Lab Classrooms is an action research project that empowers classroom practitioners to become more evidence-informed in their practice.
Teachers are supported to plan, trial and evaluate the impact of a “two-for-one” pedagogical approach in their classroom- i.e an approach which develops academic knowledge as well as wider skills and qualities.
There is still time to join the Lab Classrooms programme!
If you haven’t yet engaged with the Lab Classrooms programme, we would love to hear from you and get you involved. There are still places in the following strands:
- Feedback & Critique
- Flipped Learning
All sessions run until now have been recorded and you can catch up in your own time, before the trialling phase begins.
The participants guide is available HERE, and includes all information on the programme, timeline, the strands and the deliverables.
If interested, please send an email to email@example.com and we will set up a call to get you up to speed.
*The Lab Classrooms programme is part of Whole Education’s Primary and Secondary membership. If you are not a member school and are interested, please email firstname.lastname@example.org
Case studies from the 2019/2020 Lab Classrooms cohort
WE have put together a series of case studies from the 2019/2020 Feedback & Critique and Metacognition strands.
Please click HERE to access the document or see below.
Feedback and Critique in WE Lab Classrooms
One of the “two-for-one” strands WE supported in the Lab Classrooms Programme in 2019/2020 was Feedback and Critique. Effective approaches to feedback (including teacher and peer) are intrinsically linked to improving metacognition, growth mindset and self-regulation for learners. Through critique, students improve their technical ability in the subject, and also their ability to recognise and edit their own work and processes.
Using research to understand your school context
A major part of participation in the Lab Classrooms programme is engaging with research. All of our participants in the Feedback and Critique strand used research to inform and develop their action plan but we also saw it being used to help the practitioners identify patterns they were seeing in their classroom or introduce specific approaches.
The practitioner at The Winstanley School “re-learned how powerful it is to give students autonomy.” The co-creation of their success criteria enabled her to both establish what they understood and how they expressed that understanding, and most of all how much more confident they were in creating music within the technical boundaries of a task.
Metacognition in WE Lab Classrooms
One of the “two-for-one” strands WE supported in the Lab Classrooms Programme in 2019/2020 was Metacognition. The role of metacognition in developing reflective and self-regulating learners has become increasingly prominent over the last few years. Building effective metacognitive skills can, according to the Education Endowment Fund, help pupils make an average of +7 months progress at a very low cost.
What activities did participants plan to use with learners?
Participants planned activities based on their research and knowledge of learners and context. As a result, a range of metacognitive strategies were planned for the Spring term.
“I feel that now more than never, developing metacognition is key. Pupils have missed a large chunk of education, particularly in terms of teacher led activities and learning. Pupils need to become more independent and resilient. They need to be motivated learners, able to plan their workload and find strategies to become better learners. Pupils have needed to plan timetables and support their own learning, particularly when unsure about a topic or subject. They also need to accept challenges and ensure that they are pushing themselves to the best of their ability and not just completing more favourable subjects or tasks due to ease.”