The Evidence Based Education Podcast

How can you facilitate school improvement at scale and across a Multi Academy Trust? In this webinar, which is also available as a podcast, hosted by Professor Stuart Kime, we hear from a panel of Trust leaders who are: Facilitating school improvement across their Trusts Growing their Trusts in line with the DFE's Trust Quality Descriptors Identifying strengths and measuring improvement across their Trusts Thank you to Julie Deville (CEO of Extol Trust), Kirsty McMurdo (Head of Teaching and Learning at Wonder Learning Partnership) and Embrace Multi Academy Trust for joining our panel! If you would like to discuss how you can facilitate school improvement across your Trust with the Great Teaching Toolkit, please contact us here! The podcast version of this webinar is available below.

Professors Rob Coe and Stuart Kime, on the 11th of March, discussed the concepts of "routine expertise" and "adaptive expertise" in a webinar. This webinar, which is also available as a podcast, examined the essence of expertise in education and beyond, providing invaluable insights for educators working in any context. Rob and Stuart discussed: Understanding what distinguishes routine expertise from adaptive expertise, and why both are crucial in different contexts. The implications of these concepts for professional development and classroom practice. Professors Coe and Kime have years of research and practical experience between them. This is a rare opportunity to hear them in conversation, and to understand more about the nuances of expertise in teaching, and how to develop more of it! The podcast version of this webinar is available below.

Kate Jones, Senior Associate for Teaching and Learning, interviews Science teacher, co-founder of Carousel Learn and author Adam Boxer about retrieval practice in the classroom. Understanding the role of memory in the learning process is essential for all educators. It is important for those planning and designing lessons to be aware of the limitations of working memory and recognise how regular retrieval practice can strengthen long-term memory. Retrieval practice involves recalling already-learned information from long-term memory to make that learned information easier and quicker to retrieve in the future. In this episode: Adam Boxer explains why teachers should carefully consider the language used when discussing retrieval practice in the classroom, providing all learners with retrieval opportunities. Kate asks Adam how teachers can provide retrieval opportunities, other than a ‘Do Now’ or quizzing starter task. Adam explores the importance of regular retrieval practice and how retrieval opportunities can be promoted throughout a lesson and for homework. Adam talks about how Carousel Learning was developed and explains all the different features and tools the platform can provide for teachers. You can found out more about Carousel Learn here. Retrieval practice in the primary classroom is also explored. Finally, Kate and Adam explain the importance of explaining effective (and ineffective learning strategies) to students. To enhance your use of retrieval practice you can access the Science of Learning Programme, as part of the Great Teaching Toolkit and download the eBook Retrieval Practice: Myths, Mutations and Mistakes. All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library.

In this episode, Kate Jones, Senior Associate for Teaching and Learning, interviews Jane Miller and Finola Wilson, former teachers and school leaders and now running Impact Wales, about evidence-informed classroom practices and curriculum. This podcast focuses on the importance of schools embracing an evidence-based approach to curriculum design, teaching and learning. Jane and Finola provide an overview of their careers in education, including their transition from the classroom to launching Impact Wales to support schools across Wales and further afield. Finola discusses how she creates and shares research summaries and sketch notes for teachers. The importance of an promoting an evidence-informed culture across a school is discussed to help teachers make better informed decisions. We cover the challenges and barriers facing teachers and school leaders engaging with evidence. Jane and Finola offer advice for school leaders to consider when thinking about how they can do the best for their children. Kate asks about the Curriculum for Wales and the origins behind the curriculum design and reform. This includes discussion of the curriculum framework, pedagogical principles and implementation plan. Finally, we chat about their latest collaboration with Bruce Robertson as they are teaming up with Bruce to continue to promote evidence informed teaching and learning approaches. You can follow Jane and Finola on Twitter here and find out more about their work with Impact Wales here. All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library. The Great Teaching Toolkit offers an evidence-based curriculum for teachers’ professional learning. It provides a common professional language and a shared structure for enabling Great Teaching. The Model for Great Teaching is a summary of the best available research evidence on the things teachers do, know and believe that has the biggest impact on student learning. The review serves to help teachers make better and informed decisions about what they can best do to improve the quality of their teaching.

Great questioning in the classroom (and beyond) promotes deep thinking, helping students connect and elaborate on ideas. Great questioning to assess thinking helps teachers plan and adapt their teaching to respond to what assessment tells them. Teachers ask questions every lesson, every day - so it’s important to make sure that teachers and students are asking the right questions to move learning forward. Kate Jones, Senior Associate for Teaching and Learning, interviews teacher, senior leader and author Michael Chiles about questioning in the classroom – Dimension 4, Element 4.3 of the Model for Great Teaching. In this episode: Michael explains why questioning hasn’t always received the attention and focus it deserves but why it should be a priority for all teachers and schools. Mini white boards and cold calling techniques are explored, as well as discussing the role of ‘hands up’ questioning strategies in the classroom. The purpose of questioning is explored. Michael offers advice about the design, use and implementation of multiple choice questions and how the data provided can be insightful and helpful for teachers. Question design and delivery is discussed, both written and oral. Kate asks Michael, how carefully should teachers plan the questions they ask in class. Finally, how can teachers support students to encourage reluctant learners to participate and ask questions in the lesson. To enhance your use of questioning, look out for Michael’s book and check out the Great Teaching Toolkit Questioning course. All of our podcasts, including our previous interview with Michael on feedback, can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library.

Classroom management is a key component of great teaching. Great teachers manage the classroom to maximise opportunity to learn, and no model of great teaching could be complete without classroom management. Managing the behaviour and activities of a class of students is a huge part of what teachers do. Classroom management and culture is multifaceted. In this episode of the Evidence Based Education podcast, we explore just a few factors and ideas that can help teachers consider and manage behaviour in their classroom. In this episode: Professor Rob Coe talks about the importance of classroom management for ‘maximising opportunity to learn’ – Dimension 3 of the Model for Great Teaching Dr Alicia Chodkiewicz suggests we move away from framing behaviour as good or bad David Didau reflects on social norms as an influencer of behaviour Tom Bennett on routines as building blocks of the classroom culture and how teachers explicitly teach routines, and the use of scripts to manage potentially disruptive incidents. The classroom management ideas and approaches explored in this podcast are a few of the many that feature in the Great Teaching Toolkit courses; the Behaviour and Culture Programme (for middle and senior Leaders) and Maximising Opportunity to Learn (for classroom teachers). All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library.

This podcast is the fourth installment in our miniseries on teacher collaboration, in partnership with Dulwich College International. Over what has possibly been the most challenging year ever, we’ve followed the journey of teachers and leaders as they seek to enhance collaboration across their family of schools, against the backdrop of a global pandemic! We started out in episode one by meeting collaborations leads, the people responsible for coordinating subject and specialist groups. We talked to them about their aims and explored the idea of problem identification as mechanism to kickstart a collaboration project. Then, in episode two, John Hattie and Dylan William gave quite different perspectives on the idea of collective teacher efficacy and collaboration more broadly. In episode three we heard from Dr. Jenni Donohoo and Cat Scutt on the culture and conditions of effective collaboration. Finally, in this episode, we return to collaboration leads to find out what they got up to. Hear about the challenges, the successes and their advice for building and running a collaboration group. All of our podcasts can be found in our podcast archive, and we have a host of free eBooks, videos and webinars for you in our Resource Library.

A year ago, we published the Great Teaching Toolkit: Evidence Review (GTT:ER). The year since then has been extraordinary in many ways, many of them negative. However, one very positive and exciting thing that has been quietly happening this year here at EBE is the development of the tools and courses that will comprise the first part of the wider Great Teaching Toolkit. The response we have had so far from the schools who are working with us – and the results we are beginning to see – make it hard not to feel the anticipation. In this blog, we explore the developments since the Evidence Review, and what’s next for the Great Teaching Toolkit. You can also find the companion audio interview by scrolling to the bottom of this post, or by searching "The Evidence Based Education Podcast" in your podcast app of choice. In the GTT:ER, we summarised the evidence about what makes a difference to students’ outcomes: the things that teachers do, know or believe. The Review identified 17 such ‘Elements’ of Great Teaching, which we grouped into four broad Dimensions. They are all linked by robust evidence showing that, in classrooms where these Elements (the skills, knowledge, beliefs, behaviours and habits of the teacher) are present, students learn more. We presented our framework as a curriculum for teacher learning: the set of things that teachers should be trying to get better at. We tried to make it clear that this does not imply that the rich and wonderful complexity of great teaching can be reduced to a list of techniques. But, as with any curriculum that leads to mastery of a complex domain, breaking down the steps is a necessary part of helping people to learn it. Nor, just to be clear, is there any suggestion that the status quo represents any kind of deficit. There is Great Teaching happening in pretty much every school in the land, every single day. Our children are truly lucky to have such a dedicated, skilled, professional bunch of teachers as show up every day to make a difference to their lives. That said, education and social justice are such powerful forces for empowerment and life outcomes: with the stakes this high, every teacher owes it to those children to be the best they can possibly be. Related to this, my definition of a Great Teacher is one who is willing to do what it takes to be demonstrably more effective next year than this: it is not about how good you are today, but the journey you are on and the commitment to relentless improvement. We made the case that a focus on everyday classroom teaching – great teaching, in every lesson, from every teacher, every day – is our most powerful lever for driving improvement at system-wide level. The top priority for all school leaders and teachers should be to enhance the quality of the teaching and learning interactions that happen in their classrooms every day. In an educational setting, nothing else matters as much as this; nothing else will make as much difference to the outcomes and equity of the children and young people we serve. What have we done since June 2020? The Evidence Review provided some hints about the wider Great Teaching Toolkit project and our plans for its development. One year on, what have we done and how has our thinking changed? First and foremost, we spent a lot of time researching and talking to teachers about the barriers and opportunities around professional learning, and in promoting and maintaining everyday Great Teaching. Through this process, we identified three key challenges: What to work on? It is difficult for teachers and school leaders to determine the how to get the biggest return on their investment when it comes to improvement; The challenge of change. Changing everyday teaching practices is actually really, really hard; and Is it working? Reliable feedback and evaluation (knowing whether what you are doing is working) is often absent or misleading (in both classroom teaching an...

The research evidence shows us that effective feedback is one of the most powerful tools that a teacher can have in their ‘toolbox’. But it also offers some cautionary notes... In more than a third of well-designed studies, feedback actively made students’ performance worse. Not all feedback is good feedback! Facial expressions, verbal or written comments, even silence can constitute some form of feedback. It is so integral to communication that it’s happening all the time. Feedback, in its many forms, is a key part of this complex act of teaching and it is worth investing time to reflect on. In this podcast episode we talk to teacher, senior leader and author, Michael Chiles, about the key concepts in his book, The Feedback Pendulum. We discuss the purpose and power of feedback interactions both in the classroom, with parents and with colleagues. We discuss: The issues and opportunities with feedback Investing time to prime feedback Whole-class feedback The importance of meaningful teacher feedback Feedback to parents for a collaborative approach to learning For more on feedback, you can access our free eBook, A short guide to delivering effective feedback, from our resource library and you can find out more about Michael’s book here. All of our previous podcast episodes can be found in our podcast archive or by searching ‘The Evidence Based Education Podcast’ in your podcast app.

In June 2020 we published the Great Teaching Toolkit: Evidence Review, a credible evidence summary of the elements of great teaching practice. In this podcast miniseries we’re talking to the team at Falinge Park High School as they use the Evidence Review and the model for great teaching as the focus of their professional development. Staff at Falinge Park are each selecting an element from the review to work on as the focus of their professional enquiry. In the first Episode we spoke to Headteacher, Janice Allen about professional development culture. In this episode, we speak to Deputy Head, Paula O’Reilly, and Lead Practitioner, Katy Pauz, to find out how they organise and structure staff learning. We also invited Jade Pearce, Assistant Head of Walton High School, on to the podcast to tell us about her summary of the Great Teaching Toolkit: Evidence Review and how her school use it. Jade has kindly shared the link to her summary and you can download a copy here. You can also download the Great Teaching Toolkit: Evidence Review here.

This podcast episode is a Science of Learning feast for anyone mildly obsessed with teaching and learning! EBE’s Director of Education, Dr Stuart Kime, talks to Dr Niki Kaiser and Dr Efrat Furst about the approach the three of them took to the design our Science of Learning Programme. However, this is far more than a conversation about designing teacher CPD. Our teaching trio of Drs discuss: The learning process and the value of teachers knowing about it; The key characteristics of how people learn; Their experiences as teachers encountering new information about how we learn and incorporating it into their practice; Moving from novice to expertise; Making learning meaningful (potatoes and carrots!). About our guests Dr Niki Kaiser - Niki is a Chemistry teacher and Research Lead at Notre Dame High School, currently seconded to the Education Endowment Foundation as Science Content Specialist. Dr Efrat Furst – Efrat is a teacher with a research background in cognitive-neuroscientific research (human learning and memory). Efrat works to bridge the science of learning with teaching and learning in classrooms - with a focus on understanding the key principles in learning and applying effective strategies in the classroom All of our podcasts can be found in our podcast archive and our Resource Library. If you like the topic of this podcast, you might also like a previous episode on working memory, available here. If you’d like to know more about the process of how we learn and how it can be used to enhance teaching and learning strategies, take a look at our Science of Learning Programme here.

In this third episode of the Evidence Based Education podcast mini-series on teacher collaboration, we speak to James McBlane, a regular listener to the podcast who got in touch with a suggestion and so we invited him on for a chat! Dr. Jenni Donohoo, a best-selling author and expert on the subject of teacher collaboration, and Cat Scutt, Director of Education and Research at the Chartered College of Teaching. Tune in to the discussion as we explore: The culture of collaboration The broader benefits of collaboration What does it mean to have collective teacher efficacy? What are the enabling conditions for effective teacher collaboration? The chicken and the egg efficacy dilemma! The research paper referenced in the podcast by Jenni was Six Supporting Conditions of Implementation and can be found here. All of our podcasts can be found in our podcast archive, and you can listen to episodes one and two in this teacher collaboration series here and here. What’s more, we have a host of free eBooks, videos and webinars in our Resource Library!

In June 2020 we published the Great Teaching Toolkit: Evidence Review, a credible evidence summary of the elements of great teaching practice. In this podcast series we talk to the team at Falinge Park High School as they use the Evidence Review and the model for great teaching as the focus of their professional development. The review provides a structured point of reference for the things teachers do, know, or believe (elements), which have been found to be related to how well their students learn. Staff at Falinge Park are each selecting an element from the review to work on as the focus of their professional enquiry. We are following the team to find out how they organise and structure their learning and how it unfolds as they seek to enhance their practice. In this first episode, we speak to the Headteacher of Falinge Park, Janice Allen, who gives us an overview of their plans and the professional development culture at her school. All of our podcasts are available in our podcast archive.

In 2011, frustrated by the current state of education, David Didau (aka the Learning Spy) began to blog. He charted the successes and failures of his classroom and synthesised 15 years of teaching experienced through the lens of education research and cognitive psychology. The blog became very popular, very quickly. With well over 2.5 million readers, David’s blog – The Learning Spy – is widely recognised as one of the most influential education blogs in the UK and has won a number of awards. In 2012, David left teaching. Over the last eight years he has spent a significant amount of time reading and thinking about teaching and learning, written books and blogs on the topic, and delivered training to thousands of teachers around the world. He recently launched the Learning Spy Academy, offering a library of resources and has started a YouTube show with Martin Robinson called ‘It’s your time you’re wasting’. You can tune-in every Friday to watch David and Martin discuss recent education events with their guests. After an eight-year break from teaching, David Didau has returned to the classroom as an English teacher. Our Director of Chatting, Jamie Scott, spoke to David to find out about his return to the classroom. They discuss: Why he left teaching? His time spent out of the classroom What it’s like to be back in the classroom Is teaching like riding a bike? What are the big teaching challenges – are they the same as before or different? For his blog and to find out more about David’s work, visit https://learningspy.co.uk

Collective teacher efficacy, professional learning communities, collective professionalism… There are many similar but different forms and terms for effective teacher collaboration, and there is a significant body of evidence about their positive impact on teachers themselves and student learning. There are gains to be made through effective and focused collaboration. In this second episode of the Evidence Based Education podcast mini-series on teacher collaboration, we catch up with colleagues from the Dulwich College International group as they seek to enhance collaboration across nine of their schools. We also hear from John Hattie on collective teacher efficacy and Dylan Wiliam offers some words of caution on teacher collaboration more broadly. Sadly, the audio quality in the conversation with Dylan is slightly poorer than normal due to technical glitches. However, they soon pale into significance once you are tuned into what Dylan is saying. All of our podcasts can be found in our podcast archive, and you can listen to the first episode in this series there too. What's more, we have a host of free eBooks, videos and webinars in our Resource Library!

Collective teacher efficacy, professional learning communities, collective professionalism... There are many similar but different forms and terms for effective teacher collaboration, and there is a significant body of evidence about their positive impact on teachers themselves and student learning. There are gains to be made through effective collaboration. This new episode of the Evidence Based Education podcast is the first in a mini-series on teacher collaboration. We are following the journey of colleagues from the Dulwich College International group as they seek to enhance collaboration across nine of their schools. We will also be offering some advice along the way! This podcast is designed to be useful for not only members of the Dulwich collaboration network, but to any education professional with an interest in teacher collaboration, particularly across schools. The themes within the podcast are applicable to teachers and schools in all settings. At this point, the Dulwich College International family of schools have established a framework for teacher collaboration across the group, forming almost 50 different subject, leadership or student services groups. Now the collaboration groups have the autonomy to innovate and overcome any shared challenges. In this episode Jamie Scott of Evidence Based Education (EBE) speaks to Dulwich’s Director of Senior school about the aim of the teacher collaboration initiative, two collaboration group leads about their role, and to EBE’s Dr Stuart Kime to hear how the notion of ‘problem identification’ might be useful in the early stages of the collaboration network. All of our podcasts can be found in our podcast archive, and you can listen to the first episode in this series there too. What's more, we have a host of free eBooks, videos and webinars in our Resource Library!

If your school uses CEM assessment data generated from assessments such as MidYIS, Yellis or ALIS, then this podcast is for you – and your colleagues! In this edition of the EBE podcast, Jamie Scott chats with our CEM Training Manager, Matt McGinlay, about the effective use of data from the Centre for Evaluation and Monitoring (CEM). Matt explains how different stakeholders in secondary schools, including governors, senior leaders, middle leaders and teachers can follow a three-part process when considering the feedback provided. Matt discusses his experiences from visiting schools around the world and shares examples of how to use baseline data for diagnosing pupil strengths and areas for development, goal setting data to consider potential outcomes for students, as well as value-added data to evaluate student progress and what seems to be working well. We have worked with over 400 schools around the world to maximise the use of CEM assessment data. The key challenge all schools face is ensuring that the data are accessed and used by as many staff as possible. That is why we created an accessible online training course on the effective use of CEM assessment data that can be accessed by all staff. You can try a free sample of the online course here and find out more about our packages of support here.

On 19th June 2020, Evidence Based Education released the Great Teaching Toolkit: Evidence Review - a credible evidence summary of the elements of great teaching practice. The review provides a structured point of reference for the things teachers do, know, or believe, which have been found to be related to how well their students learn. The overarching goal here is to help teachers take ownership of their professional learning and to help them enhance their practice for the benefit of students. In this interview, we speak to the review’s lead author to hear him describe the dimensions of great teaching and how the evidence informed their development.

In June 2020, Evidence Based Education will publish a report authored by Rob Coe. The report will provide a credible evidence summary of the elements of great teaching practice. This will provide a structured point of reference for the things teachers do, know or believe, which have been found to be related to how well their students learn. This is the first stage in an ambitious project to provide teachers with evidence-informed guidance and personalised diagnostic feedback for their long-term professional development. It is stage one of developing the Great Teaching Toolkit. Why? The fundamental goal of everyone that works in education is to improve outcomes for students. While many personal, family, and cultural factors contribute to learners' academic performance, a large body of research indicates that teachers matter more to their achievement than any other aspect of their education. The quality of teaching is hugely important to the outcomes of students. We know that expertise develops over time and is an ongoing process. However, in the main, the current model of Continuing Professional Development (CPD) is ‘Continuing’ in the sense that it continues to happen over a career, on an ad-hoc basis. It is not continuing in the sense that there is a set of key practices that are constantly developed over time, that you keep getting better at. By ‘better’ we mean more effective at facilitating students’ learning: helping more students to learn more. If you want to get better (or help your teachers get better) it’s difficult to know where to start. Your resources are precious, you have no time to waste. How should you prioritise your professional development? What are your best bets in terms of making the most difference to your students? To help facilitate learning, teachers gain an understanding of where their students are at and, with a clear goal in mind, what they need to do next. They illustrate the desired goal state – what it looks like, good and not so good examples. They provide guidance and opportunities for practice, and they provide feedback on progress toward the goal. There is a sad irony in that teachers rarely receive the same support and feedback for their own learning. We want to try and change that. Autonomy, feedback and purpose A car’s satnav indicates where you are and provides information to help you arrive at your destination. It doesn’t tell you how to drive. You’re in control, but it does provide direction to help you along the way. In the context of this metaphor, the journey to improving teaching practice starts with a kind of map or model. In this case, it is the forthcoming report - a credible summary of the elements of great teaching practice, the kind that impacts most on learning. Following the publication of this report, we will develop and release a set of instruments to help teachers anonymously assess their strengths and identify their own development priorities. The same tools will provide diagnostic formative feedback as they work on specific goals to improve their practice. Although teaching is an extremely complex set of skills and definitely not just a set of techniques or recipes, taking a specific technique, skill or area of knowledge and practising to a high level of proficiency is a key way to improve overall effectiveness. Finally, in this endeavor, we aim to identify the kind of professional development that leads to improvement in specific areas of practice. This stage of the project will require a community of thousands of educators like you, working towards a shared aim. Our strong, overarching goal here is to help teachers take ownership of their professional learning and to help them enhance their practice for the benefit of students. Find out more about the Great Teaching Toolkit You can find out more about the forthcoming Great Teaching Toolkit evidence review in an interview with Rob Coe,

Many schools in South East Asia have recently closed due to the outbreak of the Coronavirus, forcing them to move entirely to an online and distance learning environment in a matter of weeks. Those schools are now looking for answers to questions like 'how do you deliver assessment and feedback in an online context?' Not knowing how long this situation may last, schools and teachers have had to completely shift the way they're delivering an education to the students in their care. In recent weeks, we’ve heard several examples of how some have admirably adapted. Nevertheless, moving from the classroom to online learning presents new challenges. To lend support to schools, we were asked by colleagues at Dulwich College International if we could offer some helpful advice on the kind of assessment and feedback practices you could put to use in an online context. Here, Professor Stuart Kime, our Director of Education, and Jamie Scott, Director of Partnerships, discuss the challenges, as well as some strategies to help in this challenging predicament. Many of the effective principles of assessment and feedback can still apply to the online learning environment, it’s just that they’re re-framed and applied in this new context. In the podcast we explore how to apply strategies such as retrieval practice, self assessment and using hinge questions, as well as the key ingredients of effective feedback. All of our podcasts can be found in our podcast archive, and you can listen to the first episode in this series there too. What's more, we have a host of free eBooks, videos and webinars in our Resource Library!