From research on grammar and reading comprehension to studies on the impact of birthplace on stress, this season of Tes Podagogy has bought you the latest education research and interviewed leading academics to find out what impact it might have in your classroom.
Here are 11 of the best episodes from this season to take you through the summer.
Peps Mccrea, dean of learning design at Ambition Institute and director of research and development at Steplab, tells us about the science behind motivation and how teachers can use it to boost learning.
Dominic Wyse, a professor of early childhood and primary education at UCL, discusses his latest research on grammar and how he believes teachers should approach writing
Mark Hardman, an associate professor at University College London, discusses the importance of teacher agency and how you can ensure you have it.
Dr Tara Porter, a clinical psychologist who works across London, explains why teachers need to avoid telling students to “do their best”, as exam anxiety builds.
Jane Gilmour, a consultant clinical psychologist at Great Ormond Street Hospital, discusses why teachers should celebrate, not just tolerate, neurodivergence and how they can support students with ADHD in the classroom.
Rose Luckin, a professor of learner-centred design at UCL’s Knowledge Lab, and Kaine George, a former headteacher and active research practitioner, explain why learning about artificial intelligence could help you cut your workload.
Sam Wass, a professor of early years at the University of East London’s Baby Development Lab, explains why city-born infants are more likely to struggle to concentrate for long periods of time and get upset more quickly than those raised in the country, and what this means for how you teach.
Dr Ems Lord, a research fellow at Clare Hall, University of Cambridge and director of the universities’ NRICH project, says that for children to become mathematicians, teachers need to be proactive about fostering curiosity and resilience in the classroom.
Sara Baker, a professor of developmental psychology and education at the University of Cambridge, explains why teachers need to pay specific attention to helping children build self-regulation skills in Reception and Year 1 - and which activities are best for developing them.
Rob Webster, director of the Education Research, Innovation and Consultancy Unit at the University of Portsmouth, explains his research into the educational experiences of children with special educational needs and disabilities in mainstream schools, and what can be done to improve them.
Alex Quigley, national content and engagement manager at the Education Endowment Foundation, highlights the importance of reading comprehension and explains how secondary teachers can foster it in their classrooms.
Catch up on the whole of season 15 of Tes Podagogy here.
