Research and resources
Embracing artificial intelligence
Sam Lovatt, Lecturer in Computing, considers the evolving place of artificial intelligence in our classrooms and the importance of practitioners embracing the possibilities presented by new technology. If you are interested in further information about the ongoing research at St Mary's around AI in education, please contact Sam (sam.lovatt@stmarys.ac.uk).
How pupils learn
Dr Jane Chambers, Head of School, and Rob Campbell, Course Lead PGCE Secondary Science, explore how pupils learn and considerations for teaching practice in response to research in this area of practice. Using secondary science as an example, suggestions for promoting learning and progress are made across the curriculum.
Memory and learning
The Education Endowment Foundation's publication on memory and learning supports practitioners in planning for effective learning opportunities in their classrooms.
Perceptions of Generative Artificial Intelligence from the classroom
Led by colleagues in the School of Education, this research explores the perceptions of generative artificial intelligence from the classroom. Teachers and students from Year 5, Year 9, and Year 12 completed an online questionnaire asking them about their use of tools, such as ChatGPT, Microsoft Copilot, Google Gemini, or My Snapchat AI, as well as what they perceive to be the challenges and opportunities presented by these tools to support their learning. Over 250 participants from six schools completed the questionnaire and offer valuable insight into the developments of AI within education.
Retrieval practice and knowledge organisers
Laura Smith, class teacher and St Mary's alumnus, shares the way retrieval practice is planned and implemented in her setting to promote effective learning. In addition, Laura shares how working walls and knowledge organisers are employed as strategies to promote progress, effective planning, and communication with parents and carers.
Rosenshine's principles of instruction: A research and literature summary
A summary of Rosenshine's principles to promoting effective learning, including key considerations for practice and prompts for professional reflection.
Science of learning: research-informed practice
Dr Helen Williams presents research-informed theory behind the science of learning and considers implications for our classroom practice, including factors such as subject specific knowledge, retrieval practice and tackling 'neuro-myths' to ensure good practice in our schools.