Page 75: How do I use previous and current educational research to inform and improve my practice?

Page 75: How do I use previous and current educational research to inform and improve my practice? 

My undergraduate degree is in Primary Education (with qualified teacher status). My education degree not only allowed me to develop the skills needed to become a teacher, there was a a heavy onus on driving your own research independently. My degree allowed me to establish a passion of exploring educational research where I was able to develop research skills through learning how to interpret latest educational research. I gained the ability to be able to incorporate this into my teaching methods, being able to draw on this wider and vital network to innovate my approaches and methods. This fundamental skill is crucial in improving classroom practice and CPD. In today's post, I am going to share some of my most recent and recommend reads and the effects of this on my classroom practice. 

I often spend my evenings scrolling the realms of education platforms to find the latest research that I can draw on to improve my practice. A charity which I always go back to is the Education Endowment Foundation (EEF). I was first introduced to the research articles produced by the EEF through my degree, I reflected on their projects throughout many assignments and always reached for their work in the hope a study has been conducted in a area I am exploring for my classroom practice or professional development. As previously mentioned, this year, I am completing my NPQ in Leading Teaching. For much of my suggested wider reading, the EEF is highly recommended.

So what is the EFF?

The EFF is a charity in which was established to improve the educational attainment of the poorest pupils in English schools. 

I recently read 'Cognitive science approaches in the classroom: A review of evidence' (EEF, 2021)

https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/cognitive-science-approaches-in-the-classroom 

This is a highly recommended read. The article explored the role of cognitive science in the classroom. Derived from the areas of cognitive psychology and cognitive neuroscience, research around memory and the brain allows the finding to be applicable across many contexts. As teachers, the importance of having a good understadning of the brain is vital in ensuring good practice is taking place in your classroom. From long, medium and short term plans, when we are looking at planning units of work, considering your pupils cognitive load and working memory is fundamental. The article highlights three key points in support of this in your classroom:

1. Learning requires information to be committed to the long term memory.

2. Information is processed through the working memory.

3. The working memory has a limited capacity and can be overloaded. 

With these points in mind, the articles research focuses on seven sections based on cognitive science and the ways this can be applied in the classroom. Examining spaced learning, interweaving, retrieval practice, managing cognitive load, working with schemas, multimedia learning (including dual coding) and embodied learning, the combination of the overarching findings is critical in classroom practice. I particularly enjoyed reading around dual coding. Dual coding was a concept first brought to my attention through my studies at university. Dual coding theory bases itself on the two distinct components of working memory (visual and spatial information). A combined approach allows all areas of working memory to be stimulated and this supports in the retention of new knowledge and information as it is not overwhelmed. In my practice, I always ensure following my reading to critical reflect on my practice to support the implementation of suggested strategies change that I believe would work for my learners. 

This is just one of many fantastic reads. The EEF has classroom based research studies across all areas of the curriculum. Here are 5 recommendations:

1. A marked improvement? A review of the evidence on written marking (April 2016)

https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance/EEF_Marking_Review_April_2016.pdf?v=1698223265

2. Early Years and KS1 Mathematics Teaching: Evidence Review (August 2020)

https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance/Early_Years_and_Key_Stage_1_Mathematics_Evidence_Review.pdf?v=1698246479

3. Reading at the transition: Interim Evidence Brief (June 2014)

https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance/EEF_Publications_EvidenceBrief_ReadingAtTheTransition.pdf?v=1698205325

4. A conceptual review on the topic of teacher quality, with a focus on the recruitment and retention of skilled teaching personnel into disadvantaged schools. (June 2023)

https://d2tic4wvo1iusb.cloudfront.net/production/documents/Teacher-quality-recruitment-and-retention-lit-review-Final.pdf?v=16982310595

5. Identifying effective evidence based social and emotional learning strategies for teachers and schools (January 2020)

https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance/Social_and_Emotional_Learning_Evidence_Review.pdf?v=1698205750

Thank you for joining my and I hope I have inspired you to 'reach for research' when you face the next challenge in your classroom

- Miss Yeoman