Evidence Led Practice

ELE Blog

This blog contains perspectives on using research evidence in schools, reflections on 'what works' and recommendations for useful evidence resources. It is written by our Evidence Leads in Education.

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  • 17/03/23

    The power of disciplined professional enquiry

    This year our primary trainee teachers were set a simple professional enquiry task. They were asked to think about how pupils learn, with a particular focus on cognitive load theory. The task was to be presented as a question; What impact does X have on the outcomes for pupil/pupils Y over a 6-week...
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  • 01/02/23

    Implementing the EEF’s ‘Five-a-day' principle to support SEND learners in the classroom

    The EEF’s ‘Five-a-day' principle to support pupils with SEND, taken from their ‘Special Educational Needs in Mainstream School’s’ guidance report, is illustrated in the diagram below.
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  • 05/12/22

    The Importance of Activating Prior Knowledge

    I have previously written about the role of memory in classroom pedagogy. This post draws upon both this theme and its link to Metacognition in the discussion of the topic, Activating Prior Knowledge.
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  • 13/10/22

    Learning through the arts – teacher development through Disciplined Inquiry

    With the current – and often necessary – focus on enabling pupils whose schooling has been significantly disrupted by Covid to ‘catch up’, we could perhaps be forgiven for overlooking the impact that learning through the arts can have on children’s learning and wel...
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  • 08/06/22

    Teaching Assistants - The Key to Metacognition

    Guest blog post: Abi Joachim, HLTA & ELE for Ipswich Associate Research Schools, shares the importance of metacognition in TA practice.
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  • 19/04/22

    Why use 'low stakes testing' and not just 'testing'?

    In my previous post, I mentioned how 'low stakes testing' (LST) could be used as a strategy for improving memory and recall in the classroom. Low stakes testing is "that students be given the opportunity to try (a task), make mistakes, and to learn from those mistakes with little o...
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  • 02/03/22

    Every interaction is an intervention

    Having been a leader of teacher development for many years there has never been a more crucial time for responsive, quality teaching. I’m sure all educationalists would agree that our main purpose is to enable children to flourish; and in these uncertain times we can perhaps more than ever be...
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  • 27/01/22

    Practical recall methods in classroom practice

    Following on from her blog post on recall in November 2021, ELE Vanessa Sullivan discusses the use of ‘Retrieval Grids’ and provides links to some useful templates and examples.
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  • 20/01/22

    It’s all about the talk!

    If you were a fly on the wall in an Early Years setting I have no doubt you would see children talking. Talking to friends. Talking to adults. Simply talking! However, how often do you reflect on the quality of the talk? How many interactions are actual conversations rather than functio...
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  • 14/12/21

    Using lesson studies to put teachers at the forefront of school improvement

    How do we ensure that professional development leads to effective and sustained changes in teachers’ practice? To answer this question, we need to understand processes that lead to the most effective ‘teacher learning’. In this post, Sophie Denyer explains how the Lesson Study mode...
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  • 06/12/21

    Effective CPD and toothpaste: what do they have in common?

    Guest blogger Andy Samways, Director of Unity Research School, considers the recommendations outlined in the most recent EEF Guidance Report on Effective Professional Development.
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  • 24/11/21

    Recall: how do we help our pupils remember?

    At some point in every teacher’s career you will have no doubt asked yourself, “Why can’t my class remember this? I only taught it last term/this week/one hour ago!”. In this post, Vanessa Sullivan explores seminal research on recall and its links to fluency, spaced repetitio...
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