EEF
@EducEndowFoundn
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Supporting schools, nurseries and colleges to improve teaching and learning for 2-19 year olds through better use of evidence.
London, UK
Joined May 2012
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Pinned Tweet
NEW: Today, we’ve published our new edition of “A School’s Guide to Implementation”, a resource designed to support those working in education settings to make changes to practice meaningful, and long-lasting.
Info:
Download:
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Best evidence on supporting students to learn remotely
Here's our 1-page summary of the existing research (from 60 systematic reviews and meta-analyses) distilled into 5 key findings and implications.
Available here:
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NEW TODAY: EEF publishes ‘Teacher Feedback to Improve Pupil Learning’ guidance report, complete with six evidence-informed recommendations to support high-quality teacher feedback.
Find out more:
Read / Download the full report:
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Parents and carers who regularly read with small children are giving them a language advantage of 8 months, according to new research published this week by
@NuffieldFound
:
Read our 7 'Preparing for Literacy' recommendations here:
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Supporting pupils with SEND in mainstream schools
NEW EEF animation shows how teachers can use the “Five-a-Day” approach to improve outcomes for all children in their classroom.
Watch here 👇
#SEND
#Education
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There is "strong evidence that explicit instruction, scaffolding, flexible grouping and cognitive and metacognitive strategies are key components of high-quality teaching and learning for pupils" - from our new Guide to Supporting School Planning 2020-21:
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NEW TODAY - our 7 recommendations to develop pupils’ metacognitive skills and knowledge:
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High-quality teaching for pupils with SEND
Teachers should develop a repertoire of strategies they can use flexibly in response to individual needs and use them as the starting point for classroom teaching for all pupils, including those with SEND.
>>
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NEW: Improving reading comprehension - The reading comprehension house
The reading comprehension house breaks down the complexity of reading into the individual building blocks that support pupils' reading development.
Watch the full video here:
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"The explicit teaching of reading comprehension strategies works by giving ‘novice’ readers the tools to think like ‘experts’ when reading," writes assistant headteacher and literacy specialist,
@bilton_caroline
, in this new EEF blog.
Read NOW:
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NEW: Scaffolding can be an effective teaching tool, but, remembering to take it away when no longer needed is equally as important.
@SENDMattersUK
explains how
#scaffolding
can be used in the classroom to support pupils with
#SEND
.
Read more 👉
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What might the content of effective feedback look like in the classroom?
"Feedback should focus on moving learning forward, targeting the specific learning gap identified by the teacher, and ensuring that a pupil improves."
Find out more:
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The 8 recommendations from our new Improving Mathematics in Key Stages 2 and 3 guidance report.
ONLINE NOW:
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NEW: Introducing our updated Teaching and Learning Toolkit!
Designed to provide high quality information about which approaches are likely to support and improve pupil progress, based on existing evidence.
More info:
Browse now:
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What might the content of effective feedback look like in the classroom?
"Feedback should focus on moving learning forward, targeting the specific learning gap identified by the teacher, and ensuring that a pupil improves."
Find out more:
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"When pupils read fluently, their cognitive resources can be redirected from focusing on decoding and onto comprehending the text," writes the EEF's
@sarahlgreen07
in this new blog on the significance of developing pupils' reading fluency.
Read here:
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"For many pupils the leap from a single worked example to independent practice is too great. We need to provide steps to carefully scaffold the transition," writes
@rjpritchard
in this new EEF blog.
Read here:
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“Teaching vocabulary is hard! Harder than we might first imagine.”
@ally_wren
, our content specialist for literacy, introduces a new resource designed to help build vocabulary teaching into lessons.
Read more:
1/2
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What does effective feedback look like in classrooms?
"Effective feedback should focus on moving learning forward, targeting the task, subject, and self-regulation strategies."
Download here:
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NEW TODAY: EEF publishes ‘Effective Professional Development’ guidance report, complete with three evidence-informed recommendations to support high quality professional development for teachers.
More info:
Browse now:
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"Teenagers who read fiction almost every day score around 26 points higher on the PISA reading test than those who never read such books... This is likely to be particularly important for boys from lower socio-economic backgrounds," reports
@FFTEduDatalab
:
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📣 EEF blog: Adaptive teaching
In this blog, Jon Eaton of
@KCCResearchSch
reflects on the impact adaptive teaching has had across his school trust.
Read more:
#AdaptiveTeaching
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COMING THIS FRIDAY
The EEF’s brand new guidance report: “Teacher Feedback to Improve Pupil Learning”
11/06/2021
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High quality teaching benefits pupils with SEND: The ‘Five-a-day’ principle
"Teachers should develop a repertoire of these strategies, using them as the starting point for classroom teaching for all pupils, including those with SEND."
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COMING THIS FRIDAY
Our brand new guidance report - Effective Professional Development
08/10/2021
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PUBLISHED TODAY: 'Putting Evidence to Work: A School's Guide to Implementation' - our latest guidance report.
Implementation is what schools do to improve: to change and be more effective. Find out how here:
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"Research suggests that there are approaches which teachers can employ to support learning and improve outcomes for all pupils, including those with Special Educational Needs," explains our SEND Specialist, Gary Aubin
@SENDMattersUK
, in this new EEF blog.
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🚨 NEW: Today, we’ve launched new resources designed to support early years professionals in using evidence to their advantage:
The updated Early Years Toolkit
The Early Years Evidence store
Explore now:
1/2
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What might reading fluency practice look like in the classroom?
This new tool offers practical classroom examples to support teachers in developing their pupils’ reading fluency.
Download here:
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NEW EEF blog: Modelling Independence - The ‘Seven-step Model’ planning tool
The EEF's Learning Behaviours Specialist
@juliewatsonpsy
explains how to support pupils' independent learning using our seven-step model.
Read here:
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SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS
This practical tool is designed to support teachers in plotting the overlapping needs of their pupils, considering cognition and learning, communication and interaction, and more.
Download here:
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TODAY: The EEF has published a comprehensive new guide to support schools in using evidence to improve outcomes for disadvantaged pupils through their pupil premium strategy.
Find out more:
Read / Download here:
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🙌 Get your school involved!
We’re recruiting settings to take part in a range of new EEF-funded projects.
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What might the content of effective feedback look like in the classroom?
"Feedback should focus on moving learning forward, targeting the specific learning gap identified by the teacher, and ensuring that a pupil improves."
Find out more:
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COMING THIS FRIDAY
The EEF’s newly updated Teaching and Learning Toolkit.
17/09/2021
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“Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils.” A key principle in the EEF’s Guide to the Pupil Premium:
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HIGH-QUALITY TEACHING FOR PUPILS WITH SEND
"Teachers should develop a repertoire of strategies they can use flexibly in response to individual needs and use them as the starting point for classroom teaching for all pupils, including those with SEND."
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✍️ “Sentence stems scaffold pupils’ talk by supporting them to start a sentence. This enables them to concentrate on what to say rather than how to say it,” writes
@katehenshall1
in this guest blog on supporting high quality talk in maths.
Read more:
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NEW RESOURCE - to support our Improving Maths in Key Stages 2 & 3 guidance report, we've just published a Red Amber Green (RAG) self-assessment guide. It sets out what ‘ineffective’, ‘improving’ & ‘exemplary’ practice can look like for each recommendation:
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This new animation from
@Hannahlheron
, our content specialist for learning behaviours, explains how educators can encourage pupil independence in their classroom.
Watch the full animation here:
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'When pupils are taught to think about how they learn, they become better learners', says Eleanor Stringer, Head of Programmes at the EEF and co-author of our 'Metacognition and self-regulated learning' guidance report.
Download the guidance report here:
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NEW TODAY: Improving Mathematics in the Early Years and Key Stage 1
We've reviewed the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds.
Free to read/download here:
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NEW TODAY: latest EEF guidance report. It offers primary and secondary schools 4 clear and actionable recommendations on working with parents so that they can support their child’s learning at home. Read/download here:
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Special Educational Needs in Mainstream Schools
Five evidence-based recommendations to support pupils with SEND, providing a starting point for schools to review their current approach and practical ideas they can implement.
Download the report here:
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'What can education learn from neuroscience?' is EEF's piece in new issue of 'Impact',
@CharteredColl
's journal.
Every school in the UK will be sent a copy (courtesy
@wellcometrust
) at the end of Feb - make sure your school office knows to look out for it!
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“Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils.”
A key principle in the EEF’s Guide to the Pupil Premium:
4
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NEW TODAY: 'The EEF Guide to Supporting School Planning: A Tiered Approach, 2020-21’ offers practical and evidence-based support for school leaders planning for the unpredictable year to come
Available free to read and download here:
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HIGH-QUALITY TEACHING FOR PUPILS WITH SEND
Teachers should develop a repertoire of strategies they can use flexibly in response to individual needs and use them as the starting point for classroom teaching for all pupils, including those with SEND
>>
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We're delighted that the significance of the first few years of a child's life has been recognised.
All children deserve the best possible start to achieve their potential.
We’re preparing to launch a suite of resources to support the vital work of early years practitioners.
Today, we're launching our new
#ShapingUs
campaign to highlight the importance of early childhood.
Watch this video to find out how and why our early childhood shapes the adults we become.
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Our latest guidance report - Preparing for Literacy - published today, includes 7 recommendations designed to support nurseries and early years settings to close the gap between disadvantaged toddlers and their peers before school starts.
Available now:
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'The EEF Teaching and Learning Toolkit ranks metacognition and self-regulation practices as among the most effective for students, especially those who are disadvantaged. In this two-part article, Matt Bromley asks ‘what is metacognition?’
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SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS
This practical tool is designed to support teachers in plotting the overlapping needs of their pupils, considering cognition and learning, communication and interaction, and more.
Download here:
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NEW: The role of the SENDCO in developing teaching practice
SENDCo and EEF Specialist, Gary Aubin
@SENDMattersUK
, explains how to embed high-quality teaching strategies in daily practice to benefit pupils with SEND.
Read here:
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"Understanding the underlying components of reading, how they build on one another, along with how they must come together to enable reading comprehension, is a critical first step for planning effective literacy provision," writes the EEF's Aoife Duff.
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'What is metacognition anyway?' asks
@HuntingEnglish
. "It can be distilled down to 3 key steps: planning how to undertake a task, then cognitively undertaking that activity, while monitoring the strategy to check progress, then evaluating overall success."
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NEW: The EEF’s updated guidance report – “Improving Literacy in Key Stage 2”
Complete with visual models and exemplification for teachers and school leaders looking to maximise the impact of literacy provision in their setting.
Download here:
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"There is evidence that the rate at which children develop language is sensitive to the amount of input they receive from the adults and peers around them, and that the quality of this input is likely to be more important than the quantity"
MORE INFO:
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NEW: The ShREC approach – Four evidence informed strategies to promote high quality interactions with young children
The EEF's
@Flissej
introduces new video, exemplifying the key strategies that make up the "ShREC" approach.
More info:
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High-quality teaching for pupils with SEND
Teachers should develop a repertoire of strategies they can use flexibly in response to individual needs and use them as the starting point for classroom teaching for all pupils, including those with SEND.
>>
3
130
321
🎙️ Evidence informed leadership
In our latest podcast,
@nick_brook
of
@NAHTnews
Asima Iqbal of
@BillesleySchool
and Andy Samways of
@UnityTSH
discuss the importance of using research evidence for school improvement.
Listen now:
#SchoolLeadership
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"Literacy in secondary school must not simply be seen as a basket of general skills - it must be grounded in the specifics of each subject."
That's according to our guidance report, Improving Literacy in Secondary Schools.
Available here:
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HOME LEARNING APPROACHES: PLANNING FRAMEWORK
Metacognitive strategies are particularly important for pupils when you can’t be with them in the classroom, along with a consideration of how we learn and how we remember what we have learnt.
READ MORE:
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"The teaching of reading is complex. There is an inevitability to that, because the act of reading is a brilliantly complex process"
NEW BLOG from EEF literacy specialist,
@bilton_caroline
, on the importance of teaching specific comprehension skills
>>
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The wait is almost over!
TOMORROW our new guidance report “Teacher Feedback to Improve Pupil Learning” will be published on our website, packed with evidence-informed recommendations to support high-quality feedback in your school.
11
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What might the content of effective feedback look like in the classroom?
"Feedback should focus on moving learning forward, targeting the specific learning gap identified by the teacher, and ensuring that a pupil improves."
Find out more:
2
134
305
Specially for the late-night crowd... the latest EEF guidance report, 'Improving Literacy in Secondary Schools', is now available to read and download here:
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📢 Today, we’ve launched our new Pupil Premium resources!
They’re designed to help schools maximise the impact of their work to raise the attainment of pupils from disadvantaged backgrounds.
More info:
1/6
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METACOGNITION AND SELF-REGULATION
"Metacognitive regulation is about planning how to undertake a task, working on it while monitoring the strategy to check progress, then evaluating the overall success."
Read NOW:
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Here's a framework to help parents develop their young child's vocabulary when reading with them.
Please do share this
#worldbookday19
.
(Source: EEF 'Preparing for Literacy' guidance report: )
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“Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils.” A key principle in the EEF’s new Guide to the Pupil Premium:
5
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Regular reading routines can offer lots of opportunities for learning during school closures
Our '7 Top Tips to Support Reading at Home' resource is designed to be shared with families to support them in developing their child's reading skills
Download:
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Research shows parental engagement matters a lot to children’s success at school – find out how to work with parents to support their children’s learning with the new EEF guidance report. Available from Friday 7 December.
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Our 5 most popular Teaching and Learning Toolkit pages:
1) Metacognition and self-regulation,
2) Feedback,
3) Mastery learning,
4) Reading comprehension strategies, and
5) Collaborative learning.
See our full Toolkit here:
#280characters
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Our latest guidance report, Improving Social and Emotional Learning in Primary Schools, has just gone live
Its 6 recommendations aim to help schools increase positive pupil behaviour, mental health and well-being, and academic performance
Available at
11
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High quality teaching benefits pupils with SEND: The ‘Five-a-day’ principle
"Teachers should develop a repertoire of these strategies, using them as the starting point for classroom teaching for all pupils, including those with SEND."
5
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280
NEW: EEF has announced the appointment of Professor Becky Francis as its new Chief Executive:
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Supporting home learning routines: Planning the day
Consistent routines are important for behaviour. This checklist is designed for schools to share with families, to support them in embedding home learning routines during partial school closures.
>>
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💬 NEW EEF blog: Why focus on reading fluency?
Professor
@TimRasinski1
of Kent State University USA explains the importance of teaching reading fluency.
Read here:
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Evidence into Action: 'Supporting children during exams'
Featuring special guests Prof. David Putwain, Sadie Thompson and Simon Cox.
🔊 Listen, rate and subscribe:
Apple Podcasts:
Spotify:
Google Podcasts:
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The EEF Improving Secondary Science guidance report offers seven practical evidence-based recommendations that are relevant to all pupils, but especially to those struggling with science.
Download now: .
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METACOGNITION AND SELF-REGULATION
"Metacognitive regulation is about planning how to undertake a task, working on it while monitoring the strategy to check progress, then evaluating the overall success."
Read NOW:
5
106
271
NEW: What strategies can teachers make use of to support pupils with SEND in their daily practice?
Our SEND Specialist, Gary Aubin
@SENDMattersUK
, explores the evidence in this new EEF blog.
Read here:
7
154
271
Our next guidance report - Improving Mathematics in the Early Years and Key Stage 1 - will be published on 24 January.
5
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268
"Developing and structuring independence involves a planned shift in responsibility from the teacher to the pupil," explains our Learning Behaviours Specialist,
@juliewatsonpsy
in this NEW EEF blog on supporting independent learning.
Read here:
3
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269
Research shows parental engagement matters a lot to children’s success at school – find out how to work with parents to support their children’s learning.
Download our 'Working with Parents to Support Children's Learning' guidance report now: .
5
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“Understanding these components, how they build upon each other and come together, is a first step in developing effective literacy provision.”
@ally_wren
, our Literacy Content Specialist, introduces a new tool to support literacy teaching.
👉
1 /2
5
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Another school year is (mostly) complete! 🎊
Here’s a quick round-up of the key EEF resources we’ve published since September...
🧵
1/8
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Teaching metacognitive strategies - Removing the scaffolding
"Practice and independent work help to develop cognitive and metacognitive knowledge. Over time, such thinking becomes habitual – acting as ‘internal scaffolding’"
Find out more:
1
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261
NEW EEF BLOG: "Planning to address pupils' scientific misconceptions"
Secondary science teacher
@chemDrK
introduces our new science resources, designed to illustrate how teachers are working to anticipate and tackle their pupils' misconceptions.
Read:
5
119
258
💡 NEW: Scaffolding can be an effective teaching tool, but remembering to take it away when no longer needed is equally as important.
@SENDMattersUK
explains how
#scaffolding
can be used in the classroom to support pupils with SEND.
Read more 👉
#SEND
4
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NEW EEF REPORT TODAY: What the evidence says about remote professional development for teachers
Read our 1-page summary and full evidence review here:
Here are our 5 key findings and implications...
10
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📚 Literacy in secondary school must not simply be seen as a basket of general skills - it must be grounded in the specifics of each subject.
This is according to our guidance report, “Improving Literacy in Secondary Schools.”
Available here:
3
107
255
Children who are read to in early years fare better in maths at the age of 12 according to a new study following 554 children from age 3:
2
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We have produced a range of targeted resources for schools to share with parents/carers to support home learning
These include resources to help maximise the benefit of shared reading
Read/ Download here:
9
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👩🏫 High quality teaching is the most important factor in improving attainment outcomes, particularly for disadvantaged pupils. ‘Moving Forwards, Making a Difference' shares accessible ‘best bets’ for high quality teaching. Download:
#BackToSchool
2
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For the late-night crowd... our latest guidance report, 'Improving Behaviour in Schools' - with its 6 recommendations - has just been published.
Find out more here:
7
154
245
The wait is almost over!
TOMORROW the EEF will launch the newly updated Teaching and Learning Toolkit.
17/09/2021
2
105
242
Understanding the common misconceptions about pupils with SEND is crucial to supporting their needs appropriately
This resource outlines four of these misconceptions, so that schools can avoid them when planning their approach
>>
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