Research reflections

Fostering an Online Community: Three Tips for Engaging Students Online

Jonathan Beale, Researcher-in-Residence, CIRL Student engagement is one of the most important factors in effective teaching and learning. One of the greatest challenges posed by distance learning is how to engage students remotely. Teaching is an interactive, interpersonal process which involves reading the subtleties of human behaviour as indicators of how successful learning has been. […]

Advice for Effective Distance Learning

Jonathan Beale, Researcher-in-Residence, CIRL ‘Distance learning’, or ‘remote learning’, is a form of remote education that does not involve regular face-to-face contact between teacher and student or among students. Distance learning courses vary from occasional lessons to full courses taught through distance learning. This post outlines some tips for effective distance learning in the context […]

Rosenshine and Sherrington on Reviewing

Jonathan Beale, Researcher-in-Residence, CIRL Reviewing is important in teaching and learning. We forget things, but regularly revisiting what we have learned can reduce the amount we forget. Reviewing also helps us develop our understanding of what we have learned and consolidate knowledge in our long-term memory. Daily, weekly and monthly review In his ‘Principles of […]

Conducting an Impact Assessment for CIRL

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 […]

Rosenshine and Sherrington on Questioning

Jonathan Beale, Researcher-in-Residence, CIRL Questioning is important in teaching and learning. Effective questioning methods engage students and give them opportunities to explain what they have learned. Most importantly, using questioning to check for student understanding helps teachers to gain feedback about how successful teaching and learning has been. In his ‘Principles of Instruction’,[1] Barak Rosenshine […]

Rosenshine and Sherrington on Modelling

Jonathan Beale, Researcher-in-Residence, CIRL Modelling is an instructional strategy where a teacher demonstrates a new concept or approach to learning and students learn through observation. In his ‘Principles of Instruction’, Barak Rosenshine argues that modelling is an important part of effective teaching and learning.[1] The role of modelling in Rosenshine’s principles In that article, Rosenshine […]

Project-based Learning

Jonathan Beale, Researcher-in-Residence, CIRL Project-based learning (‘PBL’) is a student-centred, dynamic pedagogical method, where students actively explore real-world problems and challenges, and the teacher inputs little more than guidance. Usually it culminates in the production of a project, such as a written assignment, a performance, or a presentation. The aim of a project is to […]

Four Strategies for Developing Resilience

Jonathan Beale, Researcher-in-Residence, CIRL Resilience involves two related abilities: the ability to resist being affected by difficulties and, when we cannot help being affected, having the ability to recover or ‘bounce back’ from the negative ways in which difficulties affect us. We could describe the former as robustness and the latter as adaptability.[1] In psychology, […]

Tom Sherrington’s division of Rosenshine’s principles of instruction into strands

Jonathan Beale, Researcher-in-Residence, CIRL Our blog last week offered a brief introduction to Barak Rosenshine’s influential ‘Principles of Instruction’ and Tom Sherrington’s division of Rosenshine’s principles into four ‘strands’, in his book, Rosenshine’s Principles in Action. Sherrington uses the strands to explain Rosenshine’s principles, by connecting the principles with those to which they bear the […]