The document describes two initiatives at George Spencer Academy to improve teaching and learning using educational research: 1. Visible Assessment using "yellow boxes" where students make improvements to assessed work based on teacher feedback. Teachers were trained to use highlighters to mark areas for improvement. Student and teacher surveys found the approach helped reflection and knowing how to progress. 2. Practitioner Enquiry where teachers identify an area for professional development and research best practices through observations, trials in their classroom, and writing a summary of impact. This is designed to lead to expertise, excellence and leadership. Key elements of learning highlighted from Hattie's research that could be the focus include feedback, mastery, collaboration and metacognitive strategies.

1. George Spencer Academy: Context

2. Hattie – “Know thy impact”
Outcomes:
To provide two mini case studies of how GSA has
used research to develop Teaching and Learning:
1. Visible Assessment – the yellow box
2. Practitioner Enquiry

3. Visible assessment at GSA
The yellow box indicates the area you are to use to make
your improvements to the work which has been assessed.
The size of the box will determine how many improvements
need to be done.
These improvements maybe:
• To complete or improve the original task set
• To improve the level achieved to reach your target
• To an extension question to achieve better than your target
• To repeat a process or apply it to another situation

4. Highlighters

6. Visible Assessment
What has been achieved?
• CPD session attended and every teacher allocated a yellow highlighter
to document improvements for staff, students and visitors
• Follow up sessions delivered by faculty leaders as to how the technique
can be embraced within their faculty
• Assemblies held for all year groups to inform them of the “yellow box”
• Student voice conducted with all year groups and surveys for teachers
to complete
• Marking trawls both via random selection of students in a class and
targeted through collecting all work from a named student.
Quotes:
“Helps and gives me time to reflect on my work”
“Its good because you know what to improve on”
“Useful when correcting large amounts of work or simple mistakes”

8. Practitioner Enquiry

9. Improving our GSA Research Model -
HATTIE meets PRACTITIONER ENQUIRY
Designed to lead to
‘Expertise, Excellence and Leadership’

10. Overview: Practicioner Enquiry
• Identify an area for professional development as part of appraisal
• Different enquiries will be done in different ways
– individually
– team of 2 or 3 people (suitable for part-timers, bigger projects?)
• Same enquiry different for different people
• At the end of the CPD cycle we would like you to have
– found out about best practice in this area
– observed or talked with other colleagues (from within and outside GSA)
– trialled new practice in the classroom
– written a short summary of the impact of the enquiry

11. Hattie’s ‘Key Elements’
What will be the
visible learning?
What are the key elements of learning?
( Hattie Score= (rank: score)
Feedback and
Mastery
o Self-reported grades (1: 1.44)
o Formative evaluation(4: 0.90)
o Feedback (10: 0.75) leading to
mastery (31: 0.58)
Micro-teaching
o response to intervention (3: 1.07)
o Micro-teaching (6: 0.88) including
differentiation
Collaboration
o reciprocal teaching (11: 0.75)
o co-operative learning v
individualistic learning (28: 0.59)
Discussion
o classroom discussion (7: 0.82)
o Self- verbalisation and self-questioning(
21: 0.61)
What will be
the visible
learning?
What are the key elements of learning?
( Hattie Score= (rank: score)
HOTS enquiry
learning
o teacher clarity (9: 0.75)
o problem solving teaching (24: 0.61)
Metacognitive
strategies
o student expectations (1: 1.44)
including Growth mind-set
o Metacognitive strategies (14: 0.69)
Vocabulary
programmes
o Vocabulary programmes (17: 0.67)
o Concept mapping (27: 0.60)
Creativity
o Creativity programmes (19:0.65)