Research Led Sheffield

This is the fourth year of the Research Led Sheffield Programme which is a collaboration between Learn Sheffield and Huntington Research School. This partnership also includes the Sheffield Associate Research School which is based at Notre Dame Secondary School and is working closely with Huntington to continue to build local capacity.

This year the Research Led Sheffield programme includes, 13 twilight research sessions (which are part of the subscription) and 2 training programmes (which have additional costs). Colleagues from Huntington and the Sheffield Associate Research School will also contribute to our briefings for school leaders.

The 2 training programmes for 2020/21 are:

  • Using evidence to make the difference for disadvantaged pupils
  • Using evidence to improve learning behaviours

All sessions will be virtual online sessions until further notice. Decisions about sessions planned for later in the year will be made closer to the time. All virtual Research Led Sheffield sessions will be recorded.

For more information about each aspect of the programme, including costs and how to book places - click on the buttons below.

Research Twilights Making the Difference for Disadvantaged Pupils Effective Learning Behaviours

Research Twilights

 

Session Date/time Title Description  
SEND
(Session 1)
26 November 2020
4.00-4.45pm
Introducing the SEND Guidance Report Part 1:
Exploring the evidence around SEND provision in the mainstream classroom

This series of three twilight sessions are based on the SEND Guidance Report and is supported by a review of the best available evidence on improving outcomes for pupils with SEND in mainstream schools. These sessions focusses on research related to pupils aged 5–16.

The evidence tells us that teachers should prioritise familiar but powerful strategies, like scaffolding and explicit instruction, to support their pupils with SEND. This means understanding the needs of individual pupils and weaving specific approaches into every day, high quality classroom teaching.

These twilights focus on unlocking these strategies and supporting teachers to develop high quality SEND practices in their own classroom.

Facilitator: Stephen Foreman

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SEND
(Session 2)
4 February 2021
4.00-4.45pm
Introducing the SEND Guidance Report Part 2:
Teaching strategies for supporting students with SEND
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SEND
(Session 3)
6 May 2021
4.00-4.45pm
Introducing the SEND Guidance Report Part 3:
Working effectively with teaching assistants
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Literacy 7 December 2020
4.00-5.00pm
Unlocking the evidence:
Improving writing in Key Stage 2 and 3

We ask pupils to put pen to paper to demonstrate their understanding nearly every lesson of every day, so what does the evidence tell us will help in supporting with this most frequent of acts? This session will look at the process of writing and consider the role of scaffolding and metacognition in helping pupils become successful writers. This twilight session is aimed at the Key Stage 2 and 3 classroom teacher.

Facilitator: Marcus Jones

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Pupil Premium 17 December 2020
4.00-5.00pm
Unlocking the evidence:
Supporting disadvantaged learning

There is a considerable attainment/knowledge/learning gap at the start of school between the most and least advantaged children in society. This gap continues to widen as children get older and is reflected in suppressed outcomes at the end of their school life.

This twilight will support you to reflect on your current provision and to better understand evidence informed practice for supporting disadvantaged learners across all phases.

Facilitator: Alastair Gittner

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Memory 19 January 2021
4.00-5.00pm
Unlocking the evidence:
Memory and the science of learning

The science of learning is a fascinating subject but do we, as teachers, really ever explore how students learn and how to support memory development.

We know that working memory increases steadily with age between four and 14 years of age but there is considerable variation between individuals and this can have implications in our teaching.

This twilight aims to develop a teachers understanding of ‘working’ and ‘long term’ memory and the implications this has for how we plan and develop effective learning.

Facilitator: Julie Kettlewell

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Improving behaviour 24 February 2021
4.00-5.00pm
Unlocking the evidence:
Improving behaviour in schools

Consistent and clear behaviour policies in school promote positive behaviour in lessons and while most pupils in lessons are well-behaved, poor behaviour can have a detrimental effect on teaching and can have a lasting impact on the outcomes of the pupils in class.

This twilight session based on the EEF’s Guidance Report explores the evidence surrounding effective behaviour management in schools and in classrooms.

The session is relevant to both primary and secondary school settings and is beneficial for class teachers. We will also explore the implications of Covid on behaviour in the classroom.

Facilitator: Alistair Gittner

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Metacognition 11 March 2021
4.00-5.00pm
Unlocking the evidence:
Developing metacognition to support your students’ independence

This twilight session is based on the Metacognition and self-regulation Guidance Report and will dig deeper into the ‘what’ ‘why and ‘how’ of metacognition and self-regulation at all phases from early years through to secondary age pupils.

Evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well. This session is designed to support teachers in developing their classroom practice to improve their pupils’ metacognitive skills – in short, their ability to plan, monitor and evaluate their own academic progress so they become better at learning and studying.

Facilitator: Stephen Foreman

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Social and emotional learning 17 March 2021
4.00-5.00pm
Unlocking the evidence:
Improving social and emotional learning in primary schools

Research has shown that good social and emotional skills—including self-regulation, self-awareness, and social skills—developed by the age of ten, are predictors of a range of adult outcomes, such as life satisfaction and wellbeing, labour market success, and good overall health. However, many of our disadvantaged children have, on average, weaker social and emotional skills at all ages.

Few teachers receive support on how they can develop these skills in their everyday teaching practice and therefore this twilight is designed to support teachers to develop their skills and their understanding of social and emotional learning in the primary classroom.

Facilitator: Rob Newton

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Parental engagement 27 April 2021
4.00-5.00pm
Unlocking the evidence:
Supporting teachers to better engage parents in children’s learning

Parents play a crucial role in supporting their children’s learning, and levels of parental engagement are consistently associated with better academic outcomes. Yet it can be difficult to involve all parents in ways that support children’s learning, especially if parents’ own experiences of school weren’t positive.

This twilight session aims to provide teachers with a greater awareness of the evidence around supporting parents with children’s learning. We will consider, through exploration of the EEF’s Parental Engagement Guidance Report, how the evidence can provide useful guidance to solve classroom and school wide issues.

Facilitator: Jane Elsworth

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Early maths 19 May 2021
4.00-5.00pm
Unlocking the evidence:
Improving Mathematics in the Early Years and Key Stage 1

Developing a sound understanding of mathematics when we are young is essential. Children’s early mathematical understanding is strongly associated with their later school achievement.

This twilight explores the key principles for effective practice in improving mathematics teaching. It is based on the EEF’s Guidance Report and it offers five practical recommendations to support the learning of children aged 3 to 7 in the early years and Key Stage 1. Examples will be explored to help practitioners put the evidence to good use in their classroom.

Facilitator: Rob Newton

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Vocabulary 16 June 2021
4.00-5.00pm
Unlocking the evidence:
Strategies to support classroom reading

Reading is the master skill for school allowing students to access the curriculum. This session will look at the evidence base and consider practical classroom strategies that can support learners from key stage 2 onwards.

This twilight session is aimed at the Key Stage 2 and Key Stage 3 classroom teacher.

Facilitator: Marcus Jones

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Feedback 1 July 2021
4.00-5.00pm
Unlocking the evidence:
Developing effective feedback in the Primary and Secondary classroom

This twilight session is based on the evidence supporting the use of feedback in the primary and secondary classroom.

The impending Guidance Report from the EEF shows that strong potential learning gains can be achieved when we embed feedback effectively into our classrooms. However the evidence can sometimes be confusing and therefore it’s important to understand both the potential benefits and the possible limitations of feedback as a teaching and learning approach to support your students.

During this session we will explore the benefits of embedding feedback successfully in your teaching and we will support you with a range of classroom strategies to focus beyond the session.

Facilitator: Stephen Foreman

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Subscribing schools can book tickets at any of the Research Led Sheffield events above at no additional cost. For non-subscribing schools each session will be charged at £95 per person unless otherwise stated.