1. Working out what
works…
and what doesn’t.

2. “In education, as in all
fields of human
endeavour, there are
always new ways to
enhance what we do.”
Gareth Mills (NFER)

3. “It is important that education change is
not driven by opinion or passing fad but
by informed expertise.
As a profession you have an obligation to
be able to answer the question:
why did you do that?”
Estelle Morris

4. Hattie “Visible Learning”
•15 years work
•Synthesis of 800 research studies

5. Equivalent to over 1.5 grades at GCSE)
Tait Coles

6. Education Endowment
Foundation Toolkit
•Based entirely on work in schools
•Looks at 33 interventions

7. Equivalent to over 1.5 grades at GCSE)

8. “…Practitioners who are
able to justify their action
by reference to evidence,
aims and principles.”
Professor Robin Alexander
“

9. Does
one-to-one oral feedback
have an impact on
writing outcomes
in
9es?

10. Does the use of Exercise Book 2.0 improve rates of progress?
Does a traditional Berger model of critique improve rates of progress?
Does comment only marking improve rates of progress?
Does inference intervention improve reading ages?
Does increasing wait time after asking a question improve rates of progress?
Does a no-hands up policy increase engagement?
Does a maths intervention programme increase rates of progress?
Does the use of literacy pyramids increase the use of subject-specific
vocabulary in exam answers?
Does a vocab app increase the quality of exam answers in MFL?
Does peer tutoring improve rates of progress?
Does DIRT improve rates of progress?
Does Classwatch improve the quality of teaching?
Does Coaches Eye improve performance in PE?
Does flipped learning improve attainment?
Does Edmodo improve attainment?
Do lollipop sticks improve the quality of discussions?
Does one-to-one oral feedback have an impact on writing outcomes?

11. How?
Stage 1:
Preparation
Stage 2:
Implementation
Stage 3:
Analysis & Reporting
1. Frame your
evaluation
question
4. Conduct a
pre-test
7. Analysis and
interpretation
2. Decide your
measure
5. Deliver the
intervention
8. Report the
results
3. Decide your
comparison group
6. Conduct a
post-test
Consider the outcomes of
other studies

12. Dr Jonathan Sharples
Education Endowment
Foundation
Jonathan Sharples is Manager of Partnerships at the IEE and currently on
secondment to EEF. He is building networks with educational
stakeholders across the sector to advance evidence-based policy and
practice. Jonathan regularly supports schools by signposting them to
relevant research information, and helps teachers apply the evidence in
practice.
Jonathan previously worked at the Institute for the Future of the Mind
at Oxford University. Here he coordinated the All-Party Parliamentary
Group on Scientific Research in Learning and Education, which explores
how insights from scientific research relate to UK education policy. He
also worked as a secondary school science teacher.

13. The College can move forwards
reassured that the strategies we
have worked together on are
“most likely” to have an impact
on student outcomes.
Teachers need to be the drivers
of those innovations.

14. SOLO
PSM, ESH, ALI, RSM, ALW, SBA, NJO, SDU, ASH, BPE, KBE,
ASK
Critique
HTU, SGI, PWI, JLO, CSM, VCA
Independent Learning Post 16
SCA, CDE, GMA, JGR, EST, DRO, SLO, DPA, SPL
Intrinsic Motivation
ACA, HJO, CAY, JSC, CQU, AHO, KST, MPE, JRB

15. SOLO: room 25
Post 16: Room 27
Intrinsic Motivation: room 29
Critique: room 26

16. 4.00pm: Clarify any points about your chosen strand
of pedagogy
In groups of 3 discuss what area of
assessment/feedback you would like to
research
Begin to frame your individual evaluation
question
4.30pm: Feedback your ideas and possible research
question to the larger group.
By 5.00pm Complete the questionnaire

17. www.seatonburncpd.wordpress.com