ResearchED 2015 Leeds Programme web


ResearchED 2015 Leeds Programme web

LiteracyLeeds2015ConferenceProgrammeSaturday 9th May 2015David Young Community

Aims and ValuesLiteracy1. To raise the research literacy of educators, in order for them to possess thecritical skills necessary to challenge and understand the quality of research theyencounter.2. To bring together as many parties affected by educational research - e.g.teachers, academics, researchers, policy makers, teacher-trainers - in order toestablish healthy relationships where field-specific expertise is pooled usefully.3. To promote collaboration between research-users and research-creators sothat educators become more involved in the questions posed for research toanswer, the data generated in that process, and in the consideration of themeaning of that data.4. To help educators become as aware as possible of significant obstacles - e.g.biases - in their own understanding of learning and education, and to locate thebest methods of empirical enquiry and analysis in those fields.5. To promote, where possible, research of any discipline that has been shownto have significant evidence of impact in education, and to challenge researchthat lacks integrity, or has been shown to be based on doubtful methodologies.6. To explore 'what works' in the field of education, and to explore what theconcepts contained in that statement might mean, as well as to consider thelimitations of scientific enquiry in this area as well as the opportunities.Find out more aboutat www.workingoutwhatworks.comWith a 100 year heritage in education TES has become the largest networkof teachers in the world. TESConnect, with almost four million downloadsa week is home to more than 600 000 individually crafted teachingresources developed by teachers for teachers. This massive collectionhelps to inspire and inform teachers when they are preparing their lessonsconnecting 49 million professionals and students across the world.Programme design Alex Weatherall @a_weatherall / Images © DYCA

Welcome toLiteracyLeeds2015Message from the directorIt’s an honour to have you here at Chobham for the firstresearchED literacy event. Being aware of what the latestresearch says about how children learn literacy is moreimportant than ever, especially with the focus it has receivednationally in recent years. For teachers it can often be difficult toknow what strategies their children need when needs vary somuch and so much pressure is on us to achieve results. I hopethat today’s event will help in some way with that. Our speakersare all approaching literacy issues from many different angles,so that as many people as possible can take something awayfrom today. Challenge each other; discuss; meet new people, andask as many questions as possible. And have a lovely day.Thank you for coming, and I hope you have a fantastic day.YoursTom BennettDirector,

Welcome toLiteracyWelcome to David Young Community AcademyOur academy is a unique learning environment with exceptional staff and is named in recognition ofBishop David Young’s extensive work in education both nationally and here in Leeds. He was a greatsupporter of educational initiatives and institutions, especially those that fostered personal responsibilitytogether with creative thinking and action.Through our highly personalised curriculum and Christian ethos, we endeavor to inspire all of our youngpeople to take a confident role in their world by becoming compassionate, serving leaders.We are committed to ensuring that all who work for the Trust model learning and we have a VicePrincipal whose role is specifically for research and innovation. He has been working with Tom to makesure that today comes together. We are delighted to be hosting ResearchEd and particularly a day with aliteracy focus. Within LEAF Trust we have both primary and secondary provision and are always keen towork cross phase: nowhere is this more needed than in developing provision and practice in literacy.I hope you enjoy the day with us.Ros McMullen, Executive

SessionsLiteracySession Six 14:35 – 15:20 continuedChanging the perception of phonics for the whole teaching profession.Deborah HepplewightClassroom 2It’s high time to change the perception of phonics from ‘baby stuff’ to ‘adult stuff’ - and to aspirefor the whole teaching profession to know its stuff when it comes to reading and spellingacquisition and support.Most literate adults routinely apply phonics to reading and spelling new, longer and morechallenging words and don’t even realise it. Debbie will provide a highly-practical insight, for allsectors, into the teaching of the most complex alphabetic code in the world from beginningreading instruction to longer-term spelling and support (for all ages and needs as require) withher ’two-pronged systematic and incidental phonics teaching' approach.Session Seven 15:35 – 16:20What is effective for struggling readers at KS2? Lessons from the Toolkit and recent trialsJames RichardsonMain HallEmerging research from recent EEF trials and the established evidence base has importantlessons for classroom practice. This session will look deeper into the findings from recent EEFstudies as well as an 'under the bonnet' look at the Toolkit to understand the implications forteachers and senior leaders in primary schools.Who is right about how to teach reading?Elizabeth NonweilerClassroom 1The debate about how to teach reading can be extraordinarily emotive, with those on all sidessaying that research proves them right. How can a busy teacher decide what is best?MFL and Literacy: a new approachSophie Gaston and Therese ComfortClassroom 2We will present our EEF funded CfBT project, which has recently explored the link betweenforeign language learning and English literacy at KS2. We will give an overview of the projectfollowed by details of the intervention and evaluation used, concluding the session with keylearning, feedback from the schools involved and next steps for the project.Closing Session 16:25 - 16:35Closing thoughtsTom Bennett, researchED DirectorTom will give a summary of the day’s events.Main

SpeakersLiteracyTom Bennett is a teacher in East London. He writes for the Times EducationalSupplement, runs the TES Behaviour Forum, and trains and advises teachers acrossthe UK. In 2011 he was a Teacher-Fellow of Corpus Christi College, University ofCambridge. He has written four books on teacher training and behaviour; his latest,Teacher Proof, discusses the dangers of bad science informing the way we educate children, andthe damage this has caused. researchED 2013 is his latest project, which he is currently fitting inaround marking books and preparing kids for jobs that apparently don’t exist yet. He lives inWanstead, where he’s thinking about getting a dog. In 2014 Tom was nominated as one of onlytwo UK teachers in the Global Education Prize.Jon Brunskill is a year six teacher in northeast London. Before teaching he spentfour years as a counsellor for Childline and as a youth worker for Little HeartsMatter: a charity that supports children born with complex heart conditions. He has adegree in philosophy and is currently undertaking an MEd in Educational Research atthe University of Cambridge. Occasionally he writes for the Times Educational Supplement andTeach Primary, and tweets @jon_brunskill.Derrie Clark is an Educational Psychologist who works both within a local authorityand also on a private consultation basis. She has specialised in the area of earlyliteracy difficulties and, as an independent trainer, has trained in excess of 3,000teaching practitioners across 500 schools in the teaching of beginning reading overthe past ten years. Derrie has just completed a professional doctorate looking at EducationalPsychologists perceptions of early literacy development, assessment and intervention.Therese Comfort was a primary class teacher for over twenty years and an AST forprimary languages. She worked for ten years as a Primary Languages Adviser andHead of Primary for CILT, the National Centre for Languages. Therese was one of thewriters for the Key Stage Two Framework for Languages. She was the educationalconsultant for the recently launched BBC Learning programme Virtually There. She has recentlybeen involved in a research project for the Education Endowment Foundation, exploring linksbetween MFL and English literacy. Therese is currently working on a variety of projects includinga DfE funded project with Teaching Schools in the Midlands and North West.David Didau Erst-while teacher, edublogger and loudmouth, David has written a bookabout literacy and is currently masquerading as some sort of expert. He’s expectingto be found out soon.Richard Farrow is a year 5 class teacher and literacy coordinator at St Marks CE PrimarySchool in Stockport. He likes to wear crazy shirts with colourful flowers on them and tomake his class do endless times tables practice. He talks a lot about interesting things hereads in books about learning. Prior to getting a proper job, Richard gained a PhD inSociology and worked as a lecturer in Middle Eastern Studies. He has five

SpeakersLiteracyGraham Smith’s career covers teaching, training, inspection, consultancy and seniorleadership. From 2009-2011 he was Project Director of London Challenge’s PanLondon EAL Strategy, a programme delivering 2,000 days of training in 200 schoolsin 31 local authorities that was a key factor in providing the highest levels ofattainment in the country for pupils with EAL. Since 2012 Graham has developed The EALAcademy into the UK’s leading EAL consultancy, working with schools, local authorities andacademy trusts in England and Denmark. He has also been a senior elected member of twoLondon councils.Rob Smith is the creator and curator of the Literacy Shed website. Until recentlyRob was a member of the leadership team in a large Manchester primary school, asthe teacher leading English Rob was able to develop and embed the use of film in theclassroom in order to enhance existing practice. The Literacy Shed has grown overthe 3 years since its inception and there are now hundreds of films and animations that can beused to enhance existing units of work or form the basis of exciting reading and writing topics.Rob now travels nationally delivering talks about embedding film to raise standards in readingand writing.You can find The Literacy Shed online at and you can find Rob on Twitter@redgierobJohn Walker has been a qualified teacher, university lecturer and teacher trainer forover thirty years, teaching English language and literature in many differentcountries and settings. He is a graduate of the University of Sussex and holdsmaster degrees from the Universities of Sussex and Warwick. He is qualified in theteaching of English as a foreign language and holds an advanced certificate in English languageteaching from the University of Edinburgh.He trains teaching practitioners in Sounds-Write and promotes the Sounds-Write programme inschools and other educational institutions. In addition, he is an associate lecturer for the OpenUniversity, teaching on Discovering English and Children’s Literature, in addition to several earlyyears

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