Alex Quigley

Senior Associate: Research Schools – at the Education Endowment Foundation
Speaking at


The Magic of Metacognition

Alex explores the evidence on metacognition, sharing the latest EEF guidance report and related tools. He defines metacognition as a vital aspect of how pupils learn, before exploring how teachers can better support our pupils to develop metacognitive strategies.


Alex works at the Education Endowment Foundation (EEF) supporting the national network of research schools. He is the co-author of the EEF Metacognition and Self-regulation guidance report, as well as books for teachers, such as ‘Den trygga läraren’ and ‘Closing the Vocabulary Gap’.

Twitter: @huntingenglish



How can we use research evidence to improve our schools?

Teaching and leading schools is a brilliantly complex job that sees us make hundreds of decisions each day. How do we overcome pressures of the job to make timely, effective choices? Alex shares some strategies for using research evidence to improve our decisions. He also explores the role of ‘disciplined inquiry’ in supporting every teacher to improve their classroom practice.

Making Sense of Metacognition

Alex will explore the evidence and practice that attends the new Education Endowment Foundation guidance report on ‘Metacognition and Self-regulation’. He tackles some of the myths about metacognition and explores how teachers can mobilise metacognition in their classrooms and schools.

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50,000 Solutions for a Challenging Curriculum

As primary and secondary schools undergo another tumultuous cycle of curriculum and assessment change, our attention turns to the challenge of the bigger, harder academic curriculum faced by our students. When faced with the complexity of a new curriculum, we can too easily miss the simple solutions, such as the wealth of words that unlock the academic code of school. In this talk, Alex offers the notion that helping our students to develop a vocabulary of around 50,000 words will see them succeed in school and beyond. He explores the evidence that attends the debilitating impact of a student having a restricted vocabulary, before offering evidence-based approaches to support students in growing their academic vocabulary in every school phase and subject domain.

What can Research Schools do for us?

Many teachers and organisations, like ResearchEd, are working hard to see education become evidence-based. There are no quick-_xes, but this session explains the new EEF/IEE Research Schools project, and how it aims to support schools in sharing, interpreting and using research evidence to improve student outcomes.

If ‘we’re all sick of experts’ then what hope is there for evidence-informed schools?

Are we really sick of experts? Can we challenge edu-policy based on ideology and stop school decision- making being driven by accountability measures? This session explores some of the many barriers to achieving an evidence-informed school system. To fend off crippling sorrow & introspection, there are also some claims for optimism and hope.

National Conference 2016