This research digest outlines some practical approaches to two-way feedback in the classroom and how open questioning can support more interactive learning.
Former teacher and trainer, Ian Flintoff, analyses the research into the resilience of early-career teachers and what it might mean in practice.
Sarah Allix, Academic Programme Director for North Essex Teacher Training, investigates research into initial teacher education and Looked After Children.
Helen Ross, Head of Learning Support and SEN at a small independent school, explores the role of children with SEN in decision-making processes.
Deputy Principal, Isaac Howarth, shares a case study which explores the effects of directly teaching mathematics reasoning strategies to year 5 pupils.
Co-founder of @ResearchSEND, Michelle Haywood, shares how teachers can identify, understand and support improvements in spelling.
Primary school teacher, Elisabeth Royde, reflects on why she agreed to use setting with her students despite evidence suggesting that it constrains learning
Dr Susan Wyn Jones presents her intervention to improve student teachers’ critical thinking skills at university and when evaluating pupils’ learning
Early Years teacher Jenna Watson explains how she applied Dubiel’s principles of assessment to support a pupil who struggled with communication
It must be down to the school and teacher to test research within their own context and draw their own conclusions, generating practice-based evidence