Category: Blog

Calling time on ineffective revision

24 February 2018

At Sandringham Research School, we’re really excited to get our hands on a copy of the next edition of the Impact journal from the Chartered College of Teaching. Sandringham’s Research Leads Kate Mouncey, Karen Roskilly and I wrote an article which features in the journal. The article focuses on the Memory Clock, a model we developed for students to help them revise more effectively. […]

Author: Dr Caroline Creaby, Sandringham Research School Director
Posted on: 24 February 2018
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Further Reflections on Feedback – putting ideas into action!

22 February 2018

The first day of our Effective Feedback to Maximise Progress training course was serious food for thought! Feedback is a particular area of interest of mine and at the start of the day, we were treated to a keynote from Harry Fletcher-Wood from the Institute for Teaching. […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 22 February 2018
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Keep up to date with the latest research

15 February 2018

Every month, Sandringham Research School sends out an electronic newsletter to subscribers which includes the latest research, opportunities for funding, blogs and a whole raft of other items. […]

Author: Dr Caroline Creaby Sandringham Research School Director
Posted on: 15 February 2018
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Getting feedback right

14 February 2018

In this blog, Caroline Creaby shares some highlights, insights and some of the research evidence examined on the first day of our effective feedback course which began on Friday 2nd February. […]

Author: Dr Caroline Creaby, Sandringham Research School Director
Posted on: 14 February 2018
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What is your personality as a teacher? Can your students trust you?

7 February 2018

The half term’s Education Reading Group focused on a chapter from Visible Learning and the Science of How We Learn by Hattie and Yates (2013) entitled ‘What is your personality as a teacher? Can your students trust you?’ […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 7 February 2018
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Exam Wrappers – a reflection

5 February 2018

Last week was the Year 13 trial exams and as we both teach a Year 13 heavy timetable, we found ourselves confronted by a pile of exams papers that needed marking […]

Author: Kate Mouncey and Karen Roskilly - Sandringham School Research Leads
Posted on: 5 February 2018
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Further reflections on our linear exam training: metacognition

22 January 2018

The EEF states that ‘meta-cognition and self-regulation approaches (sometimes known as ‘learning to learn’ approaches) aim to help learners think about their own learning more explicitly’ and that such approaches have consistently high impact with pupils making an average of eight months’ additional progress […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 22 January 2018
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Reflections on the challenge of linear exams

16 January 2018

We recently welcomed teachers from across the region to the first day of our Maximising Achievement in Linear Exams training course. With the introduction of more challenging GCSE and A Level courses, and a return to linear assessment, the aim of this course is to equip teachers and school leaders with evidence-based strategies to meet this challenge successfully. […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 16 January 2018
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EEF ‘Promising Projects’ – A great place to start

15 January 2018

The EEF has identified ‘Promising Projects’, these are strategies offering the most promise in helping to improve attainment and wider outcomes for children and young people, from the many trials undertaken. […]

Author: Kate Mouncey: Sandringham Research School Lead
Posted on: 15 January 2018
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Preparing for linear exams

10 January 2018

On Tuesday 9th January, the Sandringham Research School welcomed teachers from across the region to the first of our three day course on ‘Maximising achievement in linear exams’. In this blog, I signpost some of the research evidence we examined and reflect on what delegates found helpful. When designing the course, the Sandringham Research School team wanted to provide teachers […]

Author: Dr Caroline Creaby, Sandringham Research School Director
Posted on: 10 January 2018
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