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Students can revisit and review these voice notes multiple times, from anywhere, which allows the
feedback to be reinforced, no matter the students’ learning habits or location. I’ve explored further
troubling issues with the assumption that feedback is always positive here. Quick Summary of AB 60
by Section Major Changes That Impact Us Financial Reporting with Annual List Filing. For schools
looking to increase the chances of their most disadvantaged students there a few more productive
avenues to explore. Mundanely clever. Shireland Context. I nner city academy in West Midlands
1,100 students; 11-18. By no means are all potential interventions included on the toolkit, and so this
is not a model for all possible interventions. This strategy develops comprehension, reading skills,
vocabulary, articulation and spoken expression. The bullet pointed list offers suggestions for key
active ingredients to support leaders around which factors need to be tight for effective
implementation. I value all sorts of things I have no ability to measure. Closing the Disadvantage
Gap Section This new section now explicitly discusses how a particular strand impacts on our
disadvantaged students. Applying the ingredients of effective implementation. There is evidence that
guidance from a teacher or teaching assistant can make the impact greater than it would have been
otherwise’. It is always going to be filled with caveats, as context matters and each school is
different. If the subject matter is questionable (rubbish), are there benefits in learning differently to
develop our ability to learn differently. Chapter 8 Digital Lifestyle: Managing Digital Data and
Devices. What has been shown to be effective in raising outcomes for struggling readers. What about
the quality of a school’s behaviour systems and pastoral care. How can we engage and support
struggling readers in Year 7. I provided an additional scaffold for extended writing tasks, without
thinking enough about how to remove the support as and when it was no longer needed. Read more
aboutSorry sir, what was the question again? 26 January, 2024 A Concise Review of a Concise
Guide to Using Research Evidence A brief summary of the key take-aways from the recent EEF
Guide on Using Research Evidence Read Article. The Teaching and Learning Toolkit is a live
resource updated with a team of academics at Durham University. There was little high quality
evidence in this area. I don’t think you shouldn’t use tests, just don’t think the current Y6 ones are
any good. Communism was on the loose and the United States entered the Korean War. It is now the
34-strand free interactive website you can view today. And yet, if we’re honest, the evidence shows
otherwise. Let’s hope the crisis ushers in a new dawn of more radical thinking. Page generated on:
Thursday, 22 February 2024 at 23:41 (E). The EEF report showed that school leaders recognise the
importance of verbal feedback and that a dialogue between pupils and teachers is essential to its
reception. Early Years Interventions are not homogenous and the complexities of the interventions
are better suited to the EYFS Toolkit.
The climate The ambition Autonomy The gap The funding The evidence of what works
Accountability. And we know that it’s quite easy and possible to eliminate all arts practice from
schools. My stated purpose remains: to make children cleverer. That said the online environment
doesn’t work for all pupils, and it is very dependent on both the pupil and the technology being used.
If it enhances learning, keep using it, but if it doesn’t offer anything more, make sure that you are not
spending unnecessary time, effort and money on it. My brother the scientist did the same with the Le
Mans 24-hour car race. Our Bananarama principle - “it ain’t what you do, it’s the way that you do it”
- underscores the power but also the limitations of evidence in helping teachers to decide what to do.
All assessment is subjective to a degree but there are ways we can aggregate such subjectivity to in
order to make more reliable inferences. 4. I’m not just happy to see domain specific skills taught, I
think it’s essential to do so. 5. Yes, teaching chess just makes you better at chess. For comparison's
sake, 8 months' learning progress (EEF) converts to an effect size between 0.62 and 0.69, so there is
close agreement between the two sources. We want schools and teachers to be confident in the
Teaching and Learning Toolkit as a robust resource they can turn to when looking for evidence to
improve outcomes for their students. But it can never tell the whole story of the complex,
multifaceted interplay between one teacher and their 30 pupils at one particular time and place.
Various governments (or hand-picked committees reporting to government) have recommended that
non-religious world beliefs e.g. humanism, should be taught as part of this subject, but in many
schools this is ignored. Step 2: Identifying possible solutions Step 5: Securing and spreading change
Step 3: Giving the idea the best chance of success Step 4: Did it work. One-to-one tuition adds an
average of five months of progress, which seems a bit of a no-brainer. Doesn’t it matter what’s being
taught and how it’s being assessed. This is “what’s worked ”, rather than what will work somewhere
else. In Showbie, teachers can provide timely feedback with the Customised Activity Centre so they
always know when work is completed and ready for personalised feedback. Our original goals for
the toolkit remain a far-off dream. None at all said they would use peer-to-peer tutoring schemes,
another highly promising approach, according to the toolkit. The Teaching and Learning Toolkit is a
constantly evolving resource and the EEF will continue to add to it to make sure the best available
evidence is accessible to schools in an easily digestible format. Before starting any further work it is
worth pausing to look more closely at the evidence base and how it connects to your context. Early
Years Interventions are not homogenous and the complexities of the interventions are better suited to
the EYFS Toolkit. An up-to-date grasp of the research base has never been more important as school
leaders look to devise and enact long-term recovery plans in the wake of the pandemic. As with all
the EEF’s online resources it is sleek and easy to navigate and the major headings of cost, strength
and impact have not changed. There will no longer be negative impact figures published. This is
simply because it is very difficult to know everything there possibly is to know about the true state of
the world and we have to fill in the large gaps based on our grasp of the facts as we understand
them. What Does Freedom to Choose Technology Offer You?. Objectives. Describe the impact
technology has on productivity and efficiency Discuss the impact of technology on the consumer.
Read this checklist for advice on how to choose your next intervention. We also use third-party
cookies that help us analyze and understand how you use this website. In cross-age tutoring, an older
learner takes the tutoring role and is paired with a younger tutee or tutees.
There really isn’t much point going to a football match, watching the Oscars, whistling, putting
pictures on the wall of your home, taking photos of a tree. Lindsay Lewis Membership and External
Affairs Manager. About EEF. Originally formed in 1896 as the Engineering Employers Federation
Major employers’ body focused on manufacturing Owned by our members. These ideas can be
thoroughly debunked with relatively little effort. This is usually by teaching pupils specific strategies
to set goals, and monitor and evaluate their own academic development. Pupil progress is affected
by factors within and outside school. Introduction. The idea that we learn by interacting with our
environment is probably the first to occur to us when we think about the nature of learning. It does
so by providing teachers and school leaders with an accessible summary of thousands of individual
pieces of academic research. This builds on last year’s survey of 2,000 children. While this is no
guarantee that the decisions are always the right ones, it means that we don’t and can’t selectively
aggregate studies in order to achieve particular answers. The Toolkit also signposts specific guidance
reports, tools and programmes which can provide further support in making meaningful changes in
schools. This might have meant giving him a partially completed writing frame, or asking him good
questions so that he could complete it himself. With these tweaks, we can bring our adaptive
teaching practice closer to the evidence around what works for all pupils, including those with
SEND. We invest together, learn together and share together. More from the Derby Research School
Show all news Blog. To add to this, if the technician still hasn’t been to make sure that it’s actually
interactive then it’s little more than a white surface to project onto. It chimes with a lot I have been
thinking about and it’s good to see these mega-synthesis arguments being brought to task. This
approach consistently has positive impacts, allowing pupils to work at their own pace, and providing
them with the opportunity to work collaboratively. It is also investigative, looking past the primary
sources and exploring further related research to provide an extensive account of each concept.
Evaluate the impact of your decisions and identify potential improvements for the future. A number
of strands in the Toolkit have been updated. We want schools and teachers to be confident in the
Teaching and Learning Toolkit as a robust resource they can turn to when looking for evidence to
improve outcomes for their students. To get even a very basic overview of the research around one
topic, you would have had to have spent hours - if not days - reading papers, usually presented in
inaccessible jargon and hidden in expensive journals. Thanks to the fact that we have taught around
560,000 lessons to over 45,000 KS2 pupils, we are confident in our ability to do just that. It’s there to
complement your own expertise and local knowledge, rather than replace it. We exist for children
and young people, building their future through great teaching, great schools and great leadership.
You also have the option to opt-out of these cookies. For schools looking to increase the chances of
their most disadvantaged students there a few more productive avenues to explore. To allow schools
to ensure gaps in achievement are addressed. I would never use it again and would just teach actual
philosophy. No one is wrestling with a challenge, an opportun.
Your point about not needing explicit instruction if Sue gets her way in the early years is based on a
common misunderstanding of how human beings have evolved to learn. Chris Runeckles Assistant
Director Durrington Research School More from the Durrington Research School Show all news 1
February, 2024 Sorry sir, what was the question again. But there are inevitably risks involved with
simplifying so much complex information. For schools looking to increase the chances of their most
disadvantaged students there a few more productive avenues to explore. I don’t think you shouldn’t
use tests, just don’t think the current Y6 ones are any good. Disadvantaged students may in
particular benefit from the approach: Based on this, the school leader in this scenario would have
enough positive information to reasonably decide to pursue the intervention further. The EEF also
uncovered that a lack of feedback policy in primary schools could negatively impact teacher
workload. The Toolkit is a starting point for making decisions Overview of value for money 10
Feedback Meta-cognitive Independent learning Pre-school Peer tutoring 1-1 tutoring Homework
Effect Size (months gain) Outdoor learning Summer schools ICT Phonics After school Smaller
classes Parental involvement Individualised learning Sports Learning styles Teaching assistants Arts
Performance pay 0 Ability grouping ?0 ?1000 Cost per pupil Using the Toolkit Use the evidence as a
starting point for discussion. Yes, these are blurry, grey, woolly and easy to deride. But that’s an
unhelpful way to tackle you key question. These can help increase engagement alongside academic
support. Page generated on: Thursday, 22 February 2024 at 23:41 (E). Examples of using technology
to enhance learning. Also referred to as Spheroid, although Earth is not a sphere but is bulging at the
equator and flattened at the polesFlattening is about 21.5 km difference between polar radius and
equatorial radiusEllipsoid model necessary for accurate range and bearing calculation over long
distances. At the end of these workshops, school leaders can empower their teachers with clear
guidance on how to provide deep, personalised feedback and assessment. With our formative
assessment tool, Socrative, teachers can test student knowledge during (or at the end of) a lesson,
using Socrative’s Quick Questions, a no-prep activity you can do in class. Take the example of the
decision to fund further research in Philosophy for Children. Only two main languages, Spanish and
Portuguese, English widely spoken. Reliable data, for instance, from assessments, are consistent over
time (you’d get a broadly similar result from a reliable assessment if a pupil took it both in the
morning and the afternoon on the same day, for example). The priorities. Raising achievement and
closing the gap. Respectively they cover how much the intervention is likely to cost to implement,
the strength of the research evidence underpinning it and the impact it is likely to have on the
children receiving it. By: Darcee Stock. As defined by the New Oxford American Dictionary,
overfishing is the depletion of the stock of fish in a body of water by too much fishing. Freely-
available, regularly updated and designed for teachers and school leaders, the EEF Toolkit provides
the latest summaries of research evidence regarding the way that factors such as feedback, meta-
cognition, setting and school uniform, impact on learning. Rather than requiring teachers to be
creating different worksheets for pupils with different needs, scaffolding can be a term used to
describe: - A visual scaffold, such as a task planner. - A verbal scaffold, such as a teacher correcting a
misconception at a pupil’s desk. - A written scaffold, such as a writing frame. Author EEF Today, the
EEF have launched an updated version of our flagship resource, the Teaching and Learning Toolkit.
But, if you’re prepared to work hard and stay on track, the EEF’s DIY Evaluation Guide is there to
help. However, it’s important to pay attention to other aspects in your decision-making. Schools with
percentage figures exactly on the decile boundary have been included in the lower decile. We shared
the updated toolkit with our ELEs and asked how they felt the toolkit could be used back in their
settings.
It was needed before the Covid crisis, and this need has become even more pressing as the
vulnerable have suffered most from the pandemic. The more privileged your background, the less it’s
likely to matter what happens at school. For teachers, how and when we remove our classroom
scaffolds is a vital part of effective practice for pupils. Packaged the principles of handwashing into
a practical intervention. It is this digging into the strands that is key to the usefulness of the toolkit.
Evaluate the impact of your decisions and identify potential improvements for the future. K- 5 ESS,
PSS, and WHS Karen Switzer and Gail Bourn December 2011 Laconia School District. Finding
Profit Maximizing Quantity Exiting an Industry Entering an Industry Long-Run Competitive
Equilibrium Summary Review Questions. This section will be particularly useful for Pupil Premium
leads who are exploring priorities for their PP strategy. It has revealed an insatiable appetite for
evidence. However, we include steps in our process to ensure that we do not combine results in a
way that is misleading or unhelpful, and we are stricter in what we do or do not include compared
with some other major meta-analyses of education research. Presumably also refuting the teaching of
chess, and philosophy(?), as ways of enhancing critical thinking and creativity. This category only
includes cookies that ensures basic functionalities and security features of the website. To exemplify
the use of the toolkit as intended (I hope) I will try to exemplify how a primary school leader
interested in implementing metacognition to support the attainment of disadvantaged students in
their school might use it. The fact that some people’s favourite purpose is none of these things ought
to cause for alarm. Source: Department for Education Percentage of Key Stage 4 pupils eligible for
free school meals attaining the GCSE benchmark by secondary schools, in deciles from low to high
proportions of pupils eligible for free school meals Data based on 2012 Key Stage 4 validated data. I
provided an additional scaffold for extended writing tasks, without thinking enough about how to
remove the support as and when it was no longer needed. What Does Freedom to Choose
Technology Offer You?. Objectives. Describe the impact technology has on productivity and
efficiency Discuss the impact of technology on the consumer. Can we demonstrate that our readers
are making progress. Hannah Ainsworth, York Trials Unit, University of York Professor David
Torgerson, York Trials Unit, University of York Professor Carole Torgerson, School of Education,
Durham University. For comparison's sake, 8 months' learning progress (EEF) converts to an effect
size between 0.62 and 0.69, so there is close agreement between the two sources. Please read our
Cookies Policy for information on how we use cookies and how to manage or change your cookie
settings. But this updated Toolkit looks like a helpful tool in helping inform those discussions, acting
as a springboard for further research-based practice. It’s by no means perfect, just a lot better than a
teacher (or anyone) trying to apply a set of standards to children’s writing. What can be done to make
research more accessible to busy professionals. That timely feedback is provided 2-3 times per week
by 38% of primary teachers surveyed, and over a third of them are giving written feedback every
day. Reading more about this topic explains more about the research that has been done, namely that
high-attaining pupils are positively affected by setting (making an average of 1 or 2 months more
progress than in mixed groups), but that low-attaining pupils are negatively affected by at least the
same amount. The intervention has promise in primary schools: 2. As a result, many schools have
become more evidence-informed. The Toolkit looks at how to target and engage the pupils who
could benefit most.