ( John Hopkins University ) and Professor Janet Goodall ( Swansea University) . It will provide strategies for schools and a wealth of practical ideas on how to develop the school/home relationship, thus helping narrow the achievement gap, and engage all parents and families in becoming inspired, confident and empowered to support their children’s learning and emotional health and well being. Findings from the Cafes for All whole school approach for primary schools will be shared.This session is suitable for both secondary and primary colleagues and will involve some group discussion.
Ben Rogers – @benrogersedu – Director of Pedagogy & Curriculum – Paradigm Trust
Visualise Science – using images, diagrams and visualisations to maximise learning in science: During this session, Ben will show how to use images, diagrams and visualisations in science lessons to support memory, understanding, problem solving and communication. The strategies are all based on research. This session is suitable for secondary and primary teachers.
Sarah Cottingham – @overpractisedFellow, Learning Design – Ambition Institute
The secrets to behaviour change for students and teachers: People aren’t keen on change. Behavioural psychology encourages us to make change easy, attractive, social and timely, but we can also make change easier by being very careful about what we ask people to change. This session introduces the idea of the ‘fertile habit’: small, powerful changes, which are easy to adopt but have a disproportionate impact. We will explore the evidence for the idea and share examples of fertile habits which have worked for teachers and teacher educators; you’ll walk away with a fertile habit you can use in the classroom or staff room on Monday morning.
Michael Hobbiss – @mikehobbiss – Doctoral Researcher – University College London
Paying more attention to attention: I will argue that that attention skills (specifically, the ability to control the focus of attention and resist distraction) are deserving of more attention, both from educational researchers, teacher educators and teachers themselves. This is for four main reasons, based on the research that we do have:
– Attention is the gateway to cognition
– Attention directly impacts school attainment across the whole spectrum – not just at the lowest end
– Attention may mediate other key variables which contribute to school success
– Attention skills likely impact on our happiness
Jennifer Beattie – @nowmrsmfl– Director of MFL – Unity Schools Partnership
Rethinking the 3-part-lesson: Is the 3 part lesson plan finished? Is this really the best way to plan for great learning? What happens if you don’t get on to the plenary? What happens if your lesson has no starter activity?
This session aims to offer practical strategies on how truly effective teaching and learning should be organised as a sequence of episodes and not reduced to a formulaic 60 minute session like we previously have always planned. By incorporating Rosenshine’s principles and focusing on retrieval practice, we can not only make lesson planning less workload for ourselves, but make pupil learning much more effective over time.
Rose Keating -@rosemkeating – Mathematics Adviser/ Assistant Maths Hub Lead – Educator Solutions/ Angles Maths Hub
Maths across the transition – research, practice and opportunity
Research consistently highlights the urgent need for action to address concerns relating to transition issues; as it is well known there is a national dip in students’ mathematical performance in Years 7 and 8. This is unexpected, as a roughly 75% of the content that is taught in KS3, has already been encountered or at least its associated prior learning, in primary school.
More often this is blamed on inflated KS2 results or the difficulties of a new school, new surroundings, etc. However, I would propose the biggest culprit is the different teaching styles and expertise of teachers in both phases. Pupils being taught content in a style not conducive to their learning, they are not used to, or ineffectively due to lack of teaching PD. I will share some work and thoughts from the Angles Maths Hub Year5-8 workgroup, which has focused on the teaching of algebra in both phases.
Dave Robinson & Paul Rea
We can’t wait to welcome you!
The Research Schools of East Anglia
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