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.

New Implementation Guidance (2024)

• Implementation: Every Stage at Every Stage
• The Need for Vision in Effective Implementation
  
• Implementation: Engaging People
  
• A Bridge over Troubled Implementation
  
• Uniting around a Bigger Picture
  
• Bringing Implementation to Life: Starting with Enablers
• The Trouble with Giant Ants: Scaling up Implementation
  
• Implementation Decisions: Problems and Context
• Implementation Decisions: What Does the Research Suggest?
  
• Implementation Decisions: How can we manage the challenges?
  
• Implementation Decisions: What are your barriers and enablers?
  
• Implementation at Pace

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
  
• The Relationship Between Working Memory and Long-term Memory
  
• 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
  
• Scaffolding to Support Working Memory Demands: Questions for Reflection
  
• Study Success and Desirable Difficulty
  
• Playing Chess Without a Board
  
• Schemas, Prior Knowledge and Action Movies
  
• Cognitive Load Theory and Maths

Tackling Disadvantage

• Disadvantage: What Does it Mean?

Deployment of Teaching Assistants

Deployment and Dialogue: Engaging TAs to Improve Practice

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
  
• Teetering Off Balance: Avoiding Wobbly PD
  

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
  
• What Educators Need to Know about the Social Model of Disability by Kathryn Downs
• From Visibility to Authentic Representation by Kathryn Downs
  
• Intersectionality: Making EDI work for all our students by Kathryn Downs
  

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
  
• Teaching the Tools to Study
  
• Modelling Mistakes
  
• How to Plan a Think Aloud
  

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

Original Implementation Guidance

• Speaking the Same Language: Defining Terms in Education
• Expected, Supported, Rewarded: Clarity for ImplementationCommunication
• Implementing Change in Mathematics: 3 lessons mostly learned the hard way
• Where did it all go wrong?
• 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

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
  

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?
  
• Using Research Evidence: Communicating Uncertainty
• Using Research Evidence: Activities for PD
  
• Making the most of the EEF Teaching and Learning Toolkit
  
• Getting beyond the surface of Education Endowment Foundation guidance reports
  

Feedback

• Three key messages from the ​‘Teacher Feedback to Improve Pupil Learning’ guidance report
• Feedback: Making it worth the Time
  
• Feedback: Make things Routine
  
• Improving Feedback by Improving Subject Knowledge
  
• On Your Marks: Timely Feedback
  
• Opening the Hinges
  

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
  
• Family Dining: Community, Belonging and Connection
  
• Tackling Transitions
  
• Academic Transition to Post-16
  
• Joy in the Classroom: Difficulty and Failure
  
• Academic Transition to Post-16
  
• Tackling Transitions
  

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
• Cognitive Load Theory and Maths
  
• How to Plan a Think Aloud
  
• How to Plan a Think Aloud in Maths: Worked Examples
  

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
  
• History with HAL 9000: Should we use AI to plan our lessons?
  

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