Research to Impact
Our signature teacher training course ‘Research to Impact’ refreshes, refines, and refocuses teacher knowledge on the most impactful ways to teach in both Primary and Secondary contexts.
Our research to Impact course consists of 4 interactive workshop days that are spaced out across terms and interwoven with in-school coaching where we visit teachers in their classrooms to support their implementation of the strategies.
We are teachers, so a feature of each workshop includes us modelling various pieces of teacher practice. Whatever we model is then what the teachers do a version of when we come in to observe. At each of the sessions, we provide our resources and teachers have a chance to plan out some content with our guidance.
Everything in our course has been validated by extensive research and vetted by real teachers and their students (you legends!).
Standing on the shoulders of giants like Siegfried Engelmann, Anita Archer, Barak Rosenshine, Daniel Willingham, Doug Lemov, and Dylan Wiliam — we start with the fundamentals that we wish we had learned in teacher training.
We explore the most compelling research from Educational and Cognitive Science — through the lens of teachers who have led successful school improvement initiatives.
From the Science of Learning and the architecture of the brain, to student engagement and the realities of maintaining attention — we take a pragmatic approach to high-impact teaching.
A genuine gamechanger, Barak Rosenshine’s first Principle of Instruction is the Daily Review strategy, which is the focus of the day.
One of the first to bridge the gap between Cognitive Science and teacher practice. Rosenshine recognised the impact that high volumes of guided practice had on retention and mastery — this is the Daily review.
We have been designing and delivering daily reviews for primary and secondary contexts for over a decade and love sharing what we’ve learned.
The esteemed mind behind Cognitive Load Theory (CLT), Australia’s own John Sweller is adamant that the most effective and efficient way to learn anything is via explicit instruction from an expert teacher.
We pay homage to the fundamentals of I DO, WE DO, YOU DO (Model, Lead, Test) and gradual release — but we look at the nuance of how masterful teachers use these strategies for the greatest effect.
We explore practical ways to manage cognitive load while teaching skills, and how to support all students to succeed.
Cognitive Scientist Paul Kirschner describes how when teachers are building the conceptual understanding of their students through explicit teaching — they are transferring their expert internal schema (knowledge in their head) to their novice students.
Just as some strategies are inherently suited to teaching skills through gradual release — there are others that are perfectly suited for building conceptual understanding.
We explore how even the most complex concepts can be taught in ways that are manageable and allow students to interact meaningfully with important ideas (even if they’re a bit tricky).
We enlisted the help of specialists and adapted our Research to Impact course into a concise format that is tailor made for online delivery, featuring:
» Content that is chunked into manageable pieces that teachers can view at their own pace.
» Quality videos that are professionally filmed and edited (it is still our faces unfortunately 😉).
» Quizzes and practical assignments that reinforce learning and support implementation.
» Scheduled live video calls for Q&A.
» Ongoing resource design support via email (lifetime)
» Certificate of completion with PL hours and links to teacher standards included.
At the time of writing this, Workshop 1 of the video course has averaged 9.3/10 from 187 teachers and leaders who have kindly left reviews — so it can’t be that bad.
Research to Impact
Early Childhood Edition
Our signature teacher training course ‘Research to Impact’ refreshes, refines, and refocuses teacher knowledge on the most impactful ways to teach. Our Early Childhood edition includes a special focus on the Science of Reading and developing (gateway) literacy skills of young learners.
Our Research to Impact – Early Childhood Edition course consists of 4 interactive workshop days that are spaced out across terms and interwoven with in-school coaching where we visit teachers in their classrooms to support their implementation of the strategies.
A feature of each workshop includes Brooke modelling various pieces of teacher practice. Whatever she demonstrates is then what teachers try to emulate when Brooke comes to observe. At each of the sessions, resources are provided and teachers have a chance to plan out and practise some content under Brooke’s watchful eye.
The Early Childhood Edition has a similar structure to the main course but includes an extra, ongoing focus on the Science of Reading with EC examples and strategies that are appropriate for our most novice learners.
Standing on the shoulders of giants like Sigfried Engelmann, Anita Archer, Barak Rosenshine, Daniel Willingham, Doug Lemov, and Dylan Wiliam — we start with the fundamentals that we wish we had learned in teacher training.
We explore the most compelling research from Educational and Cognitive Science — through the lens of teachers who have led successful school improvement initiatives.
From the Science of Learning and the architecture of the brain, we take a deep dive into high-impact vocabulary instruction.
A genuine gamechanger, Barak Rosenshine’s first Principle of Instruction is the Daily Review strategy. One of the first to bridge the gap between Cognitive Science and teacher practice. Rosenshine recognised the impact that high volumes of guided practice had on retention and mastery — this is the Daily Review.
In Workshop 2 of our Early Childhood Edition we unpack in detail the science of Reading, and explore how spelling and reading can be taught via daily review.
Daily review is an engaging and highly interactive vehicle for building automaticity around fundamental facts and skills. In Early Childhood, this largely surrounds guiding students to master letter-sound combinations, and the words and sentences they come to form.
The esteemed mind behind Cognitive Load Theory (CLT), Australia’s own John Sweller is adamant that the most effective and efficient way to learn anything is via explicit instruction from an expert teacher.
We pay homage to the fundamentals of I DO, WE DO, YOU DO (Model, Lead, Test) and gradual release — but we look at the nuance of how masterful teachers use these strategies for the greatest effect.
In Workshop 3 we explore in detail how to teach sentence-level writing from the ground up and the research on student read-alouds.
Cognitive Scientist Paul Kirschner describes how when teachers are building the conceptual understanding of their students through explicit teaching — they are transferring their expert internal schema (knowledge in their head) to their novice students.
Just as some strategies are inherently suited to teaching skills through gradual release — there are others that are perfectly suited for building conceptual understanding.
Brooke goes deeper into lesson design that focuses on scaffolding all students to high achievement. Brooke breaks the ceiling on what can be taught to students in an early childhood context. The best bit is that the students absolutely love it!
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