“No pressure but I wanted to feel re-engaged with education and inspired to bring the benefits of research into the schools I work with. I will take away a new perspective on how important it is to understand the research behind so many aspects of teaching and learning. Sessions with Sarah Donarski, Clare Sealy and Tom Sherrington were particularly interesting with lots of ideas to develop teaching, learning and assessment with a better understanding of cognitive overload.”
I am a bit of a veteran of TeachMeets but this was my first ResearchEd Conference. What a great day! Given an unenviable choice of 25 different sessions, I went with the soft option that would confirm some of my existing practice and knowledge, rather than those I thought might challenge my current thinking. Next time, I would choose the same ones again but would somehow clone myself or become a fly on the wall and visit all the others too.
Keynote: Daniel Mujis A refreshing perspective from a well-respected Ofsted guru looking at how we can learn from each other, share ideas and make the most effective use of research. He eloquently described how we must be always seeking evidence to support our professional roles.
Session 1: Tom Sherrington Totally confirming all my thoughts about reports, assessment and data. Total ‘guff’ as Tom put it so succinctly. He added a simple analysis of the bell-shaped ‘curse: 30% of kids this summer are going to get a grade 1, 2 or 3 in Maths no matter how hard they try. 50% of kids are going to be worse than average. So what should we do instead? 1. Redraft and Re-do (third time for excellence). 2. Rehearse and repeat (improve confidence). 3. Revisit and respond (practice makes perfect. 4. Knowledge testing, quizzes to check understanding. 5. Research and find out. Record your findings. Such a great opening session. Good book plug at the end too.
Session 2: Dr Caroline Creaby I am always looking for ways to support teachers preparing classes for revision so this session was ideal. Upshot: a really simple but effective way to train learners in a reflective process using a wheel format. It works. Simple.
Session 3: Clare Sealy If you do one thing after reading this, try learning how to tell the time on a Fibonacci Clock. You will need to know the rules and you will need a non-colour blind friend too. All designed to show how difficult it is to process instructions as an adult but even more importantly how we teach young children to tell the time on an analogue clock. All about cognitive overload and how our short-term memory just can’t cope with too much information. Clare was easy to listen to and clearly passionate about her thinking. Fantastic session.
Session 4: Sarah Donarski. A terrific end to the day. Sarah was clear and concise, erudite and eloquent and bristled with teaching ideas. A thorough debrief on research on questioning; how to do it, when to do it and why. There was a great selection of teaching ideas, ways to stretch and challenge and key concepts to link research to practice. Brilliant.
There’s a link to many of the presentations and twitter accounts here. If you get a chance to attend or even participate in a ResearchEd event, then I thoroughly recommend it. With thanks to Durrington High, Organiser Shaun Allison and all the staff, presenters and teachers attending the event.