Tag: EEF guidance report

Improving secondary geography teaching – learning from the EEF science report

5 October 2018

Kate Mouncey, outlines her thoughts on some of the recommendations in the EFF science guidance report and how she might use them to improve her own teaching in geography. […]

Author: Kate Mouncey
Posted on: 5 October 2018
Posted in: Blog
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Graphic Organisers

6 July 2018

Following the recent publication of the EEF Metacognition and Self-Regulation Guidance Report, Karen Roskilly discusses graphic organisers. […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 6 July 2018
Posted in: Blog
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Metacognition and self-regulation

09:30–15:00 on 28 September 2018

Metacognition and self-regulated learning is one of the most accessed strands of the EEF’s Teaching and Learning Toolkit and has been identified to improve student progress by eight additional months.  However, many are not yet clear on how principles of metacognition can be successfully applied in the classroom in order to improve outcomes for students. […]

Posted on: 27 June 2018
Posted in: Events, Training/CPD
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Marvellous Metacognition – A reflection on the EEF Guidance workshop

12 June 2018

This afternoon we were delighted to welcome delegates from across the region to our first workshop on the EEF Metacognition and Self-Regulation Guidance Report.  In two hours we provided a whirlwind tour through the report with a range of practical strategies that delegates could implement in their own schools and classrooms.  In this blog, we […]

Author: Kate Mouncey and Karen Roskilly - Sandringham Research School Leads
Posted on: 12 June 2018
Posted in: Blog
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Exploring the Implementation Guidance Report

8 June 2018

We were delighted to welcome delegates to Sandringham Research School on Wednesday afternoon to spend some time exploring the EEF Implementation Guidance Report. After a brief introduction to the work of the EEF generally, we delved straight into the six recommendation provided by the EEF, as seen below. Stages 1 and 2 identify the factors […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 8 June 2018
Posted in: Blog
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Metacognition: the importance of modelling

6 June 2018

We have been spending a great deal of time over the past month at Sandringham Research School getting to grips with metacognition and the EEF Guidance Report on Metacognition and Self-Regulated Learning in preparation for our twilight workshops on the topic this half term. The third recommendation the report – Model your own thinking to […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 6 June 2018
Posted in: Blog
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Evidence-based guidance for improving literacy

22 September 2017

One of the challenges when trying to use research evidence to improve teaching practice in schools can be the amount of evidence to wade through, and its inaccessibility. With this in mind, guidance reports from the EEF do some of this heavy lifting for you. And a key part of the role of the Research Schools Network is to turn these guidance reports into training programmes that help schools use them in practice. […]

Author: Jonathan Haslam
Posted on: 22 September 2017
Posted in: Blog
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