Evidence Leads in Education 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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  • 18/01/24

    Revisiting Cognitive Load Theory - Links to Embodied Cognition

    As leaders and practitioners, we all appreciate the importance of continually reviewing developments in our field in order to ensure our practice remains relevant and maximises the learning outcomes of our pupils. Although Cognitive Load Theory (CLT) has been known and developed within the academic...
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  • 14/11/23

    Accessible professional development for the Early Years: update to the EEF Early Years Evidence Store

    Those of us who work in or with Early Years settings will know the value of research which is both accessible and practically based. That is why I was so pleased to read today that the EEF is making good on its commitment to expanding the number of themes covered within its Early Years Evidence Stor...
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  • 01/07/23

    Research engaged and evidence informed - lessons from the flipped classroom

    Having been involved with continuous professional learning and development for teachers and schools for a number of years, I am committed to the use of research to inform practice but am always also acutely aware of how this can become something that can be viewed as a ‘luxury’ or...
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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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