Today our Secondary reading thread looks at setting short quizzes or tasks that check pupils’ understanding⬇️ After reading a text, teachers will want to check pupils’ understanding against a particular reading goal. Mini-whiteboards are an efficient way to gather this information in the classroom.⬇️

“We see Adaptive Expertise as a mindset or professional disposition that shapes how teachers notice, interpret and respond to pupils’ needs in the classroom." We consider Adaptive Expertise & how it must be central to how we think about teaching and inclusion. researchschool.org.uk/greenshaw/ne...

There is still time to join us on Thursday for our webinar on the difference TAs can make in the classroom...

Are you the Pupil Premium lead in a Sutton, Croydon, Merton or Surrey school? Our South London and Surrey Pupil Premium Leaders’ Network meets three times a year in-person in Sutton - drop us a line if you'd like to join us: researchschool.org.uk/greenshaw/ev...

Check-Link-Connect is a framework for questioning during reading to support pupils by scaffolding successful comprehension.

Join us on 14 May as we look at the evidence around the positive impact TAs can have on pupil achievement - sign-up via our site: researchschool.org.uk/greenshaw/event/how-tas-can-support-learning-and-improve-pupil-attainment

Read our blog & sign-up by lunchtime tomorrow to come to our free Maths webinar with @amarbeersinghg.bsky.social researchschool.org.uk/greenshaw/ne...

Last chance to sign-up to join us the next two Mondays - we’ll close bookings at Monday lunchtime…

Inclusion by Design - check out our latest blog by our Research School Director Phil Stock on how our school created a framework for structuring teaching so all pupils can achieve, thrive and belong. researchschool.org.uk/greenshaw/ne...

Why can pupils sometimes look at a question, which we know they can answer, and just seem to freeze? Ahead of Monday's 3.45pm Maths webinar, we're looking at @amarbeersinghg.bsky.social's 2025 blog exploring the q above and delving further 🔽 researchschool.org.uk/news/why-som...

Why can pupils sometimes look at a question, which we know they can answer, and just seem to freeze? Join me next week as I explore this question and restart the maths work with @greenshawrs.bsky.social l! To get you warmed-up, here's a blog I wrote: researchschool.org.uk/news/why-som...

Starting next Monday join our two free Maths webinars with @amarbeersinghg.bsky.social We're covering goal-free problems, cognitive load theory & using incorrect and non-examples to support understanding. Sign-up here for: Monday 20 and/or 27 April 3.45-4.45pm forms.gle/vvcTaQAdDyex...

One of the challenges of reading in secondary schools is the increase in rare, specialist vocabulary pupils encounter. One of the ways to overcome this challenge is to help them recognise patterns in words.⬇️

Last chance to sign-up to tomorrow's Vocabulary webinar - Tues 3.45-4.45pm! ⬇️

Our nine principles of vocabulary are designed to help pupils learn and retain new words more successfully. These can be thought of in three stages: introducing new words explaining them in more detail, and consolidating them into long-term memory. ⬇️

Last chance to sign-up to tomorrow’s FREE webinar on Reading fluency ⬇️👇👍

We have two free webinars coming up this month - join our Reading Fluency webinar on 16 March then Vocabulary on the 24 March. Check our events: researchschool.org.uk/greenshaw/ev...

Thee EEF have renovated their Reading House! Watch out Kevin McCloud... Find out more here - educationendowmentfoundation.org.uk/news/revisit...

Previously we looked at the concept of fingertip words - those that unlock meaning in that specific moment, but don’t warrant in-depth, explicit vocabulary instruction.⬇️

Our full day for our Improving reading in the Secondary classroom programme is in full swing! 📖 Teachers & senior leaders are exploring ‘reading to learn’ & how reading can build academic knowledge in all subjects. All our events go on our website - & do drop us a line with any enquiries!

Last chance to sign-up for tomorrow’s free webinar ⬇️

There’s still time to join us next week for our Metacognition and Self-regulated learning webinar ⬇️

Secondary Reading resources continued: Annotating is a useful reading tool that can incorporate established, evidence-backed comprehension strategies like questioning, clarifying and summarising.⬇️

Our next free webinar takes place after half term! We'll be looking at Metacognition and Self-regulated learning - and looking at the updated EEF guidance report. Join us: researchschool.org.uk/greenshaw/ev...

Our newsletter is out now! We cover literacy and metacognition - and paid and free events! Read it here and sign-up to receive it : researchschool.org.uk/greenshaw/ne...

The EEF Toolkit identifies five high impact strategies to support pupils’ comprehension of texts: activating prior knowledge; making predictions; generating questions; clarifying uncertainty; summarising reading.⬇️

Our threads up until now have focused on strategies to deploy before reading - we now shift our attention to the ‘during reading’ phase, beginning with 4A - Read with fluency and provide opportunities for pupils to practise theirs. ⬇️

Today's Secondary reading thread looks at Graphic organisers... A graphic organiser is a visual tool or diagram used to organise and represent information, concepts, or ideas in structured way, helping pupils build mental representations and monitor their own comprehension.⬇️

Join tomorrow’s practical session to help deepen your understanding of what makes professional development delivery effective - with a particular focus on the role of facilitation & how to manage participant cognitive load. researchschool.org.uk/greenshaw/ev...

We've got some great FREE webinars coming up in the next few weeks! 👉Effective Facilitation and Managing Cognitive Load A free session on Making Your PD Delivery Impactful 👉Five principles for teaching grammar 👉Metacognition and self-regulated learning researchschool.org.uk/greenshaw/ev...

A supporting resource is designed to help pupils comprehend and interpret information, perhaps by providing relevant background knowledge, or by making relationships between different people, events and ideas more clear. ⬇️

Today’s focus is on Getting texts ready for teaching. As well as considering things like vocabulary, necessary prior knowledge, and the questions to ask during the lesson, teachers should also think about the actual texts that pupils are reading in the classroom.⬇️

Join one of this month's free webinars taking place after school⬇️ 21 January - Effective Facilitation and Managing Cognitive Load - a session on making your PD delivery impactful. 26 January - 5 Principles for teaching grammar. Sign-up here ➡️ researchschool.org.uk/greenshaw/ev...

‘Check, Link, Connect’ is a method of teacher questioning during reading to scaffold comprehension and help pupils build a mental model of text as they read. ⬇️

Most texts contain words that will be unfamiliar to pupils - but we can’t teach all of them!

Technical vocabulary usually represents complex and interconnecting ideas that pupils need to learn in order to understand the different subjects they study. ⬇️

Have you been following the launch of content from our new resource Supporting reading in the Secondary classroom? Why not join our associated programme - it runs online and in-person in South London/Surrey border in Jan & Feb (3 sessions). Read more⬇️ researchschool.org.uk/greenshaw/ev...

We continue our threads on Secondary reading and consider: With any classroom activity, a useful question to ask is - what is the purpose of this? Reading is no different. ⬇️

Before reading a text, teachers must consider which unfamiliar words to pre-teach. Pre-teaching words supports comprehension and reduces cognitive load during reading.

Successful comprehension relies on pupils drawing upon their existing knowledge - activating prior knowledge is one of the five core reading comprehension strategies recommended by the EEF.

It's not too late to join tomorrow's Pupil Insights webinar 3.45-4.45pm. Dr Beatrice Hayes & Director Phil Stock will consider how schools can identify & address pupils’ non-academic needs - such as belonging & connectedness- & share our Pupil Insights service: researchschool.org.uk/greenshaw/ev...

Read our Pupil Insights blogs & join our free Thurs webinar to find out more about identifying pupils non-academic needs..

In our 2nd blog on our Pupil Insights service, Dr Hayes discusses the value of using pre-validated scientific measures to assess pupils’ thoughts, feelings & behaviours. And how Pupil Insights embodies an in-depth data-driven approach for supporting schools. researchschool.org.uk/greenshaw/ne...

Fantastic day with our TextSavvy Enfield partnership fully underway! We met c30 schools to cover the evidence around the science of reading and principles of vocabulary teaching. And took time to cover effective professional development! Looking forward to a great two years ahead!

In our latest blog Phil Stock discusses the challenges of identifying the non-academic needs of our pupils and how our new service can help support leaders. Read on & sign-up for next month's webinar to learn more: researchschool.org.uk/greenshaw/ne...

My latest post on how to write a coherent pupil premium strategy

The @theeef.bsky.social has released updated guidance on Metacognition & self-regulated learning - one of its most widely used evidence resources. Explore the update here: educationendowmentfoundation.org.uk/education-ev...

Last chance to sign-up & join us at 3.45pm ⬇️

If you'd like to learn more about defining a vision for excellent subject leadership join us on Monday for our free Subject Leadership webinar. We'll be looking at the @theeef.bsky.social Guidance Reports on Implementation & Effective Professional Development: researchschool.org.uk/greenshaw/ev...

"When we define outcomes clearly, we move the conversation from intention to evidence." In the 4th blog in our Pupil Premium Strategy series director Phil Stock @philstock.bsky.social explores why outcomes matter - and the need to be precise. researchschool.org.uk/greenshaw/ne...