further & higher education
primary & secondary education
2

Practising Evidence Informed Pedagogy in Schools

further & higher education

primary & secondary education

08:45 - 16:00

Wednesday 20 May 2020

Central London

Early Bird Discount Offer 10% off all advertised rates for a limited time only. Discount available to public / voluntary organisations only.

This pedagogy Forum provides attendees with the opportunity to engage with experts in evidence informed teaching, including Ofsted, the Education Endowment Fund and the National Foundation for Educational Research, to explore the future of pedagogy and examine the importance of implementing evidence and research within the teaching profession to enhance teaching and learning, improve pupil outcomes and close the attainment gap. Participants will analyse innovative methods to implement evidence-based research into the curriculum and through CPD opportunities to ensure outstanding outcomes, and gain an international perspective on the future of pedagogy.

Audience

This Forum is specifically designed for the Education Sector. Typical job titles will include:

  • Heads of Education and Learning
  • Heads of School Improvement
  • Heads of Curriculum
  • Directors of Teaching and Learning
  • Heads of Research
  • Directors of Academy Trusts
  • Headteachers
  • Deputy and Assistant Headteachers
  • Principals and Vice Principals
  • School Improvement Managers
  • Chief Executives
  • School Governors and Trustees
  • Strategic Managers for Pupil Achievement
  • Senior Lecturers in Education

This Forum is also open to the Wider Education, Private and Voluntary Sectors to encourage debate.

Key Speakers Confirmed:
  • Professor Daniel Muijs, Head of Research, Ofsted
  • Jonathan Kay, Toolkit Lead, Education Endowment Foundation
  • Julie Nelson, Senior Research Manager, National Foundation for Educational Research
  • Lisa-Maria Muller, Research Manager, Chartered College of Teaching
  • Dr. Kulvarn Atwal, Executive Headteacher, Highlands Primary School
  • Jonathan Haslam, Director, Institute of Effective Education, University of York
  • Pirjo Suhonen, Global Education Influencer – Finland, Education Influence, and Founder and Learning Facilitator, ALO Finland
View the agenda and additional speakers

08:45

Registration, Refreshments and Networking


09:30

Chair’s Welcome Address

Jonathan Haslam, Director, Institute of Effective Education, University of York (CONFIRMED)


09:40

Morning Keynote: Examining the New Evidence-Based Inspection Framework

  • What does evidence-informed practice look like? – Outlining Ofsted’s expectations and how it evaluates the quality of provision using the new framework
  • Sharing guidance on how to improve the quality of education and pedagogy based on observations made since the framework came into effect in September 2019
  • Exploring how the cognitive load theory was used to develop the education inspection framework, and the implications on classroom practice
  • Discussing how schools can effectively implement evidence informed practices into everyday school life, and how to translate existing research into practical teaching methods

Professor Daniel Muijs, Head of Research, Ofsted (CONFIRMED)


10:00

Special Keynote: Effectively Embedding Evidence Informed Practice Within Teaching

  • Understanding and effectively overcoming persisting challenges that teachers and senior leaders face when embedding evidence informed practice (EIP) in the profession, such as school readiness and a lack of consensus on the meaning of EIP
  • Effectively translating EIP into practice by creating a positive school climate which provides high levels of research engagement, and through CPD
  • Exploring how NFER involves schools in the research process to identify effective strategies that improve teaching and outcomes, and sharing research summaries and tailored feedback to develop school-led research
  • Discussing the importance of using research evidence in decision-making in order to create conditions that facilitate progress and supports pedagogy

Julie Nelson, Senior Research Manager, National Foundation for Educational Research (CONFIRMED)


10:20

Questions and Answers Session


10:40

Refreshments and Networking


11:00

International Case Study: Learning from the Finnish Education System

  • Discussing what makes the Finnish Education system one of the best and most cost-effective in the world, for example through the development of an innovative ‘double flip-pedagogy’ whereby the responsibility of teaching a coding class is given to pupils
  • Outlining how such activities equip pupils with a range of 21st century skills, from coding, communication, collaboration to creative and critical thinking, and how global leaders can implement the flipped approach as a part of evidence informed teaching
  • Elaborating on ALO Finland which provides access to massive open online courses (MOOCs) on Finnish education, enabling global educators to learn about the Finnish Education system and virtually visit Finnish classrooms to gain best practice insights
  • Exploring the future of teaching and learning on a global scale, as well as the benefits and challenges of learning from other education systems to implement evidence-based teaching

Pirjo Suhonen, Global Education Influencer – Finland, Education Influence, and Founder and Learning Facilitator, ALO Finland (CONFIRMED)

The latest PISA results show that students in Finland scored higher then the OECD average in reading, maths and science; with 67% of students holding a growth-mindset – 4% higher than the OECD average, in 2018. 


11:40

Case Study: Utilising Research Informed Peer Reviews to Improve Pedagogy and Raise Pupil Outcomes

  • Outlining the concept of a ‘thinking school’ and the belief that teacher learning is the key to school improvement, and discussing the idea of building dynamic learning communities to improve practice
  • Working in partnership with researchers from the UCL Institute of Education to engage in a Research Informed Peer Review (RiPR) and outlining what the RiPR involves
  • Describing the process and value of engagement in RiPR to improve teaching practices through best practice, assessing theories in action, and thorough internal reviews of school processes on the basis of research evidence
  • Introducing a new approach at a school to enhance the quality of teaching through evidence informed strategies and initiatives, such as teacher engagement in collaborative action research, peer learning and lesson studies to develop their knowledge and understanding of pedagogy
  • Exploring the outcomes of this innovative approach including improvements in outcomes of the lowest attaining 30% pupils, resulting in 86% of children achieving the expected standard in reading, writing and maths, including 97% in maths alone

Dr. Kulvarn Atwal, Executive Headteacher, Highlands Primary School, and Author, The Thinking School: Developing a Dynamic Learning Community (CONFIRMED)

Mayor of London’s School for Success Award 2018 & 2019


12:00

Questions and Answers Session


12:20

Lunch and Networking


13:20

Afternoon Keynote: Translating Research into Practice – What Works?

  • Examining the EEF’s regional approach to supporting school improvements in disadvantaged areas by providing access to tools and resources that encourage evidence-based practice, currently being piloted in the North East and North West of England since September 2019
  • Exploring how intervention programmes can support teachers to use evidence-based teaching to improve pupil attainment as a longer-term outcome, and can create positive changes in teachers’ attitudes and engagement
  • Outlining the importance of using evidence informed teaching and proven methods to effectively tackle the attainment gap, through a clear understanding of the scale and nature of the gap and key lessons learned from six years of research and work
  • Discussing the resources and toolkits available to improve teaching quality and pupil attainment, by encouraging the use of evidence informed teaching and best practice, and summarising the evidence gathered through the Teaching and Learning toolkit

Jonathan Kay, Toolkit Lead, Education Endowment Foundation (EEF) (CONFIRMED)


13:40

Special Keynote: Supporting Teachers and Leaders to Become Evidence-Based and Research-Engaged

  • Identifying international trends and lessons from the Teacher CPD report published in November 2019, showcasing trends, opportunities and challenges in developing professional learning for teachers
  • Supporting teachers to be more evidence-informed and research-engaged whilst also having to manage their workload and wellbeing through workshops, access to resources, mentoring and assessments, facilitated by the Chartered Teacher programme
  • Examining how teachers and school leaders can help translate research findings into practical strategies than can be used in the classroom
  • Highlighting the importance of making research accessible to school leaders and teachers through the use of Impact, a termly journal, to encourage discussion and debate around key research issues
  • Outlining the key guidance provided in the Evidence Informed Teaching: Self- Assessment Tool for Teachers such as how to effectively understand, develop and evaluate engagement with evidence

Lisa-Maria Muller, Research Manager, Chartered College of Teaching (CONFIRMED)


14:00

Case Study: Developing an Evidence-Informed Programme to Improve Pupil Attainment

  • Exploring the implementation of actionable evidence to embed a sustained and effective professional development for Year 4 and 5 teachers across 15 schools
  • Examining how utilising research to develop the maths curriculum using metacognition has had an impact on raising attainment for all, but has been particularly effective in closing the disadvantage gap amongst pupils
  • Discussing how other research-based practices can positively impact maths teaching and learning, such as retrieval practice and teaching time tables, when combined with metacognitive techniques
  • Sharing best practice on how to bridge the gap between theory and practice and effectively put evidence to work, drawing from the Education Endowment Fund School’s Guide to Implementation

Andy Samways, Director of Research School and Teaching School, Unity Research School (CONFIRMED)


14:20

Questions and Answers Session


14:40

Refreshments and Networking


15:00

Case Study: Creating an Evidence-Based Curriculum to Deliver Outstanding Teaching and Learning

  • Examining the application of research and evidence in the creation of a Trust-wide Literature curriculum structured by traditional subjects, properly sequenced to ensure systematic and thorough teaching for all
  • Elaborating on the EEF-sponsored ‘World and World’ pilot project which takes a knowledge-based approach influenced by international scholar ED Hirsh to history and geography, to improve reading comprehension and cultural literacy
  • Learning from international best practice and adopting the Singapore maths-influenced programme ‘Mathematics Mastery’ in years 1-3
  • Launching a Curriculum Centre which offers a range of CPD opportunities for teachers and school leaders, with a special emphasis on the use of research and the role of knowledge in the curriculum, with courses fitting into twilight CPD slots
  • Outlining lessons that can be learned from this, such as the types of research that can support the development of different curricula and the value of adopting international best practice and approaches to improve pupil outcomes

Dame Rachel De Souza, Chief Executive, Inspiration Trust (invited)


15:20

Case Study: Developing an Evidence Informed Approach to Transform Teacher Development and Improve Pedagogy

  • Designing and implementing an effective, rigorous and research-informed CPD cycle for schools to help them plan, deliver and evaluate key professional learning programmes
  • Sharing the five step process of developing this cycle: first by planning a CPD programme; delivering the model; deliberating the practice; evaluating the impact of the approach, and reflecting on and reviewing the approach
  • Outlining the possible gains of adopting such a CPD cycle, such as fostering a culture of growth and improvement for all participants, focusing on pupil outcomes and establishing clear expectations, as well as developing CPD skill-sets within the leadership team
  • Exploring how using this cycle within Hunter’s Bar Junior School has improved leadership, teaching and pupil outcomes in particular through the implementation of formative assessments

Alex Beauchamp, Assistant Head and Lead Practitioner, Hunter’s Bar Junior School, and Expert Advisor, Sheffield and Doncaster CPD Excellence Hub, Teacher Development Trust (invited)


15:40

Questions and Answers Session


16:00

Chair's Summary and Close

*programme subject to change


According to recent research, spending by schools on continuing professional development for teachers fell by £23.2 million in 2016-17. Research and evidence-based CPD is crucial to ensuring best practice, improving pupil outcomes and ultimately reducing the attainment gap. Yet, schools are still facing challenges in being evidence-informed, including staff resistance to changing practices, time-constraints, lack of funding for CDP opportunities and poor of understanding of the forms that educational research can take.

To address this fall in spending and to help promote the value of evidence-based practice, part of the Government’s National Teacher Recruitment and Retention  to support talented teachers is to invest £10 million to create regional centres of excellence to facilitate the sharing of best practice in the classroom. Building on this, the Education Endowment Foundation (EEF) funded a £1.5 million drive to link academic research and classroom practice and set up ten more research schools. Part of this project is also aimed at filling geographical gaps and improve social mobility in ‘cold spots’. Moreover, to ensure schools are engaging with research, Ofsted have updated their Education Inspection Framework to ensure they are able to effectively evaluate schools that have implemented research-informed practices.

Nevertheless, the latest Pisa results show that the UK has made positive progress in international school rankings. Though maths results represent a particular improvement from three years ago, there has been no significant change for reading and science, with scores remaining broadly similar to 2006 Pisa tests. At this current rate, it would take the UK a very long time to catch up to the highest achieving countries such as Estonia, Finland, China and Singapore. But a significant investment in teacher skills and learning from innovative and international best practice could undoubtedly lead to improvements in test scores.

In a bid to improve pedagogy, numerous organisations and research centres such as the Chartered Institute of Teaching and ResearchEd are offering new ways of encouraging teachers and schools to become research-engaged, for example through research-informed twilight CPD opportunities, support for developing a knowledge-based curriculum, and resource hubs and toolkits containing best practice guidance.

However, to ensure high-quality, evidence-based pedagogy in schools to improve pupil attainment and teaching standards to become a leading global example, it is crucial for teaching staff, senior leadership and experts in the field to come together to really understand the importance and transformational impact that evidence informed practice can have on the future of pedagogy.

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