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By 31 December 2026, mainstream schools in England receiving the Inclusive Mainstream Fund must publish an Inclusion Strategy Statement. But what should this strategy include, and how can schools make it a plan that delivers long-term value and benefits the greatest number of learners? In this webinar with Stuart Kime and Victoria Gardiner-Earl, Deputy [...] The post Making your Inclusion Strategy count: Inclusive Mainstream Fund appeared first on Evidence Based Education.

A pupil can be sitting quietly in a classroom, completing set tasks and showing observable signs of engagement – they track the teacher, they nod, they respond to instructions. But engagement is not learning. Is every learner in the room thinking hard about ambitious curriculum content? Are they contributing meaningfully? Are their contributions valued? [...] The post What does inclusion in a classroom really look like? appeared first on Evidence Based Education.

In this episode of the Evidence Based Education podcast we are joined by Dr Lisa-Maria Müller from the Chartered College of Teaching for a wide-ranging conversation about professional learning in education. Together, we explore how schools and systems are rethinking the design of professional learning — moving beyond compliance-driven models towards approaches that prioritise [...] The post Professional Learning and Teacher Agency appeared first on Evidence Based Education.

In this final episode of the Elements of Great Teaching podcast series,  Adam and I look into Dimension 4: Activating hard thinking focusing on Element 5: Embedding from the Model for Great Teaching. This episode is all about helping learning stick. We explore: What it really means to embed learning in a way that supports long-term retention How activities in the classroom can be designed to activate hard thinking Practical strategies to apply in the classroom that go beyond surface-level understanding So, how can we use embedding techniques to make learning last? And what does that look like from the learner’s perspective? Listen below! We’ve really enjoyed creating this podcast series for you and we hope you’ve enjoyed it too. More than that, we hope you’ve taken away not just practical ideas to try in your classroom, but also a deeper understanding of the research and theory that underpins great teaching. Whether you listened to one episode or followed the full series, thank you for joining us on this journey through the Model for Great Teaching.

In this 16th episode of The Elements of Great Teaching podcast,  Adam and I explore Dimension 4: Activating hard thinking focusing on Element 4: Interacting from the Model for Great Teaching. Today's discussion hones in on responding appropriately to feedback from students about their thinking/knowledge/understanding; giving students actionable feedback to guide their learning. Listen below!

In this 15th episode of The Elements of Great Teaching podcast,  Adam and I dive into Dimension 4: Activating hard thinking focusing on Element 3: Questioning from the Model for Great Teaching. If we want students to learn deeply, we need to get them thinking hard. But how do we do that in practice? In this episode, we explore evidence-based approaches to fostering deep cognitive engagement in the classroom. Listen below!

In episode fourteen of The Elements of Great Teaching podcast, Adam and I discuss Dimension 3: Maximising opportunity to learn with a focus on Element 3: Preventing and responding to disruption from the Model for Great Teaching. Disruption can derail learning, but great teachers handle it before it even starts. Learn how great teachers create an environment where disruptions are minimised—allowing every student to make the most of their learning time. Listen Below!