Featured school: Dilkes Academy

dilkes

Dilkes Academy

Dilkes Academy is a lead school which is used as the support mechanism for the Catalyst Academies Trust. This is a specialist primary sponsor, which is supported by a centrally based team of experts, whose roles cover school improvement, professional development and operations. Commitment to the collaborative dimension of the work is demonstrated by all senior leaders in both schools involved through time and resources allocated. As with Cordingley (2003) our research acknowledges that teachers needed to be at the heart of the work in order for it to be successfully maintained. Over the past 5  years the school has been involved in a number of in-house action research projects which have led to the development of the Dikes Best Methods Manual.

With the support of Expansive Education Dilkes Academy will continue to drive forward with its action research exploring the notion of developing a ‘Growth Mindset’ using work from Carol Dweck as well as Geoff Petty and John Hattie.

Dilkes which is part of  the Thurrock cluster of schools is staging its own innovative Teacher Awards ceremony in November and in the Summer of 2015 eedNET will be collaborating with them to publish the Thurrock Journal of Expansive education to showcase action research undertaken by its teachers.

Effects of Learning Skills Interventions on Student Learning: A meta-analysis Review of Educational Research

A review of: John Hattie, John Biggs and Nola Purdie (1996) Effects of Learning Skills Interventions on Student Learning: A meta-analysis Review of Educational Research Vol 66: 2 (99-136)

This month we focus on a paper by John Hattie and colleagues, whose aim was to identify the key features of successful study skills interventions. The review was a study of studies (meta-analysis), building on findings from of over 50 pieces of research that aimed to improve student performance by focusing on learning or study skills. It was conducted by leading experts in the international field and is a highly influential review, which colours our thinking about how best to impart learning dispositions to pupils in a way that will ‘stick’ or ‘transfer’ from one classroom to another or, indeed, from the classroom to the world outside of school, college, or university. Findings support the recommendation that training (unless for simple mnemonic performance only) should be given in context, should use tasks and strategies from within the same domain as the strategies will be utilised in by students, and should promote high levels of learner activity and metacognitive awareness.

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