The Enquiry | 007

E N Q U I R Y

LEARNING & RESEARCH AT DOWNE HOUSE

007.JOURNAL 2 Developing Curiosity 4 Retrieval Practice 6 The World Around Us 8 Design Thinking

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007.JOURNAL Contents

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CONTENTS

EDITORIAL COMMITTEE NOTE

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A STUDENT PERSPECTIVE 01. What Do You Enjoy or Value in Your Learning?

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DEVELOPING CURIOSITY 02. Investing in Our Teachers by Matt Godfrey 03. Maximising Academic Potential and

Developing Academic Curiosity Amongst Our More Able KS3 Students by Nicola Patrick

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RETRIEVAL PRACTICE 04. Retrieval Practice: Guiding Principles

to Effective Use by Andrew Atherton

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Retrieval Practice by Jane Basnett

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05. The Role of Digital Technology in THE WORLD AROUND US

06. Self-Esteem and Social Media by Anna Lister 07. Embedding EDI into the Classroom: Five Practical Strategies by Sara Palmer

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DESIGN THINKING 08. Design Thinking at Downe House by Andrew Atherton

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NOTICEBOARD AND BOOK OF THE MONTH 30 References and Bibliography

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A Note from the Editorial Committee

Welcome to the Michaelmas term edition of our staff Teaching and Learning journal, the Enquiry. Across this issue you will find a wealth of ideas and reflections from members of the Downe House community about all things educational research and Teaching and Learning.

We begin, importantly, with a section devoted to student perspectives about their own learning experience. Here, we asked students to write a brief summary of something they enjoy or find useful in their learning.

They were given no further brief or guidance. The comments are, not surprisingly, very insightful!

We then move on to two article, that both explore, in different ways, the importance of creating a culture in which it is possible to remain curious and reflective. In the first, Matt Godfrey shares with us some of the many ways in which Downe House invests in its colleagues and the important role that continual professional development plays within the School.

This is followed up by Nicola Patrick, who considers some of the most effective ways to ensure high levels of academic curiosity amongst pupils, with a focus on the more able in KS3.

We then shift to two articles, both united by a focus on retrieval practice, which is a topic of discussion and reflection across Michaelmas term.

In the first, Andrew Atherton outlines some of the research underpinning retrieval practice as well as sharing certain guiding principles to its effective use. Jane Basnett then explores practical ways to embed retrieval into lessons using some of the digital tools we have available to us at Downe House.

Next, Anna Lister shares with us a snapshot of research she has been conducting into the impact social media use can have on teenagers and their wellbeing. Sara Palmer then explains the important role of EDI and how we can make sure to integrate EDI into our teaching and learning.

Andrew Atherton then concludes the issue with an update on recent developments at Downe House in regards to Design Thinking.

Our thanks go to everyone that took the time to write and submit an article. The next edition of The Enquiry will be published in Summer 2024 as a retrospective of Lent term 2024. A Call for Papers will be announced soon, but if you have an idea and would like to contribute please do get in touch.

Dr Andrew Atherton Director of Learning and Research

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A STAFF JOURNAL DEDICATED TO REFLECTIONS ON EDUCATIONAL RESEARCH AND TEACHING AND LEARNING AT DOWNE HOUSE SCHOOL

A STUDENT PERSPECTIVE

A STUDENT PERSPECTIVE

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01.

A Student Perspective

DOMINICA PRENTICE (UV) TALKS ABOUT THE IMPORTANCE OF INTERACTIVE LEARNING AND THE VALUE OF BEING A PARTICIPANT IN THE CLASSROOM. Interactive learning is one of the ways in which I learn best. The approach where I feel involved in the learning process keeps me engaged and interested in the subject. Being able to discuss the topic fully and link it to other subject areas or just to real world knowledge is really important to the way that I learn. Having group discussions (or debates where applicable) is an important part to help me link the current topic to previous knowledge that I have, and it allows me to think about what we are learning properly and get a deeper understanding.

If a group discussion is not possible, I benefit from having a collaborative project in class or just allowing me to work on the worksheets with my classmates.

I’ve personally found that when working with a friend I am able to clarify what I don’t understand more easily by talking through the subject, than when I’m just listening to a teacher explain.

For example, my class recently learnt about meiosis and mitosis in Biology, we then created mini posters in the lesson to show the differences between them.

Through this specific activity I

was able to talk to my friends and teacher and realise where the gaps in my knowledge are and I was able to develop my understanding more fully. These kinds of diagrams where I’m able to visualise what I’m learning are the best way for me to see how what I’m learning fits into the whole topic and how it works from start to finish.

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MIA MCLENNAN (UIV) CONSIDERS JUST HOW IMPORTANT DISCUSSION AND COLLABORATION ARE WITHIN THE CLASSROOM. Throughout my two years at Downe House, I have come to realise strategies and attributes that create an interesting and engaging lesson. The importance of communication throughout

A STUDENT PERSPECTIVE

the class. All of course depending on the genre and type of lesson you focus on. I find that I engage as well as become the most interested in subjects where I can express my ideas that might not be the same as everyone else. For example, subjects such as Religious Studies, History, English and sometimes sciences have a great area of discussion

throughout the lesson. Depending on the topic that we learn, I prefer when teachers find a way to include discussion in a lesson.

This can be towards the whole class, but what I think is more effective is discussion in smaller groups. This gives a chance for someone to speak in detail about the relevant topic to discuss.

The importance of talking as a

group is not only to enhance your understanding but it also brings out the facts, people, and places that one would have to remember. This can lead to another important topic, questions. I find asking questions in and out of academic lessons so vital to properly engage in the topic you are learning.

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“BEING ABLE TO DISCUSS THE TOPIC FULLY AND LINK IT TO OTHER SUBJECT AREAS OR JUST TO REALWORLD KNOWLEDGE IS REALLY IMPORTANT TO THE WAY THAT I LEARN.” DOMINICA PRENTICE (UV)

By asking questions, it can take the interest of the topic outside of the academic boundaries that the curriculum offers. By doing this it can spark a certain interest in an area of the subject which strengthens the overall enthusiasm.

In conclusion, communicating throughout a lesson with teachers and pupils can majorly influence the engagement and interest of the topic. Communication benefits individual learning as well as the class’s general attitude towards the lesson. It Increases the amount of information and enthusiasm that a teacher will get out of a class.

IVIE AVWENAGHA (UV) COMMENTS ON HOW HELPFUL IT IS TO BREAK DOWN LEARNING INTO GRANULAR DETAIL, FOCUSSING ON TECHNIQUES TO HELP SECURE SUCCESS. One of the most helpful teaching methods for me, is when teachers link the topics we learn with older topics in some way. Particularly with science where everything is based on certain foundational principles, teaching the basics first and then building on them by teaching different aspects/ branches of the subject really helps my understanding of the subject in the long run. It also helps me make sure I don’t

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forget the old content, as I will need to keep the principles fresh in my mind, to apply them to the current topic. For example, when teaching rates of reaction in chemistry, you can link it to particle theory.

In a different vein, I also find it very helpful when teachers use their experience with mark schemes to give the students a ‘recipe’ for common questions.

They tell us what key terms will get us the marks, and show us the way to phrase answers that maximises the marks we get.

This really helps me improve my exam technique, as sometimes I find that I understand a topic, but I am not sure how to put my answer in the correct wording and I lose marks that way. Of course, this method can’t work for all types of questions, but particularly in science this could be used a lot. For humanities or essay subjects, a similar technique could still be applied, wherein the teacher will give you a structure to write your essay, or phrases to be used in different parts of it. While these structures don’t work for everyone, I definitely appreciate having that guidance, and I normally find that I can pick and choose certain phrases to use in my own essay, that make me feel confident I can get a high mark.

DEVELOPING CURIOSITY

DEVELOPING CURIOSITY

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02.

Investing in Our Teachers MATT GODFREY (DEPUTY HEAD) CONSIDERS THE CRUCIAL ROLE THAT CPD PLAYS IN SCHOOLS AND THE IMPORTANCE OF INVESTING IN TEACHER PROFESSIONIAL DEVELOPMENT, NOT JUST FOR TEACHERS BUT ALSO PUPILS.

One of the most rewarding and important aspects of my role as Deputy Head is supporting colleagues with their continuing professional development (CPD).

Classroom teaching has always been my favourite aspect of working in schools, but I also love working with other teachers. I thrive off variety and the wide range of talent and personalities in Downe House’s staff room certainly provides that.

It is perhaps surprising that teaching can, at times, be a lonely profession. As a trainee teacher in a large comprehensive, I had a very busy timetable, and it was very rare for another teacher to join my lessons.

Much of the time, it wasn’t very clear to me how well I was teaching.

That was over twenty years ago. The profession is now much more open and accountable, and I believe teachers feel much better supported.

At Downe House, we aim to provide the most comprehensive CPD programme in the sector for our teachers. We know that if they feel supported, valued, challenged and trusted then they will be motivated and will perform to their optimum level.

Recruiting talented new teachers is a priority for Downe House. We offer a range of options for graduates who wish to complete their teacher training.

We are delighted that several colleagues, including Isla McLachlan, have entered the profession via Downe House, trained with us and then received internal promotion to additional roles.

SUPPORTING COLLEAGUES WITH THEIR CONTINUING PROFESSIONAL DEVELOPMENT IS NOT JUST A RESPONSIBILITY BUT A REWARDING AND VITAL ASPECT OF FOSTERING A MOTIVATED AND HIGH-PERFORMING TEACHING STAFF.

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Downe attracts talented teachers and many of them dedicate much or all of their professional lives with us.

It is imperative, however, that all teachers – irrespective of their length of service – continue to learn, develop and grow.

Matt Hall joined Downe in 2017 as an experienced teacher and has chosen to complete an MA alongside his role as Head of Religious Studies. Sarah Barnard and Marya Akhtar, who joined Downe in 2005 and 2006 respectively, are examples of colleagues who

DEVELOPING CURIOSITY

have progressed on to different roles during their time at Downe.

It is particularly important for our colleagues to feel supported as they join Downe House. All our new joiners are asked to complete around 10 hours of online training before they start, even if they are an experienced teacher. This is so they feel familiar with the ethos of the School, its internal systems, and our expectations. It also ensures that their first weeks at Downe are smooth and enjoyable – and it means they can focus on building a rapport with their pupils as quickly as possible.

Downe is also unusual in that it provides an exceptionally full CPD programme throughout the year. Each of the three academic terms begins with an INSET day (prior to the girls’ arrival) in which we come together as a staff body to focus on an aspect of our work. This term, for example, we received expert training on the cognitive science of revision so that we are better equipped to help our pupils prepare for their exams.

Teachers also have two hours of protected time each week throughout term time to learn or develop in some way. This term, we have received training from a range of specialists on topics as diverse as working with deaf pupils and teaching neurodiverse children.

We often use our protected time to share our own best practice. Each term we have a focus on one aspect of our teaching. This term, our focus is scaffolding (defined as moving pupils progressively toward stronger understanding and, ultimately, greater independence).

Several colleagues have showcased their approach to scaffolding and all of us have been asked to reflect on how we can improve our own practice.

Downe is unique in having partnerships with a wide range of leading schools across the globe.

This provides outstanding opportunities for teachers to complete our exchange programme. Two recent examples are Jo West, our Head of English and Sophie Appleton-Wyatt, teacher of Learning Skills; they recently visited out partner schools in (respectively) Australia and Sweden, returning with a host of ideas and experiences to share.

Another distinctive aspect of Downe’s investment in staff is our Centre for Learning and Research, which uses cutting-edge educational research to help our teachers improve the outcomes of our pupils.

It publishes this journal in which colleagues share ideas and experiences – an invaluable resource for teachers at Downe and beyond.

We regularly give teachers the opportunity to complete training courses with leading training providers such as HMC, BSA and GSA. However, we also deliver our own bespoke training, and have recently partnered with Bradfield College and Winchester College to provide a programme for Aspiring Middle Leaders, teachers who wish to develop their careers and network with other professionals in leading schools.

My decision to train as a teacher at the age of 30 years was one of the best I ever made. I am grateful for the wide range of opportunities that the profession has given me, and I am now pleased to have the chance to present fellow colleagues with similar opportunities.

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03.

Maximising Academic Potential and Developing Academic Curiosity Amongst our More Able KS3 Students NICOLA PATRICK (ASSISTANT HOUSEMISTRESS) SHARES SOME OF THE WAYS WE CAN HELP TO IGNITE ACADEMIC CURIOSITY WITHIN OUR STUDENTS. As teachers, we all strive to maximise the potential of our classes, and we all want to develop our students’ academic curiosity in our subjects. We love what we teach and so we want others to love it too, and whilst we want our students to maximise their potential for their own grades, in the background there is also the need for value-added results. In my own teaching, I have often found that value-added is hardest to achieve with the most able, and my experience of external exam marking has shown me that no Grade 9 is ever a certainty.

My discussions with the Lower School Academic Awards Holders and other more able students aim to give them a forum to have academic discussions and debates of a kind that they may not have with their usual friendship groups, and they are invited to research and present on a topic of their choice that extends the usual KS3 curriculum. It is also a place where they can express any worries or concerns associated with being a scholar, and the group are very good at problem solving and providing reassurance to each other. In this article I aim to explore some of the key concerns that our more able junior students have so that we can strive to alleviate these worries, and to discuss some of the strategies that our scholars would like us to use to help them develop their curiosity and strive towards their full academic potential.

GIVING FEEDBACK Once an academic scholar myself, I will never forget the shame in reading the “18%” written on the front cover of my Year 10 Physics exam as it was placed on my desk. I knew that the exam hadn’t gone well and I had already evaluated the flaws in my revision, but I didn’t think that the result would be as low as that. Even though I learnt from my mistakes, the moment has forever remained significant to me.

Discussing this situation with the Lower School Academic Award Holders it is clear the majority of them hold a huge fear of this scenario happening.

Indeed, many were already able to recall events from just their short time at Downe House where their non-award-holding peers had taken great joy from seeing a face-up paper reveal that they had ‘beaten’ an academic scholar. Their fear of failure is quite acute – it seems that many place this as sub-80 or even 85% – and it is important that we remember to consider the potential reactions of our more able pupils on receiving marks and feedback in the same way that we would carefully support our weaker students. They have very high expectations of themselves and

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DEVELOPING CURIOSITY

may struggle with the reality that despite being an academic scholar, they will not necessarily score most highly in every class. They worry what the implications of a poor result will be, and I have repeatedly had to reassure these students that a few disappointing results does not mean that they will have their award taken away from them, and that provided they are working hard, both we and their parents will continue to be proud of them.

Whilst these young students mature and learn to self-evaluate in a positive way, please do assist in the mitigation of their anxieties by providing reassurance if they feel disappointed in a result, and by giving constructive feedback so that they can learn from their mistakes and feel confident moving forwards. Tutors and House Staff are always on hand to offer them support and it is helpful if they can be aware of and echo the feedback, advice and reassurance that has been given in class.

EXTENSION WORK In a questionnaire, I asked eight of our KS3 Academic Scholars and Exhibitionists their thoughts and feelings about being award holders,

“Interactive lessons with forms of presentations are fun for students’ to collaborate and learn from each other, this also allows student’s confidence to build while presenting to the class.”

and what they felt helped them best to maximise both their potential and interest. Above all else, it was clear that our more able KS3 students want to be challenged, most particularly with extension work that is readily available to them on the page, without having to be asked for: they would prefer not to draw attention to the fact that they would like more work!

When offering extension work, however, Anstee (2013, p102) urges teachers to consider its quality rather than quantity: “There’s no incentive to do MOTS [More of the Same] – repeating what you’ve just

“I like doing quizzes and making quizzes for others in the class to do.”

PUPIL VOICE STRATEGIES TO EXTEND KNOWLEDGE AND INCREASE CURIOSITY “I feel like doing self-research helps it get into your head more thoroughly.”

“I enjoy extra reading or book recommendations that will relate to the current subject and help to broaden my understanding of specific topics.”

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IT IS IMPORTANT THAT WE REMEMBER TO CONSIDER THE POTENTIAL REACTIONS OF OUR MORE ABLE PUPILS ON RECEIVING MARKS AND FEEDBACK IN THE SAME WAY THAT WE WOULD CAREFULLY SUPPORT OUR WEAKER STUDENTS.

done is dull and a waste of time. It can seem like a punishment for being too clever and the student learns not to finish as quickly next time.

The challenge of HOTS [Higher Order Thinking Skills], however, is something to relish – a clear development of learning and, therefore, worthwhile.” It is key, therefore, for our extension work to offer tasks that are able to develop higher order thinking skills, rather than being another set of questions that are just more of the same (although I do appreciate that there are subjects that do benefit from this repetition).

In their questionnaire, our scholars gave a whole range of suggestions of the types of activities that both engage their interest and offer them the chance to extend their knowledge, for example research opportunities, collaborative work (Smith, 2006), creating and giving presentations (Oxford University Press), Making quizzes for their peers (e.g. using Blooket), extended writing opportunities and wider reading recommendations.

DIGITAL TECHNOLOGY I completed the 21st Century Learning Design pathway in 2023 purely as part of the requirement to renew my MIEE status. Essentially, I completed it to tick a box. Now that I have had the time to process the information that I learnt and to align it with the comments from our Academic Award Holders and academic research, I realise how relevant it is and how very lucky we are to have the technological opportunities at our fingertips every lesson that can enable us to easily maximise potential and develop curiosity. So many of the strategies requested by our Academic Award Holders were to be found in the modules of this pathway, and using the different Microsoft applications makes it so much easier for us to be able to provide opportunities for effective collaborative work, use quizzes and games to reinforce learning in a fun way, and research tasks of any length can be implemented with ease. I know that I have grown to take the educational benefits offered by our Surfaces for granted, but they are very real opportunities for developing curiosity and maximising potential with relative ease.

Able pupils learn best from experiences about which they are passionately interested and involved (Smith, 2006) and the strategies in the table diagram on the previous page should not only appeal to their interests but also serve to boost social skills through collaboration and confidence through public speaking. However, we must remember that whilst “errors are critical to learning” (Smith, 2006, p11) we must ensure that our students are able to do this in a safe and supportive environment so that they can learn positively from their mistakes rather than perceiving themselves to be a failure.

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RETRIEVAL PRACTICE

RETRIEVAL PRACTICE

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04.

Retrieval Practice Guiding Principles to Effective Use ANDREW ATHERTON (DIRECTOR OF LEARNING AND RESEARCH) OUTLINES WHY RETRIEVAL PRACTICE IS SO EFFECTIVE AS WELL AS SOME OF ITS GUIDING PRINCIPLES. At the most fundamental level, retrieval practice describes any activity that requires students to retrieve information they have previously encountered from long-term memory. Whilst easy to think of in terms of testing, one of the most significant findings from the work of researchers such as Bjork (2011), Dunlovsky (2013), Rosenshine (2012), and Roediger (2006), is that such retrieval practice is not just an assessment of what has been learned, but in and of itself a way to strengthen, cement and improve learning. It is, as Bjork explains, a learning event in its own right and not just a measure of other learning events.

Why Include Frequent Retrieval Practice in Your Lessons?

There are a great many benefits to including regular opportunities for retrieval practice in lessons, but here are just a few: ■ It helps to strengthen student memory, making the retrieved material more deeply embedded in long-term memory and more difficult to forget ■ As well as strengthening long-term memory, it helps to make such information easier to manipulate and use, as well as making it easier to forge connections between concepts. One of the prevailing ideas of cognitive research is that we can only think with what we know (Willingham 2007), and so it’s not just a matter of recalling information, but also making the use of that information more effective ■ It helps to reduce and manage exam anxiety, as students are likely to feel more confident with the studied material and less reliant on cramming.

They are revising throughout the course and not just at its end

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■ It can improve metacognitive awareness in students as they are exposed on a regular basis to what they do and do not know, hopefully encouraging them to address this gap outside of the lesson ■ Provides feedback to teachers on a regular basis as to what may need to be retaught or revisited as well as identifying gaps in student learning Some Guiding Principles for Effective Retrieval Practice ■ Any retrieval task or activity should be completed without any access to notes or books. The aim of retrieval practice is to facilitate recalling information from long-term memory, thus strengthening its future retrieval. Using notes would completely defeat its intended purpose ■ Retrieval ought to be spaced across time in order to tap into the spacing effect. In practice, this means retrieving information not just from the previous lesson, but perhaps also the previous week, month and even topic. As such, the material being retrieved need not always connect to the material currently being studied ■ Retrieval practice should provide opportunity to revisit the same information multiple times, with each successive attempt helping to embed it into long-term memory ■ As much as possible, retrieval practice should be low-stakes and the results of these short retrieval activities should not be recorded by the teacher.

Retrieval practice of this nature is not designed to be used as formal assessment, but rather a learning event in its own right ■ Once the retrieval activity or task has been completed, spend some time going through the correct or possible answers. The answers could either be shown on the board and self-marked or explained through questioning and class discussion.

Checking for accuracy ought to be easy for teacher and student ■ It does not just need to be facts that are recalled, but also opportunities to revisit, rehearse, recall and reapply higher-order skills

RETRIEVAL PRACTICE

RETRIEVAL PRACTICE DESCRIBES ANY ACTIVITY THAT REQUIRES STUDENTS TO RETRIEVE INFORMATION THEY HAVE PREVIOUSLY ENCOUNTERED FROM LONG-TERM MEMORY. ■ It should be time-efficient and workload-efficient so that it does not take the teacher a long time to prepare and need not occupy the entire lesson, instead perhaps the first 10 minutes ■ Whilst opportunities for retrieval practice can be provided at any point during a lesson, they often work well as a discrete 10-minute block at the start of a lesson, but this need not, of course, be every lesson

RETRIEVAL PRACTICE IS MOST EFFECTIVE WHEN IT IS LOW STAKES, COMPLETED WITHOUT NOTES, SPACED ACROSS TIME, AND TIME AND WORKLOAD EFFICIENT. Retrieval practice can be as simple and straightforward as a quick quiz at the beginning of each lesson. This might work as 10 questions on a single topic covering previously taught material or perhaps a range of topics, to help ensure material is being sufficiently spaced.

Question 1 (AIC)

What is the name of Sheila Birling’s fiancé?

Question 2 (Macbeth)

How does Shakespeare help to establish a foreboding tone at the start of Macbeth?

Question 3 (Poetry)

What might you say about the following image: ‘wrenched from its orbit / go drifting away’?

The answers could be revealed one by one, all at once, or discussed with the class through cold called questions. The teacher could also go through the responses, with the student reflecting on what they got right or wrong, thus keeping the score to the student and maintaining a low-stakes environment, but also drawing their attention to any gaps in their understanding they may wish to address. Another iteration might see the teacher circulate the class during completion to identify and subsequently address any common misconceptions.

Another example, achieving much the same outcome, could be an activity like this: Students are provided with a blank table with list of questions and are asked to offer five responses to each question, as below: List five responses to each question 1

2

3 4

5

Things said by Macbeth Students in The History Boys Images about parents In the next article, Jane Basnett will provide some specific ideas about how to embed retrieval practice into lessons using our digital learning tools.

Question 4 List three of the key characteristics of (Poetry) a sonnet Question 5 (AIC)

What function does the Inspector play in An Inspector Calls

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05.

The Role of Digital Technology in Retrieval Practice JANE BASNETT (DIRECTOR OF DIGITAL LEARNING) PROVIDES A WEALTH OF PRACTICAL STRATEGIES FOR EMBEDDING RETRIEVAL PRACTICE INTO LESSONS. Staff INSET in the Michaelmas term was topped and tailed with two talks about the science of revision given by Kim Wells.

One strand of this talk was about retrieval practice, a study method that aims to help pupils retain information by actively engaging in what they have previously learnt. It is our job, as teachers, to provide the girls with many opportunities to recall prior topics.

When we talk about ‘prior’ and ‘previous’ this can be anything from last week’s lesson to a lesson from a year, two years ago or even more. The very act of recalling this information helps to improve long-term retention and improve the ability to transfer learning to new situations.

There are many ways to go about completing retrieval practice tasks; brain dumps, oral questioning, writing out flashcards, even re-reading and reviewing notes.

And, of course, I know that ‘you don’t need electronic gadgetry to practice retrieval’​(Brown)​but at a school where every pupil has a Surface Pro it makes sense that we incorporate digital technology into the process and this brings many benefits and advantages.

Technology facilitates the process of retrieval practice in a myriad of ways. I do not propose to talk through individual tools but rather to give an outline of the value they add when undertaking retrieval practice activities. So here are just a few of the reasons why using digital tools matters and why it supports retrieval practice.

VARIETY The tools we have at our disposal are many and varied.

Edpuzzle, Quizlet, Quizizz, Kahoot, Microsoft Forms, Mentimeter, these are just some of the online tools that are available to us and that are being used frequently in our classrooms. The different tools allow for other ways of learning and revisiting topics either through flashcards, multiplechoice quizzes or short answer questions. This seems like a lot of tools, but variety is key here because learning never becomes boring or monotonous and engagement remains high.

Additionally, a variety of types of tasks can certainly aid in better retention and recall of information and provides pupils with opportunities to think in different ways. All of which means that learning can be accessible and tailored to individual learning preferences.

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RETRIEVAL PRACTICE

DIGITAL TOOLS ENRICH RETRIEVAL PRACTICE BY MAKING IT MORE VARIED, ACCESSIBLE, AND PERSONALISED, CONTRIBUTING TO ITS EFFECTIVENESS, AND PROVIDING VALUABLE DATA THAT HELPS TAILOR TEACHING TO MEET STUDENTS’ NEEDS MORE PRECISELY.

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FEEDBACK There is no denying that technology allows for instant feedback which is obviously a massive boon as pupils can quickly see if they are correct.

If they have gone wrong, they can address their misconception through questions to the teacher, or through reconsidering their notes, all of which is crucial for learning and aids in the process of recall and retention.

AI integration within quizzes and educational tools introduces an extra dimension, enabling learning paths to be customised and tailored. This results in the creation of highly effective and individualised learning experiences. Tools such as Quizizz, Edpuzzle and Microsoft Forms all facilitate immediate, discreet engagement with errors, aiding students in understanding and correcting their mistakes promptly in a low key way.

Low stakes quizzes enable students to learn for learning’s sake; these quizzes are not about the mark they will receive but about the opportunities to commit something to memory more permanently.

As an aside, one element of online quizzing that has not yet been broached here is the data and information that teachers can glean from the work that pupils undertake online. As a teacher we can see at a glance where our pupils are with their learning and how we can help them progress.

The idea is not to note down marks but learn from their responses and provide valuable further steps. It is, thus, not beyond the realms of possibility that these tools will impact positively on teachers’ workload. The rich feedback available from online tools means that common misconceptions can be addressed as a whole, in class, but at the same time, individuals can make their own assessments and dip into other available quizzes for more practice.

ACCESSIBILITY Using online tools provides great flexibility. Our pupils can access these tools on their Surface Pros but perhaps more importantly, they can also access them when they are on the go. Such flexibility allows for more frequent and consistent retrieval practice.

Giving the pupils access to all the retrieval practice activities we have created over time means that

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they can space their learning and thus mix up their practice adding to the efficacy of their learning and their ability to memorise knowledge and skills. Under this heading of accessibility I believe that independent learning is also significant. If quizzes, videos and questioning are available via online tools anytime, anywhere, then we are fostering independent learning and providing opportunities for pupils to take charge of their learning. Learners can use digital tools to self-assess and practise independently thus re-engaging with prior content.

To summarise, digital tools enrich retrieval practice by making it more varied, accessible and personalised and for these reasons, very effective. It also provides valuable data that can help tailor teaching to meet students’ needs more precisely. Retrieval practice can happen in many ways and digital tools should play a part in helping our pupils to develop their long-term memories. Within our established digital ecosystem, it is feasible and highly beneficial to integrate retrieval practice tasks seamlessly into our lessons, making them a fundamental aspect of the learning process.

THE WORLD AROUND US

THE WORLD AROUND US

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06.

Self-Esteem and Social Media An Original Research Study ANNA LISTER (HOUSEMISTRESS) SHARES WITH US ORIGINAL RESEARCH SHE HAS RECENTLY UNDERTAKEN AS PART OF HER OWN POSTGRADUATE STUDY, EXPLORING THE IMPACT SOCIAL MEDIA CAN HAVE ON EMOTIONAL WELLBEING WITHIN ADOLESCENTS.

Adolescents heavily rely upon social media platforms to aid them in developing identity and consequently much research has been done to examine the impact of social media use (SMU) on the mental health of young people. However, the majority of such studies focus only on frequency of use and thus fail to understand what specific aspects of social media use impact on emotional wellbeing or the individual traits that may influence this. Whilst negative impact has been presented by various studies, these fail to recognise the complexities surrounding different types of social media platform, different types of engagement, what a young person bases their self-esteem upon, and gender differences. As a result, the findings are inconsistent.

During adolescence, the brain undergoes significant structural change, particularly within the development of various social cognitive processes such as resistance to peer influence and emotional regulation. It is at this time that a young person develops the ability to perceive a situation from a third-person perspective, and therefore begin to consider how they may appear to others. Forming an identity is shaped by psychological interpretations of our interactions with others, and social media provides adolescents with a platform upon which they can experiment with and explore their self-identity as well as consistently receive feedback as they navigate this journey. Moreover, girls experience a heightened social pressure to conform, particularly when related to appearance. Some researchers have explored the impact that peer feedback on SM has on the brain of adolescents and have proven that pictures receiving numerous ‘likes’ provoke increased activity in the ventral striatum, a region in the brain associated with reward processing. Other existing research indicates that the explicit measurement of social rewards on SM can affect the amygdala and reward network in a manner akin to addictive substances, and reduced grey matter volumes in the nucleus accumbens are linked to prolonged and more frequent use of social media, demonstrating its addictive potential.

Past research tells us that motivations for adolescent SMU include sharing information, finding information, making new friends, self-expression and seeking support. However, there is increasing evidence to show that whilst these may have been motivation for initial use, factors such as addiction, the need for peer validation, social pressure and a fear of missing out offer the true explanation as to why adolescents are drawn to SMU. Many SM platforms have introduced features designed to encourage compulsive use, such as Snapchat’s ‘streaks’ and ‘scores’. A Snapchat ‘streak’ requires users to interact every 24 hours with each of their connections to build up icons on their profile that represent friendships that are visible to the public, and a ’score’ represents the user’s rank against others related to how

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THE WORLD AROUND US

often they have used the platform. Building up streaks and scores on Snapchat has become a significant objective for adolescents today as it represents likeability.

Research tells us that girls use social media more than boys (this is particularly evident between the ages of 11-16 years), that there is a significant difference in the way boys and girls engage with SM, and that SMU negatively impacts the psychological wellbeing of girls much more so than it does for boys. Hormones such as estrogen play a role in shaping and controlling the development of various functions and behaviours throughout one’s lifetime, and further research into this shows us that females outperform males in social learning. Most studies exploring gender difference in social behaviour report that females show statistically higher levels of empathy or prosocial behaviour/intentions than males. This is supported by Self-Determination Theory that suggests girls have a need to control relationships, content, presentation, and impressions. In line with this, the research reviewed in my study states that girls are more sensitive to social comparison and feedback on SM and are more likely to seek it out. Therefore, they are more at risk to harm from SMU than boys.

SOCIAL COMPARISON Some studies suggest that the main contributing factor to the association between SMU and low self-esteem in girls is that of social comparison and resulting envy. Adolescent girls have an inherent need to evaluate themselves, and when objective criteria for comparison is not available, they will resort to comparing themselves to others. The emergence of social media adds complexity to the situation as it creates an audience that remains both unidentified and unregulated. This concept was aptly originally termed ‘context collapse’ by Marwick and Boyd (2010).

Female participants within recent research state that they feel their number of followers reflect their popularity, and as such they felt a strong need to make sure their follower number was high. The female participants specified that having over 800 followers made you popular. On the contrary, the male participants stated that fewer followers only reflected less time spent on SM and did not represent popularity.

According to results from all of the identified studies, adolescent girls’ SM posts are governed by others’ perceptions of social and physical attractiveness and by the need for approval, and that this is what drives their engagement. This explains why girls are much higher users of photosharing platforms than boys. Studies concluded that an adolescent girl’s construction of self today is predominantly influenced by receiving or not receiving positive feedback on SM. Some studies go a stepfurther and

show us that an adolescent girl’s sense of self and self-confidence are driven by quantifiable feedback, such as ‘likes’ or comments on Facebook or Instagram that can be seen by others. For example, one participant stated that she would not post that it was her birthday online in fear of the post not receiving enough response and therefore being judged as unpopular by her peers.

Furthermore, other participants stated that there was an expectation to receive a particular number of likes within a particular timeframe, and that the post will be deleted if this target is not reached.

According to findings by some, adolescents are driven by ‘imagined audiences’ to present content that will make them appear interesting and attractive. As such, adolescent girls spend a lot of time and energy carefully constructing the images of self that they post online in order to appear likeable and attractive to others. Young female participants in the research admitted that, although individuality is generally respected, the expression of ones individuality is bound by what is and isn’t deemed attractive by others, that they would only post images online that they felt met appearance standards set by others and that as such, they would often spend significant amounts of time on hair, makeup, lighting, posing techniques and editing software (positivity bias). Research also shows us that adolescents

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THE SPECIFIC TYPE OF ENGAGEMENT AND THE QUANTITY AND CONTENT OF FEEDBACK RECEIVED FROM PEERS PLAY A CRUCIAL ROLE IN DETERMINING WHETHER SOCIAL MEDIA HAS A POSITIVE OR DETRIMENTAL EFFECT ON GIRLS’ SELF-ESTEEM.

often have more than one account for each SM platform – one of which they use for public posts (those which contain positivity bias) and one of which can only be seen by close friends and family who know them well offline (those which contain less positivity bias). This shows us that young people are aware of their positivity-biased behaviour.

One must also consider self-worth contingency in relation to others’ approval as a contributing factor for social comparison in girls. Selfworth contingency states that all young people vary in the areas they use to define their self-worth, such as academic achievement or physical appearance. Therefore, if girls are more prone to base their self-worth upon physical appearance, they will be more prone to engage in imagebased social media for self-presentation and thus more vulnerable to its impact. Appearing physically attractive is very important to adolescent girls and the reviewed research clearly shows us that adolescent girls will only post images of self that they feel will be deemed attractive to others.

Adolescent girls use media models and current SM influencers to inform their perception of what is and is not attractive.

This controlled act of self-presentation and exposure to feedback encourages adolescents to present an idealised self which many argue to be detrimental to the development of self-esteem. Research explores the suggestion that an adolescents’ identity is constructed upon their ‘possible selves’. These possible selves include ‘hoped for selves’ (idealised self) ‘expected selves,’ (realistic self) and ‘feared selves’ (manifestations of future self). Results conclude that girls report far more feared selves than boys and are therefore more likely to present unauthentic selves on image-based SM platforms. Such unauthentic self-presentations will create harmful identity gaps that negatively impact well-being. As the standard for a ‘normal’ appearance elevates, the idealised self-image may deviate from one’s actual perception of themselves. It is argued that over time, exposure to idealised physical appearance will establish standards

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THE WORLD AROUND US

that are challenging to achieve, and this in turn can lead to body image disturbances and low self-esteem. It is also suggested that this observed lack of connections at the between-person level might alter when accounting for peer feedback and that an adolescent girl’s tendency to post selfies is performance-driven, leading them to seek more feedback to continuously showcase their highly endorsed performance in public.

Additionally, research indicates that the pursuit of this performance metric can render teenage girls susceptible to feeling low or depressed when feedback is insufficient. Interestingly, evidence also shows an increase in followers on Instagram leads to a negative impact on social desirability and feelings of isolation. Given that adolescents require validation from others, it is no surprise that SMU is becoming increasingly addictive, particularly for girls. Moreover, given the fact that girls depend more upon such peer validation, those who are already suffering with low self-esteem are more likely to engage with social media, creating a dangerous cycle.

To conclude, it is not social media use as a single entity that negatively impacts upon the self-esteem of adolescent girls, but the specific type of engagement and the quantity and content of feedback received from peers that can have either positive impact or cause detrimental harm. Adolescent girls whose social media activity is entirely authentic self-presentation upon an individual profile do not experience a notable impact on their self-esteem. Conversely, those involved in other-oriented activities, such as commenting and liking others’ posts and engaging with image manipulation tend to report lower self-esteem, especially regarding physical appearance. Whilst the drive for peer approval and social comparison is now a new phenomenon, SM complicates things by creating an audience that is unknown and uncontrolled. Social media serves as a valuable platform for adolescents to shape their identities and has the potential for positive benefit. However, this potential is currently overshadowed by the pressure to present socially and physically appealing content, influenced by media biases.

The importance of identity development for adolescents and the way in which the adolescent brain develops during these crucial years has also not changed, however, the rise of digital technologies, particularly that of social media has vastly altered the experience of childhood and adolescence and revolutionised the way young people interact with the world and navigate the bumpy road of identity formation today. It is imperative that we better understand the experiences of iGen in order to minimise social media’s negative impact upon mental health and understand how it can be utilised for positive benefit. It is crucial that we are aware of influencer trends and the individuals online that the girls in our care are looking to for

this guidance. These personalities in the media spotlight should be educated about the effect their presentations are having on young people’s self-esteem and they should be encouraged to leverage their public status to promote more realistic self-representations to girls. Schools should prioritise self-presentation by incorporating programs or adjusting their PSHE curriculum to specifically assist adolescent girls in navigating selfidentity within the realm of social media. These initiatives should promote open discussions among young people about positivitybiased behaviour, enabling them to recognise its detrimental effects. Moreover, the curriculum should encourage young people to embrace their authentic selves and foster an environment where girls celebrate each other’s differences, thereby increasing positive responses to realistic selfimages. Schools should also assist adolescent girls in comprehending the significance of peer approval and how to channel it positively.

By educating girls about their brain development and the roots of their inclination for such peer approval, they can gain insights into these impulses. This understanding could prompt increased awareness and introspection regarding their behaviours, fostering greater mutual support among them and boosting the self-esteem of all individuals involved.

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07.

Embedding EDI into the Classroom Five Practical Strategies SARA PALMER (TEACHER I/C PSYCHOLOGY, RESIDENT TUTOR, EPQ SUPERVISOR, EDIB COORDINATOR) EXPLAINS THE IMPORTANCE OF EDI TEACHING AND HOW TO EMBED THIS INTO TEACHING AND LEARNING. Equity, Diversity, and Inclusion (EDI) are crucial components of a healthy school culture. A focus on EDI creates a welcoming, supportive environment where every student and staff member can thrive.

At Downe House, we have chosen to focus our attention towards the nine protected characteristics as per the Equality Act (2010). These include age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, sexual orientation.

In an education setting, EDI ensures that all students and staff feel valued and respected, regardless of their background. It helps to create a learning environment that is free from discrimination and bias, and that promotes the development of critical thinking skills.

EDI also helps to foster a sense of community and belonging, which is essential for student success.

When students feel safe and supported, they feel that they can achieve anything.

Implementing EDI in schools can be challenging.

One of the primary challenges is to facilitate the shift from “equality” to “equity”1. This means that for opportunity to be truly equal, the individuals within a system may all require something slightly different, be that support tools, nuanced language, different teaching methods, or simply more time.

Equality – offering everyone the same in order to “level the playing field” – is not the same as equity.

The second challenge is to change the narrative around “normal” and “different”. What is normal anyway, and what constitutes difference? For the most part, “different” is down to subjective opinion. Perhaps the most important characteristic of being human is our individuality, so the first step is to abandon any preconception of what is “normal”. We need to do the

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same with “disability” – even “less able” has negative connotations, which we must abandon in order to be truly inclusive. The third challenge is to consciously teach inclusivity and countering embedded societal attitudes when children enter the education system, from primary school onwards. If we are to create the necessary and integral change in society, we must start here, at the beginning, by acknowledging and challenging the social constructs that perpetuate discrimination and ensure our education system teaches core values that instil awareness, consideration and respect for others.

Promoting EDI in the classroom is essential for creating a welcoming and inclusive environment.

Strategies that teachers might use to promote EDI in the classroom include: ■ Use diverse teaching materials: Teachers can use diverse teaching materials that reflect the diversity of their students. This includes using books, videos, and other resources that feature diverse characters and perspectives. This helps students to see themselves reflected in the curriculum and promotes a sense of belonging.

■ Create a safe and inclusive classroom environment: Teachers can create a safe and inclusive classroom environment by setting clear expectations for behaviour and language. They can also use inclusive language and avoid making assumptions about students based on their background.

■ Encourage student participation: Teachers can encourage student participation by creating opportunities for all students to share their perspectives and experiences. This can be done through class discussions, group work, and other activities that promote collaboration and teamwork.

■ Provide professional development opportunities: Teachers can improve their own understanding of EDI by participating in professional development opportunities. This can include attending workshops, conferences, and other training sessions.

THE WORLD AROUND US

■ Be aware of implicit biases: Teachers should be aware of their own implicit biases and work to overcome them. This can be done by reflecting on their own experiences and assumptions, and by seeking out diverse perspectives and experiences.

LEARNING ABOUT EDI AT SECONDARY SCHOOL CAN HAVE A POSITIVE IMPACT ON STUDENTS’ FUTURE.

LEARNING ABOUT EDI IN SECONDARY SCHOOL IS NOT JUST BENEFICIAL, BUT ESSENTIAL IN PREPARING STUDENTS FOR A DIVERSE AND INCLUSIVE WORLD. IT’S A POWERFUL TOOL FOR PERSONAL GROWTH, SOCIAL DEVELOPMENT, AND ACADEMIC SUCCESS.

Promotes Empathy and Understanding:

Promotes Social Justice:

By learning about different cultures, identities, and experiences, students can develop a greater sense of empathy and understanding for those who are different from them. This can help to reduce prejudice and discrimination.

By learning about EDI, students can become more aware of social injustices and feel empowered to challenge them. This can help to create a more equitable and inclusive society.

Prepares Students for the Global Workforce: In today’s globalised world, it’s likely that students will work with people from diverse backgrounds in their future careers. Understanding EDI can help students to navigate these interactions successfully.

Encourages Critical Thinking: Discussing complex issues related to EDI can help students to develop critical thinking skills. They learn to question assumptions, consider multiple perspectives, and make informed decisions.

Fosters a Sense of Belonging:

Develops Leadership Skills: Students who understand EDI are often better equipped to take on leadership roles, as they can advocate for themselves and others, and lead in a way that respects and values diversity.

In conclusion, incorporating EDI into secondary education is not just beneficial, but essential in preparing students for a diverse and inclusive world. It’s a powerful tool for personal growth, social development, and academic success. What may initially seem daunting for staff can, with support, create an enormous amount of professional growth and further develop positive class dynamics.

When all students see themselves represented and valued in the curriculum, it can foster a greater sense of belonging. This can improve students’ self-esteem and academic performance.

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DESIGN THINKING

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08.

DESIGN THINKING

Design Thinking at Downe House

ANDEW ATHERTON (DIRECTOR OF LEARNING AND RESEARCH) PROVIDES AN UPDATE ON DOWNE HOUSE’S ONGOING INVESTIGATION INTO THE MOST EFFECTIVE LEARNING SPACES. Imagine for a moment a classroom. Perhaps allow your mind to wander back to your own school days or maybe the kind of classrooms that populate films.

What does this classroom look like? I can, I think, have a guess. There is probably a big desk at the front of the room where the teacher sits and speaks.

Behind them, there’ll be a whiteboard. Moving outwards from this, you might be imagining rows of students desks, perhaps one or two chairs to each one.

In a neat line, these face the teacher. This is what most classrooms look like in the twenty-first century, but they’re also what most classrooms looked like in the Victorian period.

At Downe House, we think it is important to innovate and to think about education with creativity and imagination. This is why we recently launched our Centre for Learning and Research, a flagship initiative designed to bridge the gap between cutting-edge educational research and what happens in the classroom. As part of our Learning and Research agenda, colleagues from across the School have recently been thinking about a body of research loosely called Design Thinking.

Design Thinking refers to the intersections and interactions that take place between learning, pedagogy and physical space. It’s exactly an emphasis on Design Thinking that might cause us to wonder whether the classroom you imagined is still fit for purpose in the twentieth century and tomorrow’s education. This question does not have an obvious answer, but it is absolutely worth asking.

DESIGN THINKING REFERS TO THE INTERSECTIONS AND INTERACTIONS THAT TAKE PLACE BETWEEN LEARNING, PEDAGOGY AND PHYSICAL SPACE. In order for colleagues to begin to think about physical learning spaces and the impact they can have on pupil outcome, we invited Dr Adam England from Noble + Eaton to run a workshop with us here at Downe.

Dr England brings with him a wealth of experience and expertise in Design Thinking and his session encouraged colleagues to reimagine and rethink what an effective classroom could and should look like.

To help with this, Dr England and his team brought along a showroom for colleagues to explore. This gave us an excellent opportunity to interact with some of the many innovations that a focus on Design Thinking can facilitate. We saw, for instance, the impact flexible and polymorphic furniture can have on allowing different kinds of student activity and interaction; the use of zoning within classroom spaces to allow different activities to run simultaneously; as well as everything from booths and baffles to control sound, to the strategic use of plants to reduce anxiety.

Building on these conversations – and the many others that have taken place over the last year – Dr Atherton (Director of Learning and Research) will chair a Design Thinking Working Group at Downe House. The aim of this group will be to explore the pedagogic and learning implications of Design Thinking for what we do at Downe House.

As the saying goes, watch this space! It might just end up being very different to what you imagine.

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NOTICEBOARD

THREE BLOGS TO READ Five Ways to: Scaffold Classroom Dialogue – teacherhead In this excellent blog post, Tom Sherrington suggests five ways to make classroom discussions as effective as possible.

This much I know about…defining the terms used to discuss the school curriculum – John Tomsett In this post, John Tomsett looks at some of the key ideas underpinning curriculum design.

Strategies to Increase Pace – TomNeedham (wordpress.com) Tom Needham looks at what we mean (and don’t mean) by pace. ‘Include more pace’ is one of the most common pieces of feedback from lesson observations, but what does it actually mean?

ONE VIDEO TO WATCH Christine Counsell: The support our middle leaders need if curricula are to flourish – ResearchED Here, Christine Counsell considers how to make best use of middle leaders and Heads of Department in the context of curriculum design.

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BOOK OF THE TERM This book offers an incredible wealth of advice for embedding retrieval practice into classrooms.

It is filled with activities, resources and case studies about what effective retrieval looks like and why it works the way it does.

REFERENCES

References

​​03.

MAXIMISING ACADEMIC POTENTIAL AND DEVELOPING ACADEMIC CURIOSITY AMONGST OUR MORE ABLE KS3 STUDENTS Anstee, P. (2013) Differentiation Pocket Book. Teachers’ Pocketbooks, Hampshire.

Darlington, H and Bell, D. (2018) From curiosity to interest: The use of effective pedagogy to develop students’ long-term interest (chartered.college) Microsoft Learn, (2023).

21st century learning design – Training | Microsoft Learn Oxford University Press (2017) Creating Extension Activities (oup.com)

05.

07.

​​ retrievelearn. @ https://www.retrievalpractice.org/ 19 June 2019.

1: Imperial College Business School.

(2023, January 17). Leading EDI through education: Challenges to systemically changing mindsets. https://www.imperial.ac.uk/ business-school/ib-knowledge/ strategy-leadership/leading-edithrough-education-challengessystemically-changing/

THE ROLE OF DIGITAL TECHNOLOGY IN RETRIEVAL PRACTICE

​ rown, Roediger III, McDaniel.

B Make it stick. USA: Belknap, 2014. ​ illingham, Daniel T. Why Don’t W Students Like School.

San Francisco: Jossey-Bass, 2009.

EMBEDDING EDI INTO THE CLASSROOM: FIVE PRACTICAL STRATEGIES

2: High Speed Training. (2022, November 16). How to Promote Equality, Diversity & Inclusion in the Classroom. https://www. highspeedtraining.co.uk/hub/ classroom-equality-diversity/

Smith, C. (2006). Principles of inclusion: Implications for able learners. P3-21 In Smith, C. 2006.

Including the Gifted and Talented.

Routledge, London.

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Cold Ash, Thatcham, Berkshire RG18 9JJ T: +44 (0)1635 200286 www.downehouse.net 32 | Downe House | Learning & Research