Sutton Trust Report 2014 coverage.

This post aims to collate news coverage and blog posts about the recently published Sutton trust report into what makes great teaching.

Prof Coe on Sky News after the report had been published.

Prof Coe on Sky News after the report had been published.

Relevant reports


In the news

CLICK HERE to download an A3 summary of the Sutton Trust report to share with colleagues.






    • gwarner99

      A good example of the way that findings shift with th ideological climate. In some ways, the article highlights some reasons for this; it’s very difficult to show conclusively which teaching methods work, for a number of reason. There are so many confounding factors in most studies; the cohorts tend to be quite small; and there probably isn’t any one method that is most effective; rather, good teachers can make a number of different approaches work, while no method will survive poor implementation .

      The truth is that the distinction between traditional and progressive methods is largely meaningless, except as an ideological banner. To quote the article “more traditional styles that reward effort, use class time efficiently and insist on clear rules to manage pupil behaviour” are not incompatible with “techniques such as “discovery learning,” where pupils are meant to uncover key ideas for themselves”,- they describe different aspects of the learning process. Clear, organised structure in a classroom helps, not hinders active engagement and discovery, but does not justify the overwhelming use of a single highly didactic, top-down learning style. There is a great deal of snake oil in the marketing of “learning styles” or brain based learning”, but that doesn’t mean that we can ignore the knowledge we do have about the neurobiology and varieties of learning.
      The picture of “progressive” or “traditional” methods is largely a straw man. I’ve believed in a social constructivist approach to learning theory for decades precisely because it breaks down such a simplistic false distinction.

      Meanwhile, the findings of this kind of study is being used (not necessarily by their authors) as an ideological weapon rather than a source of useful knowledge. Ironically, this is precisely the kind of “fad” or “trendy thinking” that it’s proponents denounce.

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  5. bm247

    This is great! Thanks for putting all this together. We’ll put a link to your post on our school partnership blog 🙂

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