Reading and Research Bulletin 2

Research and Reading Bulletin 2

An occasional page of links that I think colleagues will find interesting.

Issue 1 is here


1) First post this week is from Alex Quigley about effective study strategies: Why I hate highlighters

2) Two posts from David Didau. First, he asks “awkward questions” about growth mindset, and the way it’s being applied: Is Growth Mindset a Pseudoscience?

Second, Didau looks at how we can measure teacher effectiveness, when proxies are so poor. “No one thinks teaching has no effect on student outcomes, but quantifying it is extraordinarily difficult.” How can we evaluate teacher effectiveness?

At our school, we are looking (cautiously and carefully) at how we can use ideas about Growth Mindset, and we’ve written two posts. One about pupils and teaching: How can we support pupils who feel like they always fail?, the other about how our school is trying to grow a safe fail culture (from the top down): Growth Mindset and GRIT (a quest for better learning behaviours)

3) Caution when considering research (and being ready to question it) is a common theme this week. Our Reading Group will be looking at Hattie on Wednesday (reading list here). One of our group has pointed me to this post, which casts a critical eye over Hattie’s research: Book Review: Visible Learning

4) On a similar theme, this post asks Why is the scientific replication crisis centered on psychology?

5) Next, two links from the Learning Scientists. First, Megan Smith talks about how to enhance learning, without leading to cognitive overload: Dual Coding: can there be too much of a good thing?. Second, here is a page of links to publications about distributed practice, spacing and retrieval C arolina Kuepper-Tetzel publications

6) This week, I published a post about our Science Journal Club to try and stretch our students, and increase their confidence and science literacy. Ben Rogers is also looking at literacy in science, and this posts talks about how to teach reading comprehension in science Teaching Reading Comprehension- which texts work?

7) Last week, I listed a post on Independent Learning: Marking and Feedback from Wellington Learning and Research Centre. This is a post by my colleague that comes to similar conclusions about the value of metacognition to feedback (and reducing workload): Marking and Metacognition: an empathetic update

8) I watched the recent meeting at Canons Park (about research and practice) from afar, and wished I was there. Luckily, this post gives a really good overview of some of the talks I missed: Minding the gap between research and practice – Saturday 12th November 2016. One of the talks I was particularly interested in was from Gary Jones about leading the use of evidence and research in schools. The slides from his talk are here, and they lead me back to this really interesting post: Evidence-based practice: some common myths

9) Gary Jones also pointed out this page of links to talks and presentations by Dylan William. Dylan William linked to this video of a Q&A session this week on AfL in STEM, which I’m going to come back to later this week. He also linked to this really interesting post about how we use assessment Question level analysis in science

10) Finally, links to pages of useful links:

  • We have summarised where we have got to with our evidence-based CPD programme, and linked to the 8 reading lists we’ve compiled for our different teaching and learning groups: 8 Questions, 8 Reading Lists
  • This is a beautiful example of a school using lesson study to embed research in teaching and learning Anthecology: Lesson Study Journal
  • And finally, from New Zealand: “These cases describe actual examples of professional practice and analyse the findings. They support educators to grasp the big ideas behind effective practice, and provide vivid insight into their application. Building on the work of researchers and educators that has been shown to make a difference, the cases are trustworthy resources for professional learning.” Best evidence syntheses