Канал: Education Endowment Foundation

Making problem solving a prominent part of our maths curriculum

Making problem solving a prominent part of our maths curriculum

Beyond the Quiz: Feedback and retrieval practice

Beyond the Quiz: Feedback and retrieval practice

Beyond the Quiz: Conceptual retrieval practice in the History classroom

Beyond the Quiz: Conceptual retrieval practice in the History classroom

Retrieval principles into practice

Retrieval principles into practice

What’s it like taking part in an early years research trial?

What’s it like taking part in an early years research trial?

What's it like to take part in an early years research trial?

What's it like to take part in an early years research trial?

What's it like to take part in an early years research trial?

What's it like to take part in an early years research trial?

What’s it like to take part in an early years research trial?

What’s it like to take part in an early years research trial?

Modelling effective mathematical discussion

Modelling effective mathematical discussion

Cognitive Load Theory: A brief explainer

Cognitive Load Theory: A brief explainer

The Processes of Memory: A brief explainer

The Processes of Memory: A brief explainer

Using scaffolds to help support working memory

Using scaffolds to help support working memory

Mastering Maths (23/24 trial)

Mastering Maths (23/24 trial)

Supporting working memory in the primary classroom

Supporting working memory in the primary classroom

Maths Champions, a no-cost, one year programme to support children in early years settings

Maths Champions, a no-cost, one year programme to support children in early years settings

Maths Mastery, a programme to deepen pupils' conceptual understanding of key mathematical concepts

Maths Mastery, a programme to deepen pupils' conceptual understanding of key mathematical concepts

Embedding Formative Assessment, a professional development programme for secondary schools

Embedding Formative Assessment, a professional development programme for secondary schools

Maximising mathematical moments

Maximising mathematical moments

Eyes on the Early Years: Interactive reading

Eyes on the Early Years: Interactive reading

Eyes on the Early Years: Communication and language

Eyes on the Early Years: Communication and language

A Balanced Approach to Professional Development

A Balanced Approach to Professional Development

Metacognition - A Brief Explainer

Metacognition - A Brief Explainer

EEF Early Years Toolkit

EEF Early Years Toolkit

Applying the seven-step model to support independent learning: Primary schools

Applying the seven-step model to support independent learning: Primary schools

Applying the seven-step model to support independent learning: Secondary schools

Applying the seven-step model to support independent learning: Secondary schools

Explanations in worked examples

Explanations in worked examples

High quality teaching: The 'five-a- day' principle

High quality teaching: The 'five-a- day' principle

High quality interactions in the Early Years - The ShREC approach

High quality interactions in the Early Years - The ShREC approach

Reading fluency in the primary classroom

Reading fluency in the primary classroom

Using worked examples to support pupils' mathematical problem-solving

Using worked examples to support pupils' mathematical problem-solving

The role of the SENDCo: Developing staff partnerships to support high quality teaching

The role of the SENDCo: Developing staff partnerships to support high quality teaching

Improving reading comprehension - The reading house model

Improving reading comprehension - The reading house model

Accelerator Fund

Accelerator Fund

Using a 'Think Aloud' to support pupils' problem-solving

Using a 'Think Aloud' to support pupils' problem-solving

The 'Five-a-day' approach in practice

The 'Five-a-day' approach in practice

Teaching and Learning Toolkit - Peer Tutoring

Teaching and Learning Toolkit - Peer Tutoring

Misconceptions and Modelling lessons

Misconceptions and Modelling lessons

Planning around misconceptions in science: Building collaborative culture

Planning around misconceptions in science: Building collaborative culture

Supporting teachers to talk about misconceptions

Supporting teachers to talk about misconceptions

Why focus on misconceptions?

Why focus on misconceptions?

Pedagogy trumps the medium

Pedagogy trumps the medium

Supporting student practice during remote learning

Supporting student practice during remote learning

Applying Rosenshine's principles to remote learning

Applying Rosenshine's principles to remote learning

Using Rosenshine's principles to structure remote learning

Using Rosenshine's principles to structure remote learning

Sequencing remote learning

Sequencing remote learning

Delivering feedback after exam practice

Delivering feedback after exam practice

Maximising the impact of whole class feedback Feedback VFTC

Maximising the impact of whole class feedback Feedback VFTC

Judging when to deliver feedback

Judging when to deliver feedback

Tailoring feedback to individual pupils

Tailoring feedback to individual pupils

Preparing for Literacy

Preparing for Literacy

Making decisions about which books to share with the children in your class

Making decisions about which books to share with the children in your class

Encouraging families to be part of shared reading experiences

Encouraging families to be part of shared reading experiences

Storytelling and shared reading

Storytelling and shared reading

Social and emotional learning

Social and emotional learning

Sharing strategies with parents and carers

Sharing strategies with parents and carers

Social and emotional learning reading recommendation

Social and emotional learning reading recommendation

Building SEL skills progressively across year groups

Building SEL skills progressively across year groups

Involving and supporting staff in implementing the SEL curriculum

Involving and supporting staff in implementing the SEL curriculum

Teaching SEL skills explicitly

Teaching SEL skills explicitly

Planning changes to your SEL provision

Planning changes to your SEL provision

Using the RADAAR framework to support curriculum planning

Using the RADAAR framework to support curriculum planning

Using the RADAAR Framework to support collaboration

Using the RADAAR Framework to support collaboration

The RADAAR framework

The RADAAR framework

Supporting trainee teachers using the RADAAR framework

Supporting trainee teachers using the RADAAR framework

Metacognition and self regulation

Metacognition and self regulation

What does teaching subject content and study strategies look like in your subject?

What does teaching subject content and study strategies look like in your subject?

What should every teacher know about metacognition

What should every teacher know about metacognition

How do you incorporate metacognition and self regulation into your teaching practice

How do you incorporate metacognition and self regulation into your teaching practice

Tell us about the training you have been doing on metacognition and self regulation

Tell us about the training you have been doing on metacognition and self regulation

How has the metacognition training helped you reflect on your practice?

How has the metacognition training helped you reflect on your practice?

How are you supporting pupils who find new content challenging

How are you supporting pupils who find new content challenging

Can you talk us through what a remote maths lessons might look like in your school?

Can you talk us through what a remote maths lessons might look like in your school?

In what ways is your remote maths teaching the same as in the classroom?

In what ways is your remote maths teaching the same as in the classroom?

What are the challenges of delivering new maths content remotely

What are the challenges of delivering new maths content remotely

Delivering maths content remotely

Delivering maths content remotely

How do you support students who are struggling to engage

How do you support students who are struggling to engage

How do you get feedback from teachers and parents

How do you get feedback from teachers and parents

What is the remote learning experience for students at your school

What is the remote learning experience for students at your school

What has your school learned about remote learning that can be accessed widely

What has your school learned about remote learning that can be accessed widely

How do you maintain motivation and peer engagement

How do you maintain motivation and peer engagement

Reflecting on remote learning provision

Reflecting on remote learning provision

How are you supporting teachers?

How are you supporting teachers?

Anticipating, uncovering and reviewing misconceptions in the Science classroom

Anticipating, uncovering and reviewing misconceptions in the Science classroom

Why is it important to consider misconceptions in our planning and teaching?

Why is it important to consider misconceptions in our planning and teaching?

Using concept cartoons to uncover misconceptions

Using concept cartoons to uncover misconceptions

Using "Do Nows" and quizzes to review misconceptions

Using "Do Nows" and quizzes to review misconceptions

What are learning behaviours?

What are learning behaviours?

EEF Talk with TRUST

EEF Talk with TRUST

EEF supporting daily routines during school closures

EEF supporting daily routines during school closures

EEF Families of Schools Database

EEF Families of Schools Database

Improving Mathematics in the Early Years and Key Stage 1

Improving Mathematics in the Early Years and Key Stage 1

Abracadabra (ABRA)

Abracadabra (ABRA)

Training and follow On Support

Training and follow On Support

Knowledge Organisers

Knowledge Organisers

Implementing effective professional development

Implementing effective professional development

Nuffield Early Language Intervention

Nuffield Early Language Intervention

8: Support pupils to make a successful transition between primary and secondary school

8: Support pupils to make a successful transition between primary and secondary school

7: Use structured interventions to provide additional support

7: Use structured interventions to provide additional support

6: Use tasks and resources to challenge and support pupils’ mathematics

6: Use tasks and resources to challenge and support pupils’ mathematics

5: Develop pupils’ independence and motivation

5: Develop pupils’ independence and motivation

3: Teach pupils strategies for solving problems

3: Teach pupils strategies for solving problems

2: Use manipulatives and representations

2: Use manipulatives and representations

1: Use assessment to build on pupils’ existing knowledge and understanding

1: Use assessment to build on pupils’ existing knowledge and understanding

Introducing maths guidance

Introducing maths guidance

Introduction to Research Schools

Introduction to Research Schools

A School’s Guide to Implementation

A School’s Guide to Implementation

Putting Evidence to Work - Case Study

Putting Evidence to Work - Case Study

About the Education Endowment Foundation (EEF)

About the Education Endowment Foundation (EEF)

EEF & BHP Billiton Foundation Project Overview

EEF & BHP Billiton Foundation Project Overview

Research Schools

Research Schools

TA Implementation

TA Implementation

Sir Kevan Collins: evidence-informed practice in the classroom

Sir Kevan Collins: evidence-informed practice in the classroom

Magic Breakfast

Magic Breakfast

Thinking, Doing, Talking Science (TDTS)

Thinking, Doing, Talking Science (TDTS)

Catch Up Numeracy

Catch Up Numeracy

Switch-on

Switch-on

Accelerated Reader

Accelerated Reader

Catch Up Literacy

Catch Up Literacy

Teaching and Learning Toolkit

Teaching and Learning Toolkit

2.2: Your school's context

2.2: Your school's context

8.2: Rolling out change gradually

8.2: Rolling out change gradually

8.1: Raising achievement, enhancing learning and empowering staff

8.1: Raising achievement, enhancing learning and empowering staff

7.2: Linking learning between the classroom and interventions

7.2: Linking learning between the classroom and interventions

7.1: Linking learning: setting out the evidence

7.1: Linking learning: setting out the evidence

6.2: Effective structured interventions

6.2: Effective structured interventions

6.1: Structured interventions: setting out the evidence

6.1: Structured interventions: setting out the evidence

5.2: Ensuring TAs are prepared for lessons

5.2: Ensuring TAs are prepared for lessons

5.1: Preparing TAs for the classroom

5.1: Preparing TAs for the classroom

4.2: Enhancing the quality of TA-pupil interactions

4.2: Enhancing the quality of TA-pupil interactions

4.1: TAs and teachers working together: setting out the evidence

4.1: TAs and teachers working together: setting out the evidence

3.2: Assessing TA deployment

3.2: Assessing TA deployment

3.1: TA deployment: setting out the evidence

3.1: TA deployment: setting out the evidence

2.1: Using EEF research to drive change

2.1: Using EEF research to drive change

1.1: Making Best Use of Teaching Assistants Introduction

1.1: Making Best Use of Teaching Assistants Introduction

Making Best Use of Teaching Assistants Online Course Promo

Making Best Use of Teaching Assistants Online Course Promo

The EEF at 5 (in 13 slides)

The EEF at 5 (in 13 slides)

KS1 Literacy: Recommendation 7 – adapting teaching

KS1 Literacy: Recommendation 7 – adapting teaching

KS1 Literacy: Recommendation 6 – writing transcription

KS1 Literacy: Recommendation 6 – writing transcription

KS1 Literacy: Recommendation 5 – writing composition

KS1 Literacy: Recommendation 5 – writing composition

KS1 Literacy: Recommendation 4 – reading comprehension

KS1 Literacy: Recommendation 4 – reading comprehension

KS1 Literacy: Recommendation 3 – phonics

KS1 Literacy: Recommendation 3 – phonics

KS1 Literacy: Recommendation 2 – balanced reading approach

KS1 Literacy: Recommendation 2 – balanced reading approach

KS1 Literacy: Recommendation 8 – high-quality interventions

KS1 Literacy: Recommendation 8 – high-quality interventions

KS1 Literacy: Recommendation 1 – speaking and listening

KS1 Literacy: Recommendation 1 – speaking and listening

How to randomise pupils

How to randomise pupils

How to calculate an effect size

How to calculate an effect size

Toolkit Talk: Social and Emotional Learning

Toolkit Talk: Social and Emotional Learning

Toolkit Talk: Arts Participation

Toolkit Talk: Arts Participation

Toolkit Talks: Collaborative Learning

Toolkit Talks: Collaborative Learning

Toolkit Talk: Performance Pay

Toolkit Talk: Performance Pay

Toolkit Case Study: Metacognition, The Skills Programme

Toolkit Case Study: Metacognition, The Skills Programme

Toolkit Talk: Early Years Interventions

Toolkit Talk: Early Years Interventions

Toolkit Talk: Outdoor Adventure Learning

Toolkit Talk: Outdoor Adventure Learning

Toolkit Talk: Aspiration Interventions

Toolkit Talk: Aspiration Interventions

Toolkit Talk: Individualised Instruction

Toolkit Talk: Individualised Instruction

Toolkit Talk: Metacognition

Toolkit Talk: Metacognition

Toolkit Talk: Sports participation

Toolkit Talk: Sports participation

Toolkit Case Study: Parental Involvement

Toolkit Case Study: Parental Involvement

Case Study: Peer Tutoring

Case Study: Peer Tutoring

Toolkit Talks: Digital Technology

Toolkit Talks: Digital Technology

Toolkit Talk: Class Sizes

Toolkit Talk: Class Sizes

Toolkit Talk: Parental Involvement

Toolkit Talk: Parental Involvement

Case Study: St Ives Junior School

Case Study: St Ives Junior School

Toolkit Talk: Mentoring

Toolkit Talk: Mentoring

Toolkit Talk: Block Scheduling

Toolkit Talk: Block Scheduling

Toolkit Talk: Teaching Assistants

Toolkit Talk: Teaching Assistants

Toolkit Talk: Small group tuition

Toolkit Talk: Small group tuition

Toolkit Talk: One To One Tuition

Toolkit Talk: One To One Tuition

Toolkit Talk: Repeating a Year

Toolkit Talk: Repeating a Year

Toolkit Talk: Ability Grouping

Toolkit Talk: Ability Grouping

Tookit Talk: Extended School Time

Tookit Talk: Extended School Time

Toolkit Talk: Physical Environment

Toolkit Talk: Physical Environment

Toolkit Talk: Feedback

Toolkit Talk: Feedback

Toolkit Talk: Mastery Learning

Toolkit Talk: Mastery Learning

Toolkit Talk: School Uniform

Toolkit Talk: School Uniform

Toolkit Talk: Behaviour Interventions

Toolkit Talk: Behaviour Interventions

Toolkit Talk: Peer Tutoring

Toolkit Talk: Peer Tutoring

Toolkit Talk: Phonics

Toolkit Talk: Phonics

Toolkit Talk: Homework

Toolkit Talk: Homework

Toolkit Talk: Learning Styles

Toolkit Talk: Learning Styles

EEF interview with John List

EEF interview with John List