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It's the bell curve, stupid!

2015-06-10T12:20:07+01:00June 10th, 2015|research|

Like an ultimate fact without any cause, the individual outcome of a measurement is, however, in general not comprehended by laws. This must necessarily be the case. Wolfgang Pauli A month or so back I met Professor Steve Higgins from Durham University's Centre for Evaluation and Monitoring. He presented at researchED's primary literacy conference in Leeds and what he had to say was revelatory. His talk was on the temptations and tension inherent in the EEF's Pupil Premium Toolkit. As most readers will know, the toolkit is a bit of a blunt instrument and presents interventions in terms of how many [...]

20 psychological principles for teachers #6 Feedback

2015-06-01T21:25:26+01:00May 30th, 2015|psychology, research|

In this, the sixth in a series of posts examining the Top 20 Principles From Psychology for Teaching And Learning, I cast a critical eye over Principle 6: “Clear, explanatory, and timely feedback to students is important for learning." The fact that feedback is important is regularly used to wallop teachers. This has been accepted as a self-evidently truth. And by and large it's true. There are, however, a few points worth making that appear widely overlooked. Feedback is, for instance, not the same as marking. In the abstract to their seminal 2007 paper, The Power of Feedback, Hattie & Timperley make the [...]

Do all good ideas need to be researched?

2015-05-10T18:22:35+01:00May 10th, 2015|research|

We used to think that if we knew one, we knew two, because one and one are two. We are finding that we must learn a great deal more about ‘and’. Arthur Stanley Eddington After my presentation on Slow Writing at the researchED Primary Literacy Conference in Leeds, I was asked a very good question by Alex Wetherall. Basically - and I hope he forgives my paraphrase - he asked whether it would be worth conducting some 'proper' research on my good idea. I said no. It seemed as though this came as something of a surprise to the research literate audience. [...]

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