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Study Success and Desirable Difficulty
Success is an important factor in motivation – how do we reconcile that with desirable difficulty?
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by Bradford Research School
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There are 15 EEF guidance reports. They provide ‘clear and actionable recommendations for teachers on a range of high-priority issues, based on the best available evidence.’ The EEF continue to develop tools to support the implementation of these guidance reports too.
The Implementation guidance report, for example, has a poster, an online course and 10 additional resources. Making Best Use of Teaching Assistants tops that with 11 additional supporting resources.
We have gathered together a selection of these additional resources by category, to give you a flavour of these additional useful tools.
Audit tools
’These guides can be used as part of an initial audit process to establish current practice (i.e. point of departure), as well as to monitor progress towards the development of more effective practice (i.e. direction of travel).’ They are by no means the ‘correct’ ways to do things, and shouldn’t be treated as such, but they are certainly useful tools to support discussion of whole-school and departmental priorities.
Improving Literacy in Key Stage 1: A self-assessment guide
Improving Literacy in Secondary Schools: RAG Self-Assessment
Metacognition and Self-regulated Learning: School Audit Tool
Improving Social and Emotional Learning in Primary Schools An audit and discussion tool for SEL in your school
Improving Mathematics in Key Stages Two and Three: A self-assessment guide
Improving Secondary Science: Audit Tool
Making Best Use of Teaching Assistants: A self-assessment guide
Discussion questions
These questions can be helpful in allowing for discussion and debate.
Special Educational Needs in Mainstream Schools: 5 key questions for school leaders to reflect on
Improving Literacy in Key Stage 1: Acting on the evidence: Discussion Questions
Putting Evidence to Work: A School’s Guide to Implementation: Master Checklist
Case studies
Real examples from schools across the country.
Putting Evidence to Work: A School’s Guide to Implementation: Examples of Implementation Plans
Special Educational Needs in Mainstream Schools: Case study: Billesley Primary School, Birmingham
Special Educational Needs in Mainstream Schools: Case study: Churchill Free Special School, Suffolk
An EEF School Case Study: Minimising Misconceptions in Mathematics: Blessed Edward Bamber Catholic Multi Academy Trust, Blackpool
An EEF School Case Study: Minimising Misconceptions in Mathematics: Montgomery Academy, Blackpool
An EEF School Case Study: Addressing Assessment in Mathematics: Hayfield Lane Primary School, Doncaster
An EEF School Case Study: Addressing Assessment in Mathematics: Northstead Community Primary School, Scarborough
Vignettes
These snapshots of practice are a great way of prompting discussion too.
Improving Literacy in Secondary Schools: Literacy Vignettes
Integrating Evidence into Mathematics Teaching: Assessment vignettes
Integrating Evidence into Mathematics Teaching: Misconceptions vignettes
We’re just scratching the surface here and these are not the only tools available. Some are quite unique to the guidance report e.g. the ‘Expected, Supported, Rewarded’ template for the Implementation guidance report. Some guidance reports have much more tools than others. Keep your eyes out for the next updates to the tools.
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Success is an important factor in motivation – how do we reconcile that with desirable difficulty?
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Simple activities for PD inspired by the EEF’s new ‘Using Research Evidence – A Concise Guide’
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