Prof William Reville cites Sutton Trust teaching research in an Irish Times comment piece.

Substantial reports warn us that educational attainment at all levels is declining in English-speaking countries (Stopgradeinflation.ie; OECD Reports 2007 and 2014). A UK maths primary teacher delegation recently visited Shanghai to investigate why Chinese children score 30 per cent higher on international tests than children in the UK. The teachers reported that much of China’s success is down to its teaching methods, methods the UK and Ireland have moved away from over the past 40 years. The research I have read indicates that newer teaching methods are sharply inferior to the older teaching methods they supplanted.

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A review of more than 200 research studies to identify teaching elements with the strongest evidence of improving attainment was published by the UK’s Sutton Trust in October 2014. It identified common practices that have no grounding in research but can be harmful, including using praise lavishly, allowing learners to discover key ideas by themselves, grouping students by ability and presenting information to students based on their preferred learning style.

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