Metacognition and Revision (1) – how to approach exam papers | anonymous

The EEF is due to publish a Guidance report in April on metacognition and self-regulation. Self-regulation is about the strengths and weaknesses individual learners have, the strategies they use to learn and how aware they are of them. It also describes how able they are to motivate themselves learn and develop new learning strategies. Metacognition is a particular facet of self-regulation, and describes how learners monitor and shape their learning.

Last year, Vicki Barnett helped year 11 students to develop strategies that would help them answer exam questions and wrote about it here. It…

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Norwich Research Leads Network #NorRel: Stories – thinking, talking, doing, and learning | anonymous

This is our fourth network meeting, based on a theme of Stories: – thinking, talking, doing and learning.
We are looking forward to Tim Taylor (Mantle of the Expert) joining us, to speak about stories as a medium for learning, based on Willingham, Hirsch, Heathcote, and Egan.
Roger Higgins will also talk about the new Implementation Guidance from the EEF, which helps schools to embed sustainable change.
And we will bring news from around Norwich and Norfolk, and tell you about upcoming events and opportunities.
You can read about last month’s meeting here. We hope to see you there.

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Free training course: Supporting Teaching and Learning for EAL students | anonymous

The Hewett Academy has secured funding from the Norwich Evidence Based Practice Fund to implement (and evaluate) LILAC, a training course developed by Australian linguistics experts, and widely used in Australia. It trains non-specialist teachers in how to teach a functional approach to linguistics and grammar, aiming to change teachers’ classroom practice in a way that improves the academic English skills of EAL pupils, and possibly other struggling students.

LILAC is an accredited and intensive course, involving four non-consecutive days of face-to-face training for teachers, with…

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NorReL March links- Memory and the Science of Learning | anonymous

Many thanks to all who came along to the Research Leads Network meeting this month. We had a full and varied Agenda including contributions from within the Opportunity Area, around Norfolk… and across the Atlantic!

We refered to the EEF 5-step school-improvement cycle. We will be focussing on a different aspect of this in each meeting.

We also used the Chartered College self-evaluation tool to examine our current practice.

We outlined some upcoming events:
21st March: Chartered College of Teaching- Journal Club (Impact, Science of Learning)
16th April: NorReL. Stories – thinking,…

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EEF Teaching and Learning Toolkit Briefing, in association with VNET | anonymous

This free briefing session will give teachers and leaders an introduction into how the Education Endowment Fund Teaching and Learning Toolkit can be used to inform decision and practice within their school, and find out why it’s so important to use research evidence to improve teaching and learning.

Teachers and leaders need to know which approaches are the ‘best bets’ for increasing attainment, and which are less promising. The EEF Toolkit is an accessible summary of educational research, designed to help schools decide where to devote time, energy and resources.

This session will help…

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Norwich Research School partners with VNET | anonymous

We are delighted to announce that Norwich Research School has entered into partnership with Viscount Nelson Education Network CIC (VNET).

VNET is a non-profit, Community Interest Company, supporting school-led improvement. It was established in 2017 at the request of school leaders to continue the outstanding work of Better To Best – a school-led approach to improvement which payed a crucial part in raising Ofsted grades in Norfolk schools from 59% Good or better in 2013, to 89% Good or better in 2017.

Those leaders had created a network of schools, academies and colleges that were all…

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What learning French has taught me about teaching | anonymous

At the beginning of this year, I made the decision to (re)learn French. Or some French. I did French at secondary school (not my choice – my school was a ‘language specialist school’ which meant everyone had to do a language whether they wanted to or not.) and managed to pass with a C grade. As my GCSE exams approached, I decided that as I knew I wanted to be a History teacher, I should focus on the GCSEs that would give me the best chance of achieving that dream, and so French revision was pushed to the side lines in favour of History, English, Maths and Science.

Almost 13 years later, and…

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