Teacher feedback crucial to better student performance, reveals new Cambridge International research
Teacher feedback is crutial on their work and are not receiving enough, which is having a knock-on effect on student performance, according to new research sponsored by Cambridge International. The Great Teaching Toolkit: Evidence Review, authored by Professor Rob Coe and colleagues from UK-based research organisation Evidence Based Education, sets out four key priorities that teachers should focus on if they want their students to learn more. Based on reviews of hundreds of existing research studies and frameworks of effective teaching, the report highlights four key ‘dimensions’ that can help teachers improve their practice. These are to: Understand the content they are teaching and how it is learnt Create a supportive environment for learning Manage the classroom to maximise the opportunity to learn Present content, activities and interactions that activate their students’ thinking. The key to great teaching is to have all four elements interacting, and to remove barriers that are preventing teachers from being able to create these optimal conditions, such as requiring them to teach unfamiliar subjects. While many teachers and school leaders want to improve their practice, it’s not always easy to know where to start. With school resources so precious and budgets stretched, many are asking how they should prioritise professional development and what the best bets to focus on to make the most difference to students are. This is exactly what Professor Coe and his team aimed to pinpoint with this review, which highlights the common areas that have been proven again and again, around the world, to really have the most potential to transform learning. ‘When great teachers want their students to learn complex tasks, they don’t only describe what those tasks look like,’ said Professor Coe. ‘They break those tasks down into small chunks, support their learners and provide constant feedback. If we want teachers to learn how to do great teaching, we need to do more than just describe what that looks like – we need to give them constant feedback and a practical toolkit. This review is the foundation for providing teachers with feedback on their own development. ‘If we get professional development right, the impact it can have on the culture of a school and the quality of learning is transformational.’ Dr Tristian Stobie, Director, Curriculum and Qualifications Development at Cambridge International, said: ‘Teacher autonomy, creativity and trust have been eroded in some educational systems by a drive toward compliance. Feedback to teachers has not been as supportive and informative as it should be to give them control and ownership over their professional development and practice. ‘Right now, the educational world is in turmoil caused by the Covid-19 crisis. Teachers have had to learn quickly to adapt, teach online and support learners in new ways. In such a climate, the evidence-based insights provided in the Great Teaching Toolkit: Evidence Review are even more significant. Its universal and timely principles will be an invaluable resource to teachers and schools around the world. ‘The principles and practices outlined in the report reflect the principles Cambridge International uses in developing our own professional development services to schools, with the aim of helping teachers become confident, responsible, reflective, innovative and engaged. ‘The Review summarises a lot of existing evidence. We hope that a systematic, authoritative and accessible presentation can give teachers a clear overview of the things that make a difference to student learning. But it is also the foundation of a system of feedback that will support teachers in developing their practice, whatever the phases, subjects or types of school they teach in.’ EBE is following on from this report with the Great Teaching Toolkit, a project to provide teachers with evidence-informed guidance and personalised diagnostic feedback for their long-term professional development. The Great Teaching Toolkit Evidence Review can be downloaded on the Cambridge International website here: https://www.cambridgeinternational.org/support-and-training-for-schools/teaching-cambridge-at-your-school/great-teaching-toolkit/.
A quarter of UK parents want to homeschool after the pandemic – here’s how to do it full-time
When Covid-19 closed schools in the UK, millions of parents were suddenly faced with the unfamiliar world of having to homeschool. While the new routine has certainly had its challenges, a new study has revealed that nearly a quarter of Brits (24%) are considering home-educating their children even after the pandemic is over. For those who are thinking of homeschooling full-time, Greg Smith, Head of Operations at home education provider Oxford Home Schooling, has provided five tips on how to make the transition as smooth as possible. 1. Make sure you notify your child’s school You do not need to ask permission to home educate from either your child’s school or your local authority, but you must let the school know in writing about your decision. If you are removing your child from a special school, then you are also required to inform the local authority. Some councils will provide guidance and free course materials. Occasionally they will also make informal enquiries to make sure your child is getting a sufficient education, so be ready to provide evidence such as work samples or reports. 2. Consider how long you’re planning on homeschooling Some parents may want to trial homeschooling for a few months, or even a few years, before returning their child to mainstream education. If this is the case, you should definitely choose a provider or system that closely follows the national curriculum. One of the benefits of homeschooling is that parents have flexibility with the content they teach, but if there is any chance that the children will go back to school in the future, you should not deviate too much from the standard syllabus. This will make it easier for your child to readjust should they eventually decide to return to school. 3. Identify the best teaching style for your child If your child is over five years old, you are legally obliged to provide a full-time education, but you can decide what that involves. Every child learns at their own pace and in their own way and the beauty of homeschooling is that you can cater your teaching to complement this. Some homeschool students respond best to structured learning, with timetables and routines, while others will thrive in a less rigid environment. If you think the latter may be most suitable, allow your child to explore their interests and shape their learning around these. You may find that active or practical exercises are more productive than traditional textbook tasks. 4. Think about the logistics It is important to consider who will be doing the majority of the homeschooling and whether they can realistically devote enough time to make it effective. The flexibility of home education means it is possible to do it while working full-time, but this is naturally a bit more challenging. Consider sharing teaching responsibilities with your partner, a family member or someone else from the homeschooling community. Alternatively, you could homeschool on an evening or a weekend, or think about changing your work shifts. 5. Remember you won’t be alone Our latest research found that homeschooling in the UK has more than doubled in recent years. Virtually every local authority has seen large increases and there are now homeschooling communities all over the country that frequently meet up. These communities are always willing to welcome new members and answer questions, so before you commit to home education, check out your local group’s Facebook page. People sometimes doubt whether homeschooled children develop social skills at the same rate as those in traditional education. However, in reality, they can often surpass their peers in this regard, as by attending local homeschooling events, students socialise with a wider age-range of children and this massively helps with confidence. For more information on what is required from homeschooling parents, visit: https://www.oxfordhomeschooling.co.uk/general/home-schooling-the-law/
Schools and parents turn to virtual tuition as children risk falling behind
Schools and parents across Britain are urgently turning to virtual tuition services to prevent pupils from falling up to a year behind in key subjects like maths. It is widely accepted that the COVID-19 pandemic, which has forced many pupils out of school since March, will produce substantial losses in learning that will also be impacted by school closures over the summer months. Education experts believe that this will accumulate into substantial and permanent learning losses as many children fall further behind over the summer and never catch up. A recent report from RISE Insight revealed that the time spent at home during lockdown could result in more than a full year’s worth of learning loss because pupils will be behind the curriculum when they return to school and will fall yet further behind as time goes on. In addition, experts say maths knowledge normally regresses by two to three months over the summer break due to lack of practice. This loss of learning is known as the ‘Summer Slide.’ It means many schools will potentially face chaos in September – with pupils struggling to catch up from the impact of the coronavirus lockdown. Richard Marett, CEO of global learning company Whizz Education (www.whizzeducation.com), said his company has seen usage rise by up to 50% in its interactive tuition programme. The company says this highlights the importance of a cross-party initiative in Westminster to ensure children from low-income families have internet access. “We have seen an increase in usage of up to 50% in some schools in the UK since the onset of the school lockdown. Many parents are rightly concerned about their child’s education. They need professional support if home schooling is to be effective,” said Mr Marett, an Oxbridge maths graduate. “There is strong evidence that a gap in teaching a subject like maths can actually result in a pupil’s knowledge of that subject regressing. It’s a double whammy, because not only does the child stop learning, but their progress can actually go backwards. “For this reason, schools normally face a challenge catching up even at the best of times in September, but this year things will be far more difficult. Schools will need to deploy remediation programmes to reduce long term lost learning following reopening. There are huge benefits to schools and parents if they are able to take advantage of online learning between now and the start of the new school year.” Research shows that just 60 minutes of online tuition per week over the course of a year can boost a child’s maths ability by the equivalent of 18 months learning. The Maths-Whizz programme (www.whizz.com) uses interactive learning and games in order to tailor virtual maths tuition to each pupil’s learning needs. It uses AI to teach children, mirroring the behaviour of a human tutor, allowing for parents and teachers to provide feedback and support. Maths-Whizz has been certified by kidSAFE, the independent certification service that reviews and certifies the safety practices of child-friendly websites and applications. The programme is being used by many schools throughout the UK (see notes). However, not all children have access to home learning facilities – hence Labour MP Siobhain McDonagh recently submitted a bill with cross-party support in Westminster that will ensure 1.3 million children on free school meals are given internet and devices to help them to study. In addition to schools, Parents are also able access the Maths-Whizz platform on an individual basis with a week’s free trial and a monthly cost of £19.99. The award-winning company was formed 16 years ago and has since partnered with schools, ministries of education and development agencies to deliver individualised learning to over a million students (including the most impoverished) worldwide.
Call for education professionals to help with recruitment of child participants for groundbreaking language technology project
Education professionals are being urged to inform parents of children aged between four and eight to use the extra family time the pandemic has presented to participate in a groundbreaking national research project to ‘Tell one story now, help thousands of children tomorrow’. Supported by billboard advertising which went live in 400 locations across the country this week, the ‘Citizen Science’ project Language Explorer uses a first-of-its-kind machine learning based app to detect and assess developmental language disorders (DLD) – something which affects two children in every classroom. Participation in Language Explorer can be done at home, and involves a child re-telling a story read to them in the app, the recording of which is uploaded for analysis using technology which measures the level of language used by the child. The data collected in this project will be invaluable in training the app to recognise children with language difficulties and create significant efficiencies within the NHS, easing pressure on speech and language therapists by dramatically shortening the assessment process and facilitating faster diagnosis and treatment, and increased accuracy in planning interventions. The app was created by project leader and award-winning healthcare technology solutions developer Therapy Box, and the project is a collaboration with Bristol Speech and Language Therapy Research Unit, Newcastle University and three NHS sites in Hackney, Newcastle and Bristol. The research project is funded by the National Institute for Health Research (NIHR) Invention for Innovation (i4i) programme. Language Explorer has also won awards including the Scale & Grow at the Virgin Media Business VOOM Awards, and a Digital Public Health Award. Some 600 children are required for the Language Explorer project, and around 200 have already taken part. The project partners hope that the advertising campaign – provided by JC Decaux after the project won the prize in the Virgin Media Business VOOM Awards – coupled with the fact parents are spending extra time with children because of school attendance restrictions, will boost participation. The app is free to download on iOS or Android devices. Rebecca Bright MBE, speech and language therapist and founder of Therapy Box, explained: “The Language Explorer app has been designed with children to ensure it is engaging, and to make sure the language used is suitable for its audience. Parents can simply download it, create a profile, and then their child can listen to the story. The child will then be asked to retell the story in their own words, complete a quiz and play a repeating game. Once all three challenges are completed, there is the option to listen back to the story and play a game to steer a ship to collect as many treasure coins as possible – so there is a reward for children participating in the form of a fun game. “The app will be put through its paces over the course of the second year of research by speech and language therapists and families accessing in-clinic or video assessment. The evolution of Language Explorer is an important step in developing artificial Intelligence to help the NHS achieve crucial efficiencies,†she added. Assessing children’s language is labour intensive and can take up to 30 minutes to listen and record a child speaking and then as much as 90 minutes to transcribe and analyse the sample. Lack of resource means children are either not assessed fully or not every child is assessed, which can deprive them of the right type and intensity of speech and language therapy. Dr Yvonne Wren, Senior Research Speech & Language Therapist at Bristol Speech and Language Therapy Research Unit, concluded: “Language Explorer has the potential to revolutionise the way we carry out language assessments with children in speech and language therapy. We want to ensure that we can carry out the highest quality work within the minimal time we have available to work with children in NHS clinics, schools and homes – and Language Explorer could be a game changer in helping us to do this. Our research will investigate how well Language Explorer works in clinical settings and how it can contribute to evidence-based care for children whose language development is causing concern.†To download the app: Appstore: https://lnkd.in/gPvPzDE PlayStore: https://lnkd.in/gmwBAht Watch this video for further information and instructions https://lnkd.in/gwvrf8c For updates on Language Explorer follow Therapy Box: Facebook https://www.facebook.com/tboxapps Twitter https://twitter.com/TherapyBox LinkedIn https://www.linkedin.com/company/therapy-box/
Majority of education professionals feel stressed about finding a new role in the current climate
A brand new study from the UK’s leading independent job board, CV-Library, reveals that a staggering 75% of education professionals feel stressed about trying to find a new role in the current climate, with one in four (25.4%) admitting that they’ve put their job search on hold due to COVID-19. The study surveyed 1,100 professionals and found that 93.8% of people working in the education sector were hoping to find a new job in 2020. Amongst professionals who have put a pause on their job search, 66.7% said they won’t start looking again until lockdown is completely lifted and 26.7% said they’ll start searching again later in the year. The findings show that people who aren’t currently working are naturally the most stressed about finding a new role; with 87.5% of people who are unemployed and 90.9% of education professionals on furlough admitting that they feel this way. The figure dropped to 63.6% amongst people working part-time and 60% amongst people working full time. Lee Biggins, founder and CEO of CV-Library, comments: “With a new decade comes a desire for change and a lot of people had big intentions for 2020. Whether that was to find a new job, set-up a new business or embark on an exciting new career path. Sadly, the coronavirus pandemic has flipped the world on its head and forced people to abandon these plans, which is resulting in a lot of angst and uncertainty. “For employers and recruiters, the fact that more people are wanting to change jobs is a massive positive, but we know that organisations are already making difficult decisions around their existing workforce. While job vacancies are starting to pick back up, opportunities have been limited over the past few months and this is naturally making job seekers feel nervous.†Amongst the 74.6% of respondents in the education industry who said they hadn’t paused their job search during the pandemic, only 22.7% said they’ve been able to find a new role during this time. However, this figure rose to 53.3% amongst candidates in the public sector, 42.9% in property, 37.5% in recruitment, 32% in manufacturing and 24% in social care. Biggins continues: “Certain industries are undoubtedly going to be more affected than others throughout the pandemic and we’ve certainly seen more jobs being advertised within the public sector and social care. It’s a stressful time for hiring professionals and job seekers, so try to be as sensitive as you can when handling applications. Communication is going to be key in this critical stage.â€
New GCSE qualifications must reflect our changing world
GCSEs in Wales don’t reflect the needs of society as we rebuild after the coronavirus pandemic – and leave teenagers unprepared for life, says the Future Generations Commissioner for Wales. The current crisis has illustrated the need for change to education, said Sophie Howe, who is calling on Welsh Government to further consider replacing the qualifications. Year 11 pupils will this summer be given GCSE grades based on evidence, including teachers’ assessments, after exams were cancelled because of school closures. Ms Howe said she hoped such an approach would be extended when schools reopen, arguing the pandemic has provided a pilot for moving away from testing at age 16. The commissioner favours pupil-centred assessments, reflecting the new Curriculum for Wales 2022. Her latest Future Generations Report calls for a “radical rethink†of GCSEs. Qualifications Wales (QW) has just published its vision for qualifications in the future, reporting plans to update content and assessment of GCSEs to meet future needs and reflect and support the new curriculum. In its consultation, QW suggested it will bring in new work-related qualifications and move schools away from so-called ‘teaching to the test’, where lessons are focused on pupils passing an exam. Ms Howe, whose role is to protect future generations from the political actions of today, is now urging Welsh Government to reflect the Well-being of Future Generations Act in its approach to the new qualifications. “The education system prepares young people for exams. Education has to go beyond that and prepare us for life,†she said. “Teaching young people to think long-term, seek to prevent problems and collaborate with others is critical.†While the pandemic has brought huge challenges, Ms Howe said it has also given us an opportunity to reevaluate how we teach our children. She said: “As a result of the pandemic, schools are showing that they can assess pupils in a fairer way than testing the knowledge which can be regurgitated in two hours. “The world is changing. I’d like to see GCSEs better skilling our young people as global citizens trained in the latest technology.†The climate crisis is impacting work, community and well-being, said the commissioner – and education needs to quickly adapt to the challenge. She has called for a Universal Basic Income, a four-day working week and for Welsh Government to commit to a green recovery from COVID-19, since her Future Generations Report was published in March. In a paper outlining five steps to reset the economy, Ms Howe asked ministers to show political courage while ‘building back better’, with a focus on quality of life over GDP. An emphasis on teaching creativity, resilience, innovative thinking and design, says the commissioner, could help enable Wales to be a leader in the low carbon revolution. She said: “Wales is going to need to teach more care-givers, more green employees to help meet carbon emission targets in Wales and the UK. “Providing people with education and the opportunity to develop the right set of skills for their future improves health, socio-economic position and life expectancy. “We need to react positively to the changes in how we’re living, to ensure people have the right skills for our future Wales.†The Future Generations Report also found Welsh schools need more diversity, particularly more Black Asian and minority ethnic role models. The commissioner backed a petition calling for Black and POC UK histories to be taught in the Welsh curriculum. She recently made a statement on the need for people in power to work to dismantle systemic racism in Wales and the rest of the UK. The emotional impacts of COVID-19 on communities are going to be felt long into the future, she said, adding mental health and well-being education should be prioritised in the delivery of the curriculum. The Children’s Commissioner for Wales has published the results of a young person’s survey, Coronavirus and Me, where many reported a pleasure in spending time with family and enjoying the outdoors during lockdown, while 16% of secondary age pupils felt sad ‘most of the time’. Ms Howe said: “Teaching skills like team-work, critical thinking, emotional intelligence and problem-solving are vital if we’re to nurture a generation of emotionally resilient children. “That’s the education they need to help prevent cycles of lifelong inequality and adversity.â€
Scribblerzone celebrates National Writing Day with the launch on a children’s writing competition
We know that research shows that children who love writing write 7 times above their expected levels at school.* We also know that children love writing competitions as can be seen by the thousands that enter the BBC’s 500 words competition. Tonya Meers co-founder of ScribblerZone says “National Writing Day is an annual event that celebrates writing and we love to do anything that encourages children to write which is why we are running a writing competition for 7-13 year olds.†There are 2 categories, one for 7-10 year olds and the other for 11 – 13 year olds. First prize A full membership to ScribblerZone worth £180 per year; Their story published in an anthology that we’ll be publishing at the end of the year; and £20 worth of books of their choice. Second prize The second prize will be their story published in the anthology; and £10 worth of books of their choice. All the children need to do is write a story with theme ’The night I got locked in the museum’. The competition opens on the 24th June and closes 31st July 2020 midnight (BST). The winners will be notified on the 4th September. “Tonya adds, we can’t wait to read the stories the kids come up with as they’ve got such fantastic imaginations and we think that this theme will give them lots of opportunities to come up with all sorts of possibilities. In addition when the children submit their stories they will also get the free membership level so they will continue to get lots of writing inspiration as well as being able to read interviews with other authors and those involved in the literary world so they’ll get lots of tips from the experts.†Heres how to enter the competition
Schools pulling teacher training placements for 2020-21, according to NASBTT survey
A “worryingly high†number of schools say they pulling teacher training placements in the next academic year, according to the findings of a survey by the National Association of School-Based Teacher Trainers (NASBTT). From 247 responses to a survey which closed on 1st June, 124 School-Centred Initial Teacher Training (SCITT) providers, School Direct Lead Schools and HEIs have reported that school partners had informed them they are unable to participate in training programmes in 2020-21. Furthermore, 81% of ITT providers are more concerned about securing sufficient school placements next year compared to previous years and 45% of providers have closed, or are considering closing, programmes as a result of placements. The findings come at a time when latest figures show that there has been unprecedented increases in the number of applicants accepted for places on postgraduate ITT courses in the month between mid-April and mid-May: 30,600 compared with nearly 29,400 in May 2019, and also marking some 4,000 new applicants since mid-April. “ITT providers have told us, through our survey, that schools are not offering placements primarily due to concerns over the post Covid-19 transition, including worries about having additional people in school, the reluctance to allow trainee teachers to teach given the amount of time children have been away from school, the need to focus on other priorities, and uncertainty resulting from the pandemic,†NASBTT Executive Director Emma Hollis explained. “Additionally, capacity in schools (and in particular mentor capacity), concerns over the amount of support NQTs will need and therefore not being able to also support ITTs, and general anxiety over school finances have all been given as reasons for the decision. The number of schools who appear to be withdrawing placements is worryingly high, especially at a time when we are seeing increasing applications to teaching.†Emma called on the Department of Education to “act now†to ensure that there is no permanent damage to the system. “We would like to see supportive communications to schools, including clear guidance and encouragement to take ITTs and NQTs in the next academic year; but if needed, a requirement for schools to engage in ITT,†she said. “Funding, including suggestions for funding to schools to incentivise placements and to providers to support additional mentoring time, is also a consideration. And further guidance to ITT providers on areas such as social distancing for training and flexibility in online offerings is also worthy of attention. The bigger picture also shows concerns about the ITT Core Content Framework and Ofsted Initial Teacher Education (ITE) Inspection Framework, and both of these could be delayed or relaxed to give ITT providers some much needed breathing space.†Giving his reaction to the findings, James Noble-Rogers, Executive Director of the Universities Council for the Education of Teachers (UCET), added: “We are extremely worried about the likely shortage of school placements next year and the impact it could have on recruitment to ITE. At a time when we are experiencing the first significant increase in applications to ITE for many years, it would be a great shame if potentially excellent teachers were turned away because of placement difficulties. The government could help to address this by pointing out to schools the benefits of participating in ITE, and giving ITE providers the flexibility that they need to maximise existing placement opportunities.â€
Online learning platform Firefly acquires SchoolPost to improve teacher parent communications
Firefly Learning, the leading provider of education technology for learning continuity and parental engagement, announces the acquisition of SchoolPost, a leading school-home communications tool. SchoolPost brings together email, SMS, secure web-based messaging, alongside online reply and consent forms into an integrated, interactive and customisable package. It will help schools to improve their communications with parents at a particularly crucial time during lockdown with the majority of school pupils home learning. A recent analysis of over 400,000 Firefly users over the lockdown period found that parental engagement has increased by 8 times. SchoolPost will ensure parental engagement is at the heart of education. Simon Hay, Co-founder and CEO of Firefly said .“Our mission is to supercharge the school experience so every student can reach their full potential. With many traditional channels now impossible, dialogue has become harder just as schools must enrol millions of parents to support more directly their children’s learning. We’re delighted to be working with the SchoolPost team. This deal accelerates our plans to give parents a one-stop shop for all their school interactions.†James Barrell, Co-founder and Commercial Director of SchoolPost, said “It has been an amazing journey growing SchoolPost so far, and we believe that combining forces with a larger organisation with a shared vision and values will help us to continue to build on this. We’re confident that Firefly will be a great long-term home.†The SchoolPost team will continue to develop and support their product just as they do today, but with the backing and resources of the wider Firefly team to help accelerate their plans.