Naylor's Natter Podcast- an education podcast .

In this weeks episode Kathryn and I natter about the importance of good CPD , developing a culture of professional learning and the work of Thomas Guskey. Guskey: Does It Make a Difference? Evaluating Professional Development https://pdo.ascd.org/LMSCourses/PD13OC010M/media/Leading_Prof_Learning_M6_Reading1.pdf

Jonathan Haslam is the Director of the Institute for the Institute for Effective Education . We talk about engaging with evidence and empowering educators with evidence. We talk about the IEE 'Engaging with evidence'  guide , best evidence in brief and evidence from the frontline. We also go off down stretched analogies for Implementation and active ingredients , see what you think of them! Apologies for interference when a family member would not stop ringing, the real life of a teacher 

This week I am in conversation with EEF’s Iggy Rhodes abut the new EEF guidance report on 'Improving behaviour in schools' which she co-authored with Michelle Long. We talk about: EEF and the What works network The process of writing a report like this The 6 recommendations in detail and the balance of proactive and reactive strategies  We discuss the importance of consistency in improving behaviour  Download the report here  https://educationendowmentfoundation.org.uk/tools/guidance-reports/improving-behaviour-in-schools/

This week: Lead Practitioner, writer and rED presenter Ruth Walker  In this interview ahead of rED Rugby on Saturday 15th June, Ruth and I discuss the work of Professor Michael Young and the concept of  'Powerful Knowledge'. We also discuss curriculum development, Physics,Cognitive Science and implementation. About Ruth: Teaching Physics – Writing my own textbooks – War on the soft bigotry of low expectations – Team #cogscisci @Rosalindphys

In the week of the release of 'Dual coding for teachers' , we discuss the work of Paivio and Clark, Sweller and others. We talk about the recent popularity of cognitive science and how it has shone a light on dual coding . We natter about cog sci and graphic principles and how to ensure research can cater for both the busy teacher and the research hungry colleagues out there! We discuss how oliver has worked with 35 teachers, teacher developers, psychologists and information designers to share their dual coding practice. we also look at his collaborations with The Learning Scientists, Tom Sherrington and Stephen Tierney. A great episode (if I do say so myself) so like subscribe and share.  Thank you for listening About Oli Cav I used to be a headteacher of a special school, wrote several books on visual teaching strategies and was a trainer in schools and colleges for nearly a decade. After an inspired visit to the 2008 Berlin VizThink conference, I invented the HOW2s — visual step-by-step guides to teaching techniques. Now, I design and illustrate books, produce poster summaries of educational ideas, create visual branding, visualise CPD packages, and make the occasional presentation in the UK and Europe. oliver@olicav.com  |  @olicav The book:Dual coding with teachers  https://www.amazon.co.uk/Dual-Coding-Teachers-Oliver-Caviglioli/dp/1912906252/ref=sr_1_1?crid=13PZRI630IG2W&keywords=dual+coding+for+teachers&qid=1559666319&s=gateway&sprefix=dual+coding%2Caps%2C136&sr=8-1 Research discussed https://www.csuchico.edu/~nschwartz/Clark%20&%20Paivio.pdf

In this weeks Natter I speak to Head of Geography, Research Lead and author Mark Enser. We discuss the following research paper and its application in schools: Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning http://memory.psych.purdue.edu/downloads/2012_Karpicke_Grimaldi_EDPR.pdf Jeffrey D. Karpicke & Phillip J. Grimaldi Abstract: Learning is often identified with the acquisition, encoding, or construction of new knowledge, while retrieval is often considered only a means of assessing knowledge, not a process that contributes to learning. Here, we make the case that retrieval is the key process for understanding and for promoting learning. We provide an overview of recent research showing that active retrieval enhances learning, and we highlight ways researchers have sought to extend research on active retrieval to meaningful learning—the learning of complex educational materials as assessed on measures of inference making and knowledge application. However, many students lack metacognitive awareness of the benefits of practicing active retrieval. We describe two approaches to addressing this problem: class- room quizzing and a computer-based learning program that guides students to practice retrieval. Retrieval processes must be considered in any analysis of learning, and incorpo- rating retrieval into educational activities represents a powerful way to enhance learning As usual we discuss  Why this is an important paper and hw its findings can inform teachers practice in their classrooms About Mark: I have been teaching for 14 years in a range of schools. I started in an inner city all girls school in Southampton before moving to an all boys CofE school in Worthing; this was less of a culture shock than I was expecting. I am currently a head of department at a wonderful 11-18 mixed comprehensive in rural Sussex. When I am not teaching or planning I am probably out walking or running in the hills. I regularly contribute articles to TES and you can find my author’s page here. My first book – Making Every Geography Lesson Countis out now and I am currently writing my second, Teach Like Nobody’s Watching. Mark's books: https://www.amazon.co.uk/Making-Every-Geography-Lesson-Count/dp/1785833391/ref=sr_1_1?keywords=mark+enser&qid=1559065742&s=gateway&sr=8-1 https://www.amazon.co.uk/Teach-Like-Nobodys-Watching-essential/dp/1785833995/ref=sr_1_2?keywords=mark+enser&qid=1559065742&s=gateway&sr=8-2 Coming soon: Ruth Walker https://twitter.com/Rosalindphys Oliver Caviglioli https://twitter.com/olicav Jonathan Haslam https://twitter.com/Jonathan_Haslam and Professor Michael Young 

In this weeks Naylor's Natter I speak to Head of Geography, Research Lead and author Mark Enser. We discuss the following research paper and its application in schools: Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning http://memory.psych.purdue.edu/downloads/2012_Karpicke_Grimaldi_EDPR.pdf Jeffrey D. Karpicke & Phillip J. Grimaldi Abstract:  Learning is often identified with the acquisition, encoding, or construction of new knowledge, while retrieval is often considered only a means of assessing knowledge, not a process that contributes to learning. Here, we make the case that retrieval is the key process for understanding and for promoting learning. We provide an overview of recent research showing that active retrieval enhances learning, and we highlight ways researchers have sought to extend research on active retrieval to meaningful learning—the learning of complex educational materials as assessed on measures of inference making and knowledge application. However, many students lack metacognitive awareness of the benefits of practicing active retrieval. We describe two approaches to addressing this problem: class- room quizzing and a computer-based learning program that guides students to practice retrieval. Retrieval processes must be considered in any analysis of learning, and incorpo- rating retrieval into educational activities represents a powerful way to enhance learning As usual we discuss  Why this is an important paper and hw its findings can inform teachers practice in their classrooms About Mark: I have been teaching for 14 years in a range of schools. I started in an inner city all girls school in Southampton before moving to an all boys CofE school in Worthing; this was less of a culture shock than I was expecting. I am currently a head of department at a wonderful 11-18 mixed comprehensive in rural Sussex. When I am not teaching or planning I am probably out walking or running in the hills. I regularly contribute articles to TES and you can find my author’s page here. My first book – Making Every Geography Lesson Count is out now and I am currently writing my second, Teach Like Nobody’s Watching. Mark's books: https://www.amazon.co.uk/Making-Every-Geography-Lesson-Count/dp/1785833391/ref=sr_1_1?keywords=mark+enser&qid=1559065742&s=gateway&sr=8-1 https://www.amazon.co.uk/Teach-Like-Nobodys-Watching-essential/dp/1785833995/ref=sr_1_2?keywords=mark+enser&qid=1559065742&s=gateway&sr=8-2 Coming soon: Ruth Walker  https://twitter.com/Rosalindphys Oliver Caviglioli https://twitter.com/olicav Jonathan Haslam https://twitter.com/Jonathan_Haslam and Professor Michael Young 

In this podcast Tom and I discuss Barak Rosenshine's Principles of instruction and his new book: Rosenshine's principles in action https://www.amazon.co.uk/Rosenshines-Principles-Action-Tom-Sherrington/dp/1912906201/ref=sr_1_1?crid=2N3XDPVU0G9RL&keywords=tom+sherrington&qid=1558382763&s=gateway&sprefix=tom+sherring%2Caps%2C135&sr=8-1 In this book and podcast Tom amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.The second half of the book contains Rosenshine's original paper 'Principles of instruction' as published in 2010 by the IAE. We discuss: 1) So why are Barak Rosenshine’s ‘principles of instruction’ so good? 2) The reason I started this podcast is to make research accessible for teachers through sharing the experiences of teachers engagement. To what extent does Rosenshine bridge the research-practice divide? Taking the ideas of the page and into action  3) How well do you feel that principles of instruction are supported by the learning models from cognitive science? 4) What role does a knowledge rich curriculum play in the implementation of Rosenshine’s principles? 5) Strand 1 looks at sequencing concepts and modelling. What relevant instructional procedures could teachers use here? 6) What repertoire of questioning strategies have you found useful for teachers? (Maybe some discussion of link to TLAC and Lemov) 7) How can teachers go about making daily, weekly and monthly review part of an effective and sustainable routine? 8) In conclusion, I know of many schools that have bought the book for all staff , how can schools use your book to support the process of professional development? Coming soon-Tom Curriculum thinking-Three masterclasses with John Tomsett and Mary Myatt https://www.eventbrite.co.uk/e/curriculum-thinking-three-masterclasses-manchester-tickets-58434928444?aff=ebdssbdestsearch Coming soon: Phil  EEF behaviour guidance report in Lancashire https://www.eventbrite.co.uk/e/improving-behaviour-in-schools-east-lancashire-teaching-school-alliance-tickets-61793630412?aff=ebdssbdestsearch rED Rugby- Escaping the Hamster Wheel- using research and CPD to change culture in schools  https://www.eventbrite.co.uk/e/researched-rugby-2019-tickets-58503529632

In this episode Simon Cox and I talk to Professor Muijs about the new Education Inspection Framework 2019 . We ask him about his development of the research commentary underpinning the new framework and what research is important for teachers. We discuss the importance of CPD and the role of grassroots research movements like rED. Education inspection framework 2019 https://www.gov.uk/government/publications/education-inspection-framework Research Commentary  https://www.gov.uk/government/publications/education-inspection-framework-overview-of-research EEF behaviour launch- ELTSA https://www.eventbrite.co.uk/e/improving-behaviour-in-schools-east-lancashire-teaching-school-alliance-tickets-61793630412?aff=ebdssbdestsearch rED Rugby https://www.eventbrite.co.uk/e/researched-rugby-2019-tickets-58503529632

In this episode, I ask Louise about her fantastic blog 'Research Leads-what's all the fuss about?' . We talk evidence, research and becoming critical consumers.  Louise is: Research Lead, biologist, AHoD, MCCT, AQA examiner and avid tea enthusiast.  Louise blog: https://missunderstandingeducation.school.blog Next week- Professor Daniel Muijs