Author: etoncollegecirl

In a series of posts on feedback we will explore the different approaches to what effective feedback might look like. This post will give some ideas around feedback as a dialogic process. 

  by Michael Cocks With new developments in technology, schools are able to implement new teaching and learning strategies to explore a variety of classroom experiences beyond traditional didactic approaches. One of these strategies which has been given new life through recent research is the ‘self-directed learning’ model (SDL). This approach posits that by providing […]

Following on from our previous post on what skills students think the 21st century classroom should give them, they know answer the question ‘What works for students’. When asked ‘What works for students’, we closely considered and realised that many students struggle to motivate themselves. In this post we will be talking about how you can get […]

In July we did some work with boys and girls from state schools who joined us for a few days of university preparation. We asked them to write their own thoughts on how they see the 21st century classroom and what skills they believe they need to develop while at school. Here are their responses. 

Kincheloe and Steinberg (1998:2) promote the idea that ‘education should help one make sense of the world. At the same time, it should help students make sense of themselves as ‘players’ in the world’. They argue that, with this in mind, educational institutions should embrace the pedagogical assertion that good education prepares students as researchers […]

(part 2) Iro Konstantinou Researcher-in-residence, Eton College I was appointed as the Researcher-in-Residence at the Tony Little Centre at the end of 2017. I was still finalising my PhD thesis and I was very much torn between staying in academia or accepting a role at a school and perhaps losing the momentum of writing papers, […]

(part 3) Sue Sing Researcher-in-Residence, Christ the King Sixth Form College  The significance and relevance of using evidence-informed practices with regards to the development of teaching and learning became apparent following its lead involvement in an externally-funded cross-sector action research project. This saw state and independent school teachers researching together, in genuinely reciprocal ways, to […]

(Part 1) In our attempts to be a research-informed school, our approach is bottom up, led by teachers rather than responding to positions of authority, whether that is management teams, examining bodies, or inspection reports. To make this argument we draw from various individuals and their respective experiences: the Researcher-in-Residence and a History teacher at […]

Gregory et al. (2013) provide practical applications how to engage students in creative thinking, drawing from research. These guidelines aim to advance students’ creative thinking capabilities.

Part Two. Embedding creativity