Pupils deserve the most effective teaching; disadvantaged pupils, especially, need it to thrive. For too long, practitioners have employed teaching approaches based on assumptions, fed to them as gospel in their early years of teaching training and development.
We now know many of these approaches – such as learning styles, the learning pyramid and brain gym – are not supported by robust research evidence and have since been debunked as edu-myths.
But how do we engage teachers with research? And how can we turn this engagement into impact? As Hendrick and Macpherson state (2017), “teachers have been given answers to questions they didn’t ask”, so we need to juggle engagement, evidence and relevance if we are going to have research-informed CPD that really works.
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