Research Twilights

Research Twilights 2024/25

This programme of Research Twilights continues to be a collaboration between Learn Sheffield and Huntington Research School. It is also delivered in partnership with RoSIS. All sessions will continue to be online and be recorded so that colleagues who cannot attend can still access the learning.

Schools who have bought the Core Subscription Offer will have unlimited access (subject to availability) to this programme. Settings who have not purchased the Core Subscription offer can access this programme at £95 per session.

For any queries about the content of the programme or whether your setting has purchased this subscription, please contact enquiries@learnsheffield.co.uk.

Colleagues can book on the sessions below using the booking links.

What does the research tell us about putting evidence to work for the classroom practitioner?
Course Overview In this twilight we will be exploring the key messages from two new resources. The updated EEF ‘Guidance Report: A School’s Guide to Implementation’ and ‘Using research evidence: A concise guide’. Based on an extensive review of the evidence on implementation and evidence use in schools, this twilight will outline the elements that support effective implementation of evidence-informed change in the classroom. Audience: School middle and senior leaders in both primary and secondary settings Trainer Information: Jane Elsworth, Huntington Research School
Date	Venue
16 October 2024 4.00pm-5.00pm	Online	Finished

What does the research tell us about putting evidence to work for the classroom practitioner?

Course Overview

In this twilight we will be exploring the key messages from two new resources. The updated EEF ‘Guidance Report: A School’s Guide to Implementation’ and ‘Using research evidence: A concise guide’. Based on an extensive review of the evidence on implementation and evidence use in schools, this twilight will outline the elements that support effective implementation of evidence-informed change in the classroom.

Audience: School middle and senior leaders in both primary and secondary settings

Trainer Information: Jane Elsworth, Huntington Research School

Date

Venue

16 October 2024
4.00pm-5.00pm

Online

Finished

What does the research tell us about supporting pupils with SEND for the classroom practitioner?
Course Overview The session will use the ‘Special Education Needs in Mainstream Schools Guidance Report’ from the EEF to explore the evidence that is pertinent to the classroom practitioner. This will include creating an inclusive environment, understanding needs and what we mean by high quality teaching. Audience: Classroom practitioners in both primary and secondary settings Trainer Information: Julie Kettlewell, Huntington Research School
Date	Venue
14 November 2024 4.00pm-5.00pm	Online	Finished

What does the research tell us about supporting pupils with SEND for the classroom practitioner?

Course Overview

The session will use the ‘Special Education Needs in Mainstream Schools Guidance Report’ from the EEF to explore the evidence that is pertinent to the classroom practitioner. This will include creating an inclusive environment, understanding needs and what we mean by high quality teaching.

Audience: Classroom practitioners in both primary and secondary settings

Trainer Information: Julie Kettlewell, Huntington Research School

Date

Venue

14 November 2024
4.00pm-5.00pm

Online

Finished

What does the research tell us about supporting vocabulary at the transition for the classroom practitioner?
Course Overview Making that move from primary to secondary is a significant one. Through evidence and case studies this session will look at the role vocabulary can play in aiding this transition. Audience: Classroom practitioners, as well as year and transition leaders, in both primary and secondary settings Trainer Information: Marcus Jones, Huntington Research School
Date	Venue
3 February 2025 4.00pm-5.00pm	Online	Finished

What does the research tell us about supporting vocabulary at the transition for the classroom practitioner?

Course Overview

Making that move from primary to secondary is a significant one. Through evidence and case studies this session will look at the role vocabulary can play in aiding this transition.

Audience: Classroom practitioners, as well as year and transition leaders, in both primary and secondary settings

Trainer Information: Marcus Jones, Huntington Research School

Date

Venue

3 February 2025
4.00pm-5.00pm

Online

Finished

What does the research tell us about supporting learning behaviours at the transition, for the classroom practitioner?
Course Overview Building on the previous twilight looking at the role that vocabulary can play in aiding the transition from primary to secondary school, this twilight will look at the role of learning behaviours. We will consider how secondary schools need to build upon the explicit teaching of these that has happened at primary school and ensure that they complement each other effectively. Audience: Classroom practitioners, as well as year and transition leaders, in both primary and secondary settings Trainer Information: Julie Kettlewell, Huntington Research School
Date	Venue
13 February 2025 4.00pm-5.00pm	Online	Finished

What does the research tell us about supporting learning behaviours at the transition, for the classroom practitioner?

Course Overview

Building on the previous twilight looking at the role that vocabulary can play in aiding the transition from primary to secondary school, this twilight will look at the role of learning behaviours. We will consider how secondary schools need to build upon the explicit teaching of these that has happened at primary school and ensure that they complement each other effectively.

Audience: Classroom practitioners, as well as year and transition leaders, in both primary and secondary settings

Trainer Information: Julie Kettlewell, Huntington Research School

Date

Venue

13 February 2025
4.00pm-5.00pm

Online

Finished

What does the research tell the practitioner about developing self-regulated learners? (PART 1)
Course Overview This twilight session is based upon the ‘Metacognition and self-regulation Guidance Report’ and will look at what we mean by self-regulation and the practices that can be used to develop this across all phases. We will look at the case studies and provide tools so you can implement this in your own setting. Audience: Practitioners in all settings, from early years to post-16 Trainer Information: Julie Kettlewell and Rob Newton Huntington Research School
Date	Venue
13 March 2025 4.00pm-5.00pm	Online	Finished

What does the research tell the practitioner about developing self-regulated learners? (PART 1)

Course Overview

This twilight session is based upon the ‘Metacognition and self-regulation Guidance Report’ and will look at what we mean by self-regulation and the practices that can be used to develop this across all phases. We will look at the case studies and provide tools so you can implement this in your own setting.

Audience: Practitioners in all settings, from early years to post-16

Trainer Information: Julie Kettlewell and Rob Newton Huntington Research School

Date

Venue

13 March 2025
4.00pm-5.00pm

Online

Finished

What does the research tell the practitioner about developing self-regulated learners? (PART 2)
Course Overview This twilight builds upon the previous introduction but looks more specifically at developing independent learners. Audience: Practitioners in all settings, from early years to post-16 Trainer Information: Julie Kettlewell and Rob Newton Huntington Research School
Date	Venue
27 March 2025 4.00pm-5.00pm	Online	Finished

What does the research tell the practitioner about developing self-regulated learners? (PART 2)

Course Overview

This twilight builds upon the previous introduction but looks more specifically at developing independent learners.

Audience: Practitioners in all settings, from early years to post-16

Trainer Information: Julie Kettlewell and Rob Newton Huntington Research School

Date

Venue

27 March 2025
4.00pm-5.00pm

Online

Finished

Research Twilights 2022/23

The Research Led Sheffield project is now in its seventh year. This programme of Research Twilights continues to be a collaboration between Learn Sheffield, Huntington Research School and the Sheffield Associate Research School, which is based at Notre Dame Secondary School. It is now delivered in partnership with RoSIS.

Learn Sheffield and RoSIS subscribing schools will have unlimited access to the programme. For non-subscribing schools each session will be charged at £95 per person.

All sessions will continue to be online and be recorded so that colleagues who cannot attend can still access the learning. This year, the content has been aligned with the Huntington Research School inputs to the Leader Briefings, so that colleagues can use the briefings to introduce the topics which will be followed up in the twilights.

For any queries, please contact enquiries at enquiries@learnsheffield.co.uk.

Event Name	Date/Time	Description

Pupil Premium	2 November 2022 3:30-4:30pm	This session will support you to make your Pupil Premium Strategy evidence informed. The session will use the tiered approach and will signpost where you can access further tools and resources. Who is it for? Senior and middle Leaders in schools of all phases and anyone with an interest in supporting outcomes for disadvantaged pupils. Delivered by: Jane Elsworth.	Please sign in to view this recording
Self-Regulated Learning in the Curriculum - session 1	17 January 2023 3:30-4:30pm	This session will help you understand the evidence base around self-regulated learning. Helping learners to develop skills of cognition and metacognition are two linked ideas that have been shown to be effective at raising outcomes in disadvantaged students. In this first session we will consider the evidence behind cognition and look at the challenges of developing this in learners in all phases and provide practical solutions for the classroom. Delivered by: Alastair Gittner.	Please sign in to view this recording
Self-Regulated Learning in the Curriculum - session 2	31 January 2023 3:30-4:30pm	This session will help you to understand how cognition moves on to metacognition and will consider the evidence behind this important strategy. As in the previous session, we look at practical solutions for the classroom. You will also have chance to consider your own context and whether there is a shared understanding of metacognition and how you could move forward with this with other colleagues. Delivered by: Alastair Gittner.	Please sign in to view this recording
Literacy in the curriculum - session 1	21 February 2023 3:30-4:30pm	This session will help you to understand the role of fluency as a key part of reading. The session will trace the path of explicit instruction at KS1 through to development and embedding during KS2. Delivered by: Richard Hill.	Please sign in to view this recording
Literacy in the curriculum - session 2	7 March 2023 3:30-4:30pm	This session will look at the importance of vocabulary at the transition between primary and secondary. Using data from a Leeds University project we will see the change in the volume of words, but also in the meaning of words in different contexts. There will be practical strategies for classroom practitioners and schools to consider their support of the academic transition. The session is for both primary and secondary colleagues. Delivered by: Marcus Jones.	Please sign in to view this recording
Literacy in the curriculum - session 3	21 March 2023 3:30-4:30pm	This session will help secondary teachers explore the idea of disciplinary literacy and what it means for their own classroom practice, as well as broader whole school approaches to literacy. Delivered by: Suzanne Woodward.	Please sign in to view this recording
The role of feedback in the curriculum - session 1	12 June 2023 3:30-4:30pm	This session will help you to consider the evidence, strengths and challenges in relation to feedback. It will also support you to think carefully about the principles of effective feedback and reflect on both of the above in relation to your own examples and contexts. Delivered by: John Coats.	Please sign in to view this recording
The role of assessment in the curriculum - session 1	21 June 2023 3:30-4:30pm	This session will help you to consider the evidence behind formative assessment, its role in the curriculum and reflect on the principles and challenges on using this in the classroom with learners of all phases. We will also look at some practical solutions that can be applied in your classroom. Delivered by: Alastair Gittner.	Please sign in to view this recording
The role of feedback in the curriculum - session 2	26 June 2023 3:30-4:30pm	This session will help you to share some examples of feedback in action and consider relative strengths and weaknesses Consider how we teach children to maximise the potential of feedback Think about policy and consistency implications around feedback Delivered by: Rob Newton.	Please sign in to view this recording
The role of assessment in the curriculum - session 2	5 July 2023 3:30-4:30pm	This session will help you to consider the evidence behind summative assessment, its role in the curriculum and reflect on the principles and challenges on using this in the classroom with learners of all phases. We will also look at some practical solutions that can be applied in your classroom. Delivered by: Alastair Gittner.	Please sign in to view this recording

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