Using evidence to support teaching and learning: A cautionary tale.

Psych(ed)

Several years ago I read Making Minds: What’s wrong with education – and what should we do about. It was written by Paul Kelley, headteacher at Monkseaton High School in the north east of England. I was a little awe struck by Kelley at the time (and still am) and in retrospect see him as the forerunner of all the evidenced informed hype in education that has taken hold in the last couple of years.

Kelley was (and still is) and educational visionary. Drawing on neuroscience and the latest findings in circadian rhythms, he partnered up with leading researchers (including Russell Foster, a neuroscientist at Oxford University) and began to test, analyse and implement a number of revolutionary ideas at the school.

The two main innovations were:

Spaced Learning. Based on research developed by Doug Fields at the Institute of Child Health and Human Development in the United States, it…

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