Research School Network: Bradford Research School Blog Archive Everything that we’ve written so far

Welcome to our blog archive. Here you can find everything that we have written, categorised by topic.

Attendance

• Attendance: Beyond the Percentage
• Attendance: Communicating with Parents
  
• Attendance: Three Relationships to Restore
  

Knowledge Organisers

• Knowledge Organisers: Setting out a Definition
• Knowledge Organisers: Facilitating Retrieval
• Knowledge Organisers: Facilitating Elaboration
• Knowledge Organisers: Organising the Organiser
• Knowledge Organisers: Don’t Forget the Organisation!
• Making Knowledge ​‘Rich’

Memory

• Knowledge: Never the Same River Twice
  
• Retrieval for Elaboration
• Dual Coding: More than just adding a picture
• Interleaving: More Than Just Mixing Things Up
• Retrieval Practice: More Than Just Quizzing
• Retrieval Practice: Questions for Implementation
  
• Elaboration: an effective strategy for learning
  
• Three messages to share with students about revision
• Strategies to Memorise Quotations
  
• Golden Retrieval – Ten Benefits of Testing
• Reflection on The Bradford Research School Memory Course
• Knowledge: Never the Same River Twice
  
• Summarising: A Simple Way to Add Challenge
  
• Recognising Working Memory Problems
  
• Lightening the Load
  
• Retrieval Practice: Higher-order Thinking
• Retrieval Practice: How Hard Should it be?
  
• Retrieval Practice: a Good Use of Time?
• Designing great slides to reduce cognitive demands
  

Tackling Disadvantage

• Disadvantage: What Does it Mean?

Effective Professional Development

• Mechanism 1: Effective Professional Development: Managing Cognitive Load
• Mechanism 2: Effective Professional Development: Revisiting Prior Learning
• Mechanism 3: Next Goal Wins: Goal-setting in Professional Development
• Mechanism 4: Research Says…
• Mechanism 5: Praise in PD: Part of the Process; Part of the Culture
• Mechanism 6: Professional Development: What Techniques and Why?
• Mechanism 7: Professional Development: Practical Social Support
• Mechanism 8: Modelling the technique
• Mechanism 9: Providing Feedback
• Mechanism 10: Rehearsing the Technique
• Mechanism 11: Effective Professional Development: Prompts and Cues
• Mechanism 12: Effective Professional Development: Action Planning
• Mechanism 13: Effective Professional Development: Encouraging Self-monitoring
• Mechanism 14: Effective Professional Development: Context Specific Repetition
• Connecting the Cogs of Effective Professional Development
  

Dixons Evidence Leads

• The What and Why of Routines in School Culture by James Dyke
• Establishing Effective Routines in School Culture by James Dyke
  
• Routines: Evolution Not Stagnation by James Dyke
  
• Making the Most of Instructional Coaching by John Hern
• Sizing Up Effect Sizes by John Hern
  
• Lessons Learned – Instructional Coaching in (a few) English Secondary Academies by John Hern
  
• Who Coaches the Coaches? by John Hern
  
• How do we Solve the Problem of Motivation? Part One: The Motivation Myth by Daisy Holland-Selby
• How do we Solve the Problem of Motivation? Part Two: Translating the Research into Practice by Daisy Holland-Selby
  
• Goal Setting to Motivate Creative Writers by Daisy Holland-Selby
  

Bradford Research Champions

Guided Interaction to Improve Communication by Rita Parmar

Metacognition and Self-regulation

• Tracking the Traces of Metacognition
• Metacognition and Self-regulated Learners: 3 Types of Knowledge
• Structured Reflection: The Key to Self-Regulation
• Metacognition: 5 Blogs from the Research Schools Network
• Metacognition in Primary
• Metacognition: It’s Good to Talk
• Everything is Awesome: Metacognition
  
• Metacognition: What to Reveal when Modelling
  
• The Transfer Window: Can we Teach Metacognition in Isolation?
• Three frameworks for independence
  

Covid-19

• Metacognitive Scaffolding – Getting Unstuck in Remote Learning
  
• Creating the Conditions for Effective Remote CPD
  
• Into the Unknown? How other evidence can shine a light on an unprecedented situation
  
• Remote Teaching – what should you consider?
  
• Recovery curriculum or just curriculum improvement?
  
• Routines for Remote Learning
  
• Improving Engagement in Remote Learning
  
• Three simple ideas for the return to school
  

Literacy

• Disciplinary Literacy: The Language and the Thinking
  
• Disciplinary Literacy: Reading in Subject Disciplines
  
• Disciplinary Literacy: Vocabulary in Subject Disciplines
  
• Combining Reading with Writing
  
• How Writing Enhances Reading
  
• How Reading Enhances Writing
  
• The Evidence-informed Literacy Lead
  
• Breaking Down Complex Writing Tasks Part 1: Spelling
• Breaking Down Complex Writing Tasks Part 2: Sentence Construction
• Breaking Down Complex Writing Tasks Part 3: Planning
  
• Breaking Down Complex Writing Tasks Part 4: Monitoring
  
• Should I use a Visualiser to Model Writing?
• Improving Literacy in Secondary Schools: How is your Subject Unique?
• How the Improving Literacy Course Transformed One School Leader’s Practice
• Literacy Interventions Part 1: Choosing Interventions
• Literacy Interventions Part 2: Delivering Interventions
• The 7 Stages of the Writing Process
• 9 things you didn’t know about being a fluent reader
• Armed with Research: Learning from the Literacy Octopus
• Sentence Combining to Improve Writing Fluency
• Vocabulary Instruction for Children With and Without Autism: How Much Does Sleep Make a Difference?
• Getting to know words
  
• Hundreds and Thousands and Millions of Words
  
• Guided Interaction to Improve Communication
  
• Building Word Consciousness
  
• Opportunities for Word Consciousness
• A Simple View of the Complexity of Writing

Implementation

• What’s Your Problem? Gathering and Interpreting Data to Identify Priorities.
  
• Speaking the Same Language: Defining Terms in Education
  
• Expected, Supported, Rewarded: Clarity for Implementation Communication
  
• Implementing Change in Mathematics: 3 lessons mostly learned the hard way
  
• Where did it all go wrong?
  
• Implementation at Pace
  
• The Trouble with Giant Ants and the Pitfalls of Scaling Up Evidence
• Implementation at work: VAR in the English Premier League
• Unpacking A School’s Guide to Implementation Part 1: Foundations
• Unpacking a School’s Guide to Implementation Part 2: Explore
• Unpacking a school’s guide to implementation Part 3: The active ingredients
• Unpacking a School’s Guide to Implementation Part 4: Delivery
• Unpacking a School’s Guide to Implementation Part 5: Sustainability
• Implementation: Take it Slowly
  
• Ready or Not? The Importance of Readiness in Implementation
  
• Buy-in and Implementation

Evidence Informed Teachers and Leaders

• Dig a Little Deeper
  
• One hit wonders: why standalone CPD sessions don’t work
• The tensions of CPD Part 1: Generic vs Subject Specific
• What does a Research Lead do? Part 1: The Gatekeeper
• What does a Research Lead do? Part 2: The Consigliere
• How can parents help with homework?
• Engaging Parents: Tips for Schools
• Why you might be getting feedback wrong! (part 1)
• Why you might be getting feedback wrong! (part 2)
• Measure Twice, Cut Once
• 5 Podcasts for the Evidence-Informed Teacher
• Why should ITT trainees engage with educational research?
• Things You Should Continue Doing In The Early Years (And What The Research Says About Why)
• 3 Questions to ask when considering technology in schools
• The Great Teaching Toolkit Part 1: Into the Fourth Dimension
  
• The Great Teaching Toolkit Part 2: Interaction, Motivation and Expectation
  
• The Great Teaching Toolkit Part 3: Classroom Management
  
• 3 Principles of an Evidence-informed Approach
  
• Evidence-informed Practice: A Peer Tutoring Case Study
  
• The Tentative Language of Evidence
  
• Quiet or Loud: How Should your Classroom Sound?
  
• Disadvantage: What Does it Mean?
  

Feedback

• Three key messages from the ​‘Teacher Feedback to Improve Pupil Learning’ guidance report
• Feedback: Making it worth the Time
  
• Feedback: Make things Routine
  

Behaviour and SEL

• Positive Greetings? There must be more…Part 1
• Positive Greetings? There must be more…Part 2
• Improving Social and Emotional Learning in Primary Schools: It’s all About School Culture
• Making your Behaviour Policy Succeed
• Improving Behaviour in Schools – 3 Takeaways from the Guidance Report
• Playing it SAFE: Features of Effective SEL Programmes
  

SEND

• Special Educational Needs in Mainstream Schools: 3 Types of Learning Needs

Science

• Improving Secondary Science: Strategies to Retain and Retrieve Knowledge
• Preconceptions in Science: Using the RADAAR approach
• Developing Scientific Vocabulary
• 5 Reasons Why ​‘Improving Secondary Science’ isn’t just for Science Teachers
• Using Dialogue to Secure Scientific Understanding
• Create, Capitalise, Cultivate: Dialogue in Primary Science

Maths

• Improving Mathematics in Key Stage 2 and 3: What next?
• From soundbite to sound practice
• Teaching mathematical problem solving: what the research says

Bradford

• Research Co-Production: An Exciting Opportunity for a Bradford Secondary School
  
• Health and Education: Closing the Gap
  
• New Large Scale Autism Research Study in Bradford
  
• Born in Bradford
• Bradford Research School Launch
• Bradford Opportunity Area Plan
• 50 Things to do before you’re Five
• A week in the life of Bradford Research School
• What The Research Says About Primary Literacy Priorities In Bradford

The EEF

• The EEF Guide to Becoming an Evidence-informed School Governor and Trustee
• Exploring the Toolkit: 5 Key Questions to Ask
• Exploring the Toolkit: Impact, Evidence Strength and Cost
• The Making Best Use of Teaching Assistants Guidance Report
• Improving Literacy in Key Stage One Guidance Report
• Making Best Use of Teaching Assistants – a Review
• 3 Takeaways from the Digital Technology Guidance Report
• EEF Resources for the Early Years
• Bringing the Guidance Reports to Life: Tools to Support Discussion
  
• Everything is Awesome: Homework
  
• Everything is Awesome: Metacognition
  
• Everything is Awesome: Feedback
  

Other posts

• May 2019 Research Round-Up
• March 2019 Research Round-Up
  
• February 2019 Research Round-up
• January 2019 Research Round-up
• The Genetics of Learning