Author: etoncollegecirl

The impact of Covid-19 on education has resulted in a number of questions, debates, discussions, and research projects among educationalists and academics around the world. The debates centre primarily around whether everything will go back to ‘business as usual’ or whether there will be – or should be – lasting changes. A chorus of voices […]

CIRL is launching a series of free CPD courses and workshops for all educators who want to know more about evidenced-informed practices in teaching and learning.

By Dr Iro Konstantinou The Tony Little Centre for Innovation and Research in Learning (‘CIRL’) opened five years ago. The original aims were deliberately broad because much of our work in the early stages was exploratory. They ranged from practices within the community and the interactions within the school while also encompassing collaborations and networks […]

Character education: theories, practices, processes  13.11.2019

Winstone et al. (2016) analysed 195 research outputs to provide a taxonomy of feedback recipient processes which might lead to better engagement with feedback. Characteristics and behaviour of the receiver: 1. Understand the purpose of feedback and recognise how they can facilitate their individual progress themselves

Jalongo (1995) describes how during a conference one of the older teachers mentioned their frustration because very often pupils don’t know how to listen. Without going into too much detail here on what the causes for this might be, this post aims to give some insight into how this can change.

Belonging to and actively participating in a school community is a deeply formative experience that helps students develop, amongst other things, their character. In a broad sense, character education permeates all subjects, wider school activities and a general ethos; it cultivates the virtues of character associated with common morality and develops students’ understanding of what […]

Motivation affects how pupils approach school, how they relate to their peers and their teachers and how much effort they put into their studies. Even though motivation can be difficult to measure or define, there are two largely accepted types of motivation:

For this next post, we share some more ideas of how creativity can be implemented across disciplines.

In this series of posts we explore different techniques which can promote creativity in the classroom. They are all proposed with an interdisciplinary design in mind. We welcome ideas of what you have tried out and works in classrooms across schools.