ARC Project Outline

The ARC project aims to answer the following questions:

What does research-informed practice actually look like?

What research-informed resources can you use in your subject?

How can these be used to make teaching more efficient and effective?

This website is a resource bank populated with research-informed, subject-specific resources that aims to help teachers to transform research into practice.

Use the links below to navigate to resources based on the following research principles:

Retrieval Practice

Effective Feedback

Modelling and Scaffolding

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Retrieval Practice

Retrieval practice is the act of retrieving something from your memory (often with the help of a cue).

What does the evidence tell us?

Recent research has shown that retrieval is critical for robust, durable, long-term learning. Every time a memory is retrieved, that memory becomes more accessible in the future. Retrieval also helps us create coherent and integrated mental representations of complex concepts, the kind of deep learning necessary to solve new problems and draw new inferences. (Durrington Research School)

A really useful starting point to understand retrieval practice, interleaving and spacing can be found here and here.

It is well worth the time to read The Science of Learning – Deans for Impact to get an understanding of how students learn and what implications this has for how we teach.

Many subjects use knowledge organisers as a powerful resource for retrieval practice. Read about how knowledge organisers can be used for retrieval practice in the blog posts below:

How do knowledge organisers work alongside retrieval practice?

Blog Posts to read:

Information to share with students:

Useful Videos:

 

Resource Bank

English

Maths Continue reading Retrieval Practice

Effective Feedback

It is important to move away from the notion that a really well ‘marked’ book is an effective proxy for a great teacher. For feedback to be effective, it must be acted upon, otherwise it is a waste of our precious time.

A great place to start when thinking about feedback is the chapter on ‘Assessment and Feedback’ in What does this look like in the classroom? by Carl Hendrick and Robin MacPherson (available in the CPD Library – please see CH). This chapter will provides an excellent understanding as to how feedback should work.

The following reading demonstrates how to improve the feedback we give students, whilst reducing workload and improving outcomes.

Literature: (available in the CPD library – see please CH)

  • What does this look like in the classroom? – Chapter on assessment and feedback – Carl Hendrick and Robin MacPherson
  • Making Every Lesson Count chapter 5 – ‘Feedback’ – Shaun Allison and Andy Tharby
  • Embedded Formative Assessment – Dylan Wiliam
  • A Marked Improvement – Education Endowment Foundation

Blog posts:

Self and peer feedback:

Videos:

How to go about structuring feedback in a lesson:

Modelling and Scaffolding

Providing models and scaffolding are two of Barak Rosenshine’s Principles of Instruction. Without modelling, students will struggle to understand what excellence looks like and how to try and achieve it. Without scaffolding, for difficult and challenging tasks, students may struggle to attempt the learning, in a high challenge, low support environment. Scaffolding and modelling allow the expert teacher, to support and stretch the novice learner.

‘4. Provide models: Providing students with models and worked examples can help them to learn to solve problems faster.’ (Rosenshine 2012)

The following from Shaun Allison, co-author of Making Every Lesson Count sums up the importance of modelling for students.

  • It sets a benchmark for excellence, by showing students the quality they should be aspiring to.
  • It makes abstract success criteria concrete.  Simply telling students what the success criteria are, or writing them down can be relatively meaningless for students.  They need to be able to see what they are aiming for.
  • It excavates the thought processes of experts – ‘what to do’ and ‘how to think’ (metacognition).  Modelling our thinking with them, helps them to develop their thinking e.g. by them seeing us overcoming struggles, it makes it OK for them to struggle.
  • It inducts students into academic genres of writing.  Many of our students live in a household where academic language is not routinely used – so we need to model this for them.

Read the whole blog post here – Modelling – how, why and what can go wrong?

This is a brilliant post by Allison on the importance of modelling and is a must read.

Literature:

  • Making Every Lesson Count – Chapter 3 – Modelling – Shaun Allison and Andy Tharby
  • Slow Teaching – Chapter 11 – The Power of Modelling – Jamie Thom
  • The Confident Teacher – Chapter 13 – Successful Modelling and Metacognition -Alex Quigley
  • Teach Like a Champion 2.0 Technique 36 – Show Call – Doug Lemov

Further blog posts on how to improve modelling in your lessons:

Useful video clips: