Category: Blog

Assessment as Learning: The case for calling low-stakes tests ‘retrieval practice’

5 October 2018

The idea of testing learners in a lesson is often met by an audible groan from students and even an undetectable wince from the teachers who are themselves issuing the test. And why should we expect otherwise? Through years of schoolingg, students have learned that tests are high-stakes methods of deciding success or failure, affecting […]

Posted on: 5 October 2018
Posted in: Blog

EEF Blog: Grouping pupils by attainment – what does the evidence say?

7 September 2018

Danielle Mason, Head of Research at the Education Endowment Foundation, unpacks the evidence on grouping pupils by attainment. […]

Author: Danielle Mason, Head of Research, EEF
Posted on: 7 September 2018
Posted in: Blog

Improving communication, language and literacy in the early years

15 June 2018

Eileen Allpress, Director of Ipswich Research School, introduces the EEF’s Preparing for Literacy guidance report and explains how this evidence is brought to life at Highfield Nursery School and Children’s Centre. […]

Author: Eileen Allpress, Director of Ipswich Research School
Posted on: 15 June 2018
Posted in: Blog

Has a solution to retention been found?

8 June 2018

Nikki Jones, Director of Shireland Research School, discusses the problem of retaining early career teachers in light of the EEF evaluation of RETAIN: a one-year professional development programme for early career teachers teaching in Key Stage 1. […]

Author: Nikki Jones, Director of Shireland Research School
Posted on: 8 June 2018
Posted in: Blog

EEF Implementation workshop – fully booked

09:00–12:30 on 12 July 2018

We look forward to welcoming more than 50 delegates at our half day workshop with Professor Jonathan Sharples the author of the EEF guidance report ‘Putting Evidence to Work: A School’s Guide to Implementation’. All delegate places are booked with attendees representing 40 schools / TSA’s / MATS from across Devon, Cornwall and Bristol, but if you would like to […]

Posted on: 3 May 2018
Posted in: Blog, Events, Evidence, News, Training/CPD

Revision Cards – Process Not Product

2 May 2018

As we enter the exam period, teachers are busy employing their most persuasive techniques for convincing pupils to get revising outside of lessons! However, there’s little guarantee that many of the weaker students we are most desperate to help achieve will have the metacognitive ability required to ‘hover above’ themselves as learners and ask: […]

Author: Lorwyn Randall
Posted on: 2 May 2018
Posted in: Blog, Evidence

Making sense of metacognition

27 April 2018

Alex Quigley, Director of Huntington Research School, explores how schools can use the latest guidance report from the EEF to understand not just metacognition and self-regulation, but how pupils best learn. […]

Author: Alex Quigley, Director of Huntington Research School
Posted on: 27 April 2018
Posted in: Blog

Is context king in school improvement?

24 April 2018

The EEF’s Families of Schools database provides a wealth of information to help schools learn from each other. In this blog post, James Richardson discusses how it can help schools understand and overcome their common challenges. […]

Author: James Richardson
Posted on: 24 April 2018
Posted in: Blog

False Economies vs Teaching for Learning

23 March 2018

How did we end up with the term ‘Teaching for Learning’? We might be forgiven for believing that at best it’s a truism and at worst a tautology. […]

Author: Lorwyn Randall
Posted on: 23 March 2018
Posted in: Blog, Evidence

Metacognition: Meaning and Mobilisation

23 February 2018

“John Tomsett’s 2015 blog, outlining a teaching strategy he used with his AS Economics class in 2015, first introduced me to the idea of metacognition.” – Freya Morrisey discusses metacognition in teaching and learning […]

Author: Freya Morrissey
Posted on: 23 February 2018
Posted in: Blog, Evidence