Evidence Based Education

The Model for Great Teaching offers a curriculum for teachers’ professional learning. It provides a common professional language and a shared structure for enabling Great Teaching. "Having words for important concepts enables community members to talk about them, think together and agree on their meaning, interrogate them for deeper understanding and gain collective clarity around related action and impact." Language for learning leadership Stoll (2020) Which Element will you focus on first? Let us know in the comments below! 👇

Developing Adaptive Expertise Professors Rob Coe and Stuart Kime, in a previously released webinar discussed the concepts of “routine expertise” and “adaptive expertise”. They examined the essence of expertise in education and beyond, providing invaluable insights for educators working in any context. hubs.la/Q04qD-z10

4 in 10 students feel their teacher knows when something is upsetting them. A sense of belonging underpins almost every aspect of wellbeing and learning. It’s not a school-specific construct; it’s part of being human. We all need to feel connected to people, to places, to something bigger than ourselves. Based on 120,000 learner surveys completed on the Great Teaching Toolkit platform, only around four in ten students feel their teacher knows when something is upsetting them. These findings should give every leader pause for thought. @ProfKime explains why belonging matters and isn't a "nice-to have" in this blog hubs.la/Q04qsyjX0

Ditching Differentiation? "It’s fair to say that the term ‘differentiation’ has had its day in education (or at least in England). At one point, it was considered to be an integral element of lesson planning, design and delivery to ensure all learners were involved and could succeed. Adaptive teaching has gained interest and attention within the profession, but with some teachers understandably asking: is this the new differentiation? Is adaptive teaching simply a new label for an old approach?" Blog by Kate Jones hubs.la/Q04q4zVt0

In this episode of the Evidence Based Education podcast @ProfKime was joined by Dr Lisa-Maria Müller from the Chartered College of Teaching for a wide-ranging conversation about professional learning in education. Together, they explored how schools and systems are rethinking the design of professional learning — moving beyond compliance-driven models towards approaches that prioritise agency, autonomy and meaningful professional growth. Search "The Evidence Based Education Podcast" on your selected platform to listen to the episode.

Flashcards eBook by Kate Jones ✍ "The benefits of retrieval practice for long-term learning are among the most secure findings in educational psychology (Brown, Roediger, & McDaniel, 2014) and flashcards are a student friendly method of providing regular retrieval practice opportunities for learners." Learn how to use flashcards to boost long-term learning. This practical guide explores why, when, and how to use flashcards to support retrieval practice Now you can find ALL our eBooks in one place on our website here hubs.la/Q04qfsqY0

"Setting a “Do-Now” for students is hardly a new strategy. I remember experiencing them as a student, both in primary and secondary school. When I went through my initial teacher training, in a context and time when “hooks” were seen as a necessary component of a lesson plan, setting a “Do-Now” was considered an easy way to captivate students’ attention and pique their interest in the lesson. So what are they, and why do we use “Do-Now” tasks?" Blog by CJ Rauch 👇 hubs.la/Q04pLNXx0

What happens when teachers focus deliberately on improvement? This summer, we set out to explore what might happen if teachers were given the opportunity to focus on just one aspect of great teaching. The result was the Summer ’26 Great Teaching Questioning Challenge. Over six weeks, 558 teachers from 80 schools – the majority experiencing the Great Teaching Toolkit for the first time – took part in a structured programme focused on improving classroom questioning. Teachers selected a goal, explored evidence-informed techniques, applied them in their classrooms and reflected on the impact on their pupils. The findings have been encouraging. Read more here hubs.la/Q04pLR500

"The new Academy Trust Handbook (published 15th July 2026) sends a clear message: inclusion must sit at the heart of a trust’s improvement strategy. From October 2026, trusts are expected to ensure that inclusion is embedded across all aspects of their provision. The handbook describes inclusion in practical terms: pupils should be able to access high-quality teaching and appropriate support, and participate fully in school life. Trusts should also establish a clear trust-wide approach, deploy expertise effectively, monitor access, participation and outcomes, evaluate impact, and provide trustees with assurance about the quality and consistency of inclusive practice. Blog by @ProfKime hubs.la/Q04pMdJ00

High-quality teaching is for everyone. But what does it look like in the context of SEND? We've published a SEND guide for teachers looking to use the Great Teaching Toolkit (GTT) to improve inclusive practice and provision. The guide provides questions teachers can use to shape collaborative conversations about teaching of learners with SEND, and signposts resources within the GTT to explore this area further. Download here hubs.la/Q04nth290

NEW EPISODE Are we stuck in the "knowing doing gap" with professional learning? In my latest episode I chat with @ProfKime from @EvidenceInEdu. We break down the Great Teaching Toolkit and how to turn the science of learning into concrete classroom practice. Here is what we unpack: - Why reading the research is never enough to change our habits - How video feedback bypasses our "expert blind spots" - Why student surveys reveal the real truth about your classroom - Moving from opinion-based feedback to a shared professional language Stuart shows us exactly how to hold a mirror up to our teaching. If you want to ditch one-off sessions and make evidence-informed practice truly actionable then you need to hear this.

"Where should I focus my professional learning to optimise student learning?” The Great Teaching Toolkit helps to answer this question. Receive feedback on the classroom environment in each dimension of the Model for Great Teaching. Want access to tools that give you feedback like this ?👇 Find out more about the Toolkit here hubs.la/Q04nJS_G0

👀 My reflections on @mradamkohlbeck session at the @EducationFest ; how simple mental models can turn inspiration into better decisions, coaching and practice. mrstammers.wordpress.com/2026/07/07/f... @EducationScape @EvidenceInEdu #Edublog #coaching #EduFest #Teaching

What does @ProfCoe think about the current turn towards instructional coaching in schools as a vehicle to teacher improvement? Tune in to full episode here: open.spotify.com/episode/7cdWbp…

That's a wrap on the 16th UK @EducationFest and it's been awesome! Thank you to the hundreds of people that joined us each day in our big orange tent for the Great Teaching Strand. Thank you to our speakers, the amazing Ed W., Elle G., @adamboxer1, @mradamkohlbeck, Linzi Smithies, Judith Copeland, @MrMetacognition Nathan Burns, @ValentinaDevid, @Mr_Stammers and EBE's @ProfKime Robert Coe and CJ Rauch Well done to everyone that used their golfing skills to 'Putt for post-its'! ⛳ See you next year. #EducationFest @EducationScape

Day 2 of @EducationFest is underway! 🎉 We are back at Wellington College for another day of great conversations and sessions. This morning we've already welcomed two fantastic sessions at our Great Teaching Strand which have been incredibly well attended. The tent was packed! A huge thank you to everyone that joined us! Leading a Metacognitive Setting – Nathan Burns @MrMetacognition shared practical guidance on leading whole-school metacognitive change, drawing on research, case studies and classroom experience. Confidence in the Classroom: Adaptive Teaching Essentials – Linzi Smithies and Judith Copeland from Derby College Group explored practical strategies to help teachers adapt teaching so every learner can thrive. ⛳ If you're at the festival, come and test your golf skills in our 'Putt for Post-its' giveaway at our stand for the chance to win some Post-it Notes! #EducationFest @EducationScape

What happens when teachers focus deliberately on improvement? Over the past six weeks, 558 teachers from 80 schools took part in our Great Teaching Questioning Challenge. The findings were encouraging: 📈 97% reported improvements in their questioning practice. 💬 98% were confident those improvements had a positive impact on pupils' learning. ⏱️ 80% found the professional learning manageable alongside their existing workload. Most importantly, teachers reported seeing: • More students participating • More students contributing responses • Better insight into student understanding We've brought together the findings in our new report. 📄Download it here: hubs.la/Q04nlDcn0

(6) The Chief Inspector suggested that the approach to effective teacher learning should have characteristics of effective classroom teaching e.g. spaced review and interleaving, building a coherent mix of knowledge and practice over time. "We want to see sustained professional learning, which supports a well-thought-out programme of growth for staff, from the smallest nursery to the largest college."

(5) Sir Martyn suggests that while 'develop' is technically the right word, for him, it conjures up CPD, which for much of his early career was about one-off, fragmented ‘training days’. Lurching from one inset day to another months later, with little or no connection between them. "We know, when we teach, that coherent learning, a well-planned, well-implemented and intentional curriculum is best. Add to that a clear understanding of how we check that that impact has been made."

(1) @Ofstednews Chief Inspector, Sir Martyn Oliver, has delivered his keynote speech at @EducationFest. Here are some notes on what he had to say about professional learning. "If, as we know, effective teachers, and support staff, are the single most important factor for children, then developing effective teachers must be one of the most impactful things leaders can do." #EducationFest