Factors that contribute to deep learning

eedNET Action Research

Agency, Voice and Participation – A featured piece of Action Research by new eedNET member school – Rainham Mark Grammar School

This inquiry project has its genesis in an original piece of work conducted some five years ago
at Rainham Mark Grammar School by the then newly appointed Assistant Head Teacher with
responsibility for Teaching and Learning. His project investigated the key practices and methods
that students found most beneficial in terms of learning and teaching.

View original post 404 more words

Building Learning power (BLP) and eedNET

A number of teachers interested in Building Learning power (BLP) have begun to focus on how they can develop dispositions promoted by BLP. A good example of this are various colleagues at Teaching Leaders. The attached list of possible questions deliberately encourages teachers to explore the development of specific BLP ‘learning muscles’

Question examples here

Curee: The contribution of research to teachers’ professional learning and development


Curee: The contribution of research to teachers’ professional learning and development

This paper summarises findings from several systematic
research reviews about the contribution of research to
effective continuing professional development (CPD)
activities and their impact on teachers’ professional
learning and outcomes for pupils. It starts with a review
of how teachers engage in and with research as part of
CPD, how teachers and researchers shape professional
learning activities and identifies key processes linked
to positive outcomes. Finally it explores how different
research contributions can be developed to make a more
visible contribution to CPD.

Click to access BERA%20Paper%205%20Continuing%20professional%20development%20and%20learning.pdf

Chemist with a Conscience

Action Research

“I was introduced to action research as part of a session run by Zoe Elder at my school a few weeks ago (for a quick summary see her blog post http://fullonlearning.com/2013/06/15/tm-clevedon-workhop-engagement-courageous-curiosity/). This then linked in nicely with a session that I attended last week with the Teaching Leaders programme on action research and Building Learning Power by Bill Lucas (http://www.buildinglearningpower.co.uk/). In both sessions action research was described as practitioner led enquiry with the aim of ‘becoming a better noticer’. Zoe Elder kindly stated that as long as you base your action research on your values as a teacher then you should be doing it right!

I’ve detailed the outline of my action research plan below using a combination of the ‘Teacher Enquiry Action Plan’ by The Expansive Education Network (http://www.expansiveeducation.net/) and the documents that Zoe Elder provided at our session. ”


A Rich Seam: How New Pedagogies Find Deep Learning

Featured Article from Pearson – Open Ideas

A rich seam of insight

The OECD states in their report “Education Today 2013” that countries need to provide a “good basic education in childhood and adolescence that equips people not just for the jobs of today, but with the ability to learn new skills for the jobs of tomorrow right through their lifetime.” In order to engage young people in their education and for them to succeed in the future, Michael Fullan and Maria Langworthy suggest that ‘deep learning’ – the disposition to learn, create and ‘do’– is necessary to stimulate lifelong learning in today’s students. The good news is that that deeper learning is already visible in many schools today, and, according to the authors, likely to spread globally in the near future.

This expansion is due to the convergence of three forces, which the authors have highlighted in A Rich Seam as:

1) New pedagogies – where teaching is no longer about curriculum content, but fosters learning that is more engaged with real life, encouraging students to continue learning outside the classroom;

2) New change leadership – where leadership is no longer about top-down or bottom-up, but rather about students and teachers pushing each other to learn together, driving progress in partnership;

3) New system economics – where learning can be less expensive due to students’ natural inclination to learn as a result of new, more engaging pedagogies.

Continue reading

3 case studies to stimulate your own thinking and reflection about science learning in your school.

The Science Leaders Innovation Cluster in Stockport provide insight into enriching the primary science curriculum. Read 3 case studies of the impact of outdoors, responsive assessment and developing personal capabilities on children’s learning in science.

How can we encourage the development of scientific enquiry skills in primary schools?
Stockport CS All Saints.pdf

If we focus on improving personal skills in science lessons, will it improve learning outcome?
Stockport CS Orrishmore & Bradshaw.pdf

What does a responsive, child-focused planning and assessment framework for Primary Science look like?
Stockport Great Moor Infants School.pdf

Teachers as researchers

Adapted from an article for the Secondary English Magazine

(Vol 10 No 1 Oct 2006)

Caroline Daly, Institute of Education University of London

Teachers as researchers

What should inform the decisions made by teachers about how to develop their practice? If teachers are to make informed decisions, we need to ask – informed by whom? How can teachers inform themselves and each other about good ideas for developing teaching, and reflect more critically on the skills they use everyday in their own classrooms?

Continue reading

An A – Z Guide to Primary Science Active Teaching And Learning Approaches In Science

by Dr Lynne Bianchi & Rosemary Feasey
Sheffield Hallam University – Centre for Science Education

This booklet has been produced to celebrate the 25th Anniversary of the original Active Teaching and Learning Project (ATLAS) which drew upon the expertise, experience and advice of teachers and educators from around the country in 1986. Much has changed in science education since then, yet many things have stayed the same.

Click here to preview

To obtain a full copy please e-mail Dr. Bianchi – l.m.bianchi@shu.ac.uk

Highlands College – Jersey

Membership of eednet is playing a major role in Highlands College’s goal to become recognized as a centre of excellence for practical and vocational education. In support of this aim, the senior management team of the College has introduced a year long cross-college project – ‘How to Teach Vocational Education’, based around the CRL publication. All college staff with a role in teaching or supporting student learning have been encouraged to review their practice and become ‘learners of their own teaching’ by undertaking a small scale action research project in their classrooms, laboratories, or workshops. The project was formally launched at Highlands in September 2013 with over 100 staff attending, which included nearly all the full time lecturers. In a follow up meeting in October over 60 staff attended an AR2 style workshop to discuss their action plans with the CRL team. Some of the expansive habits of mind that staff want their students to develop include resourcefulness, self-confidence and real world problem solving and they are using approaches such as peer learning, flipped classroom and self-assessment to achieve this.

School or college membership of eednet is increasingly valued as a way of fostering an institution-wide approach to educational innovation, as senior leaders see the benefits of encouraging staff collaboration for change, not only within but also across curriculum areas.

For more information about Highlands College see http://www.highlands.ac.uk/