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Research, Red Flags and Who to Trust My experience of becoming evidence informed Anna Tapper

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Page 1: Z Z U Z & o P v t Z } } d µ D Ç Æ ] v } ( } u ] v P À ] v ... · $ sulpdu\ vfkrro kdv doorzhg lwv sxslov wr zhdu volsshuv lq fodvv diwhu uhvhdufk vxjjhvwhg lw khosv wkhp jhw ehwwhu

Research, Red Flags and Who to TrustMy experience of becoming evidence

informed

Anna Tapper

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Humm brain training

• The wearable patch immediately improves the wearers working memory so they can learn faster…. Scientific backing

• Each patch lasts 15 minutes and provides up to two hours of improved mental performance.

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• A scientifically-studied means of improving memory and recall• Certain colours have a greater impact on our memory than others, so it’s important for

your child to choose the right colours when making revision notes. Studies have shown that colours such as orange, red and yellow are more attention-grabbing compared with colours such as grey or brown. This means that information written or highlighted in these colours have a higher chance of being remembered.

• So, when it comes to revision it’s all about choosing the right colours to help your child remember information.

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A primary school has allowed its pupils to wear slippers in class after research suggested it helps them get better grades.

Findern Primary School in Derbyshire has been trialling the idea there are benefits to children's learning when in a "shoeless" environment. Head teacher Emma Tichener said the pupils have been "more relaxed and calmer than usual."Professor Stephen Heppell from Bournemouth University said he found children behaved better without shoes. Prof Heppell researched the topic for more than 10 years in 25 countries. Shoeless learning has been carried out in schools in Scandinavia and New Zealand and learning centres in other countries.Mrs Tichener said: "We hope that in time we can measure their progress and see if it has made a difference in their achievements. We are looking for different ideas to improve the experience for our students so if this works then it might become a more permanent."

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Education Endowment Foundation

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What sort of research?• Robust methods• Measures outcomes• Large, representative samples• Where available, meta-

analyses or literature reviews

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Why aggregate results?

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9

our logic model

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What did this look like?

• 15 schools from across Suffolk (Haverhill, Newmarket, Sudbury, Ipswich and outlying village schools)

• Involving 59 teachers (initially) and over 1500 children in Y4 & 5

• Support from : Matrix Maths hub, Tricia Taylor, Boleyn Trust

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What does this look like

in the classroom?

• My turn, your turn.• Silent modelling.• Modelling your thinking.• Developing reasoning further within

school.• Answer free zones.• Diagnostic questions.• Using QLAs to plan Maths Meetings.• Greater use of representation especially

bar modelling.• Pupils developing metacognitive

strategies.• Working with parents differently.

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What impact has this had?

• Data has improved!• Pupils are more aware of their mathematical

thinking and how they learn.• Pupil's work with a greater level of independence.• Pupils are more willing to show their workings out.• Data is being used far more strategically and is

having an impact on future teaching and learning.• Teachers feel the project has had a very positive

impact on teaching and learning. It has given them the opportunity to reflect and develop their mathematical pedagogy further.

• A higher percentage of parents are coming into school for Maths workshops.

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Anna Tapper

[email protected]

@AnnaTapper2


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