̽��ֱ�� of Cambridge - teaching

Opinion: AI belongs in classrooms

lw355 — Fri, 04 Apr 2025 08:09:59 +0000

AI in education has transformative potential for students, teachers and schools but only if we harness it in the right way – by keeping people at the heart of the technology, says Jill Duffy.

Cambridge student thanks teacher who helped him believe in himself

ps748 — Mon, 27 Jan 2025 11:59:34 +0000

Elijah Denning nominated Tom Lloyd, a teacher at Dudley College of Technology, for a ̽��ֱ�� of Cambridge Educator of the Year Award, which he has won.

CamFest Speaker Spotlight: Professor Clare Brooks

zs332 — Wed, 06 Mar 2024 08:41:57 +0000

Clare Brooks is Professor of Education at the ̽��ֱ�� of Cambridge. She will be speaking in a Question Time-style panel discussion on the teacher recruitment crisis on Who can fix the teacher recruitment and retention crisis? takes place on 20th March, 5-30-7pm in the Faculty of Education.

New Cambridge-developed resources help students learn how maths can help tackle infectious diseases

sc604 — Mon, 19 Feb 2024 07:00:00 +0000

From measles and flu to SARS and COVID, mathematicians help us understand and predict the epidemics that can spread through our communities, and to help us look at strategies that we may be able to use to contain them.

̽��ֱ��project, called Contagious Maths, was led by Professor Julia Gog from Cambridge’s Department of Applied Mathematics and Theoretical Physics (DAMTP), and was supported by a Rosalind Franklin Award from the Royal Society.

̽��ֱ��curriculum-linked resources will give students between the ages 11 and 14 the opportunity to join researchers on the mathematical frontline to learn more about infectious disease spread, along with interactive tools to try mathematical modelling for themselves. Teachers receive full lesson plans, backed up by Cambridge research.

“I’ve always loved maths. I was lucky enough to have amazing teachers at sixth form who challenged me and were 100% behind me pursuing maths at the highest level, but maths as it’s taught in school can be highly abstract, so students often wonder what the point of maths even is,” said Gog, who is also Director of the Millennium Maths Project. “This is something I’m trying to help with now: to offer a glimpse from school to the research world to see the role mathematics can play in tackling important real-world problems.”

̽��ֱ��Contagious Maths project introduces mathematical modelling; explores how mathematicians can model the spread of disease through a population and the type of questions we might think about when looking at models; and gives an insight into what mathematics researchers working on these real-life problems actually do.

“I’ve been engaged in outreach for many years at Cambridge, and the Contagious Maths project grew out of discussions with colleagues who have expertise in reaching school-age children,” said Gog. “ ̽��ֱ��11-14 age group we are targeting is a real crunch point for retaining girls in maths, and future female mathematicians. What exactly happens is complex and multifaceted, but this is a period when people form their views on how they fit with maths and science.

“Many of them disengage, as it can seem that maths at school is utterly disconnected from the real world. It can also be a time when maths appears very starkly right or wrong, whereas any research mathematician can tell you it’s always so much more subtle than that, and therefore so much more interesting!”

Gog hopes the Contagious Maths resources might be able to help, as they are designed to be used in regular school lessons, and cover a topic with clear real-world importance.

“ ̽��ֱ��maths is never black and white in this field: there are always ways to challenge and develop the models, and some tricky thinking to be done about how the real epidemics and the simulations are really related to each other,” she said. “I suspect some students will find this frustrating, and just want maths to be algorithmic exercises. But some will be intrigued, and they are the ones we are trying to reach and expose to this larger world of applied maths research.”

Contagious Maths also provides teachers with all the ideas and tools they need, so they have at their fingertips all they need to deliver these lessons, even if they have no experience with research mathematics. “We hope this project will help these teachers to bring in the wider view of mathematics, and we hope it inspires them too,” said Gog. “It’s been really fun developing these resources, teaming up with both NRICH and Plus to make the most of our combined expertise.”

Maths teachers can attend a free online event on 20 March to learn more about the project.

In addition to the school resources, Gog and her colleagues have designed another version of Contagious Maths for a more general self-guided audience, which will work for students older than 14 or anyone, of any age, who is interested in learning about mathematical modelling.

“ ̽��ֱ��paradox between the cleanness and precision of mathematics, and the utter hot mess of anything that involves biological dynamics across populations – like an outbreak of an infectious disease, is what intrigued me to stay in mathematics beyond my degree, and to move into research in mathematical biology,” said Gog. “Elegant theoretical ideas can tell us something valuable and universal about mitigating the devastating effects of disease on human and animal populations. Super abstract equations can hold fundamental truths about real-world problems - I don't think I will ever tire of thinking about that.”

Adapted from a Royal Society interview with Professor Julia Gog.

Cambridge mathematicians have developed a set of resources for students and teachers that will help them understand how maths can help tackle infectious diseases.

Orbon Alija via Getty Images

Aerial view of crowd connected by lines

̽��ֱ��text in this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

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Limited resources leave school leaders with few options to manage poor behaviour

tdk25 — Wed, 07 Jun 2023 15:22:36 +0000

̽��ֱ��findings are from a qualitative study which investigated why more school leaders are not exploring alternative approaches to behaviour management. It argues that resource limitations and other concerns have left teachers feeling trapped within the prevailing system of mounting punishments. Under this, more than a thousand students are excluded, and almost 150,000 suspended, every year.

Educators interviewed for the study often acknowledged the potential benefits of alternative methods, but believed they had little choice but to follow the established orthodoxy. ̽��ֱ��most common reasons included cost, resource constraints, parental perception, and lack of time.

Most schools in England follow a 'behaviourist' approach to student discipline, reinforcing positive behaviour and implementing escalating sanctions for repeated misconduct. Initially, students may receive a verbal warning for poor behaviour, followed by mid-level punishments like detention. Those who persist eventually face suspension and ultimately may be excluded from mainstream education.

̽��ֱ��approach seems effective with many students, but there are concerns that it is still failing a significant minority. Government data have, for many years, consistently shown that persistent, disruptive behaviour is the main reason for suspensions or exclusions from school. ̽��ֱ��latest available figures suggest that about 1,500 students are excluded, and 148,000 suspended, each year for this reason.

̽��ֱ��study was conducted by Dr Laura Oxley, now at the Faculty of Education, ̽��ֱ�� of Cambridge, drawing on research she undertook while at the ̽��ֱ�� of York. ̽��ֱ��newly-published element documents very in-depth interviews with a small group of 14 school leaders in England using a method called Interpretative Phenomenological Analysis. This was just part of the full study, which also surveyed 84 behaviour referral units in England and involved interviews with teachers in other education systems with different approaches to discipline.

Given the scale of the research, the findings should be interpreted cautiously. They do, however, highlight a possible cycle shaping behaviour management policy in England. Specifically, political and resource constraints limit schools’ capacity to experiment with alternative approaches, resulting in scarce evidence for their efficacy. This reinforces the view that the existing model is the only option.

Prior to her academic career Oxley worked with children who were at risk of exclusion from school, their families, and senior school leaders to support schools to provide appropriate educational provision for children who exhibited persistent misconduct. She held roles as an Exclusions and Reintegration Officer in East Yorkshire, and as an Education Inclusion Officer in Cambridgeshire.

“This is not a call to scrap the existing system, but to consider ways to enhance it,” she said. “For significant numbers of children, the current approach isn’t working.”

“Fundamentally, if a child persists with the same behaviour despite multiple punishments, it’s unlikely that they don’t comprehend the consequences. In those situations, instead of escalating the punishment, we should be asking why we aren’t trying something else? Unfortunately, even if school leaders have the motivation to try a different approach, they often feel that they have little choice. This means the same, standardised approach often prevails, even though it doesn’t suit every child.”

Widely-cited alternative behaviour management techniques include ‘restorative practice’ (RP) and ‘collaborative and proactive solutions’ (CPS). RP focuses on rebuilding positive relationships between students, or students and teachers, after breakdowns occur. CPS involves identifying the triggers behind persistent misbehaviour and addressing them collaboratively.

While neither method suits every situation, trials have yielded encouraging results. A 2019 study, for example, found that RP improved behaviour and reduced bullying. Although these approaches are already used by some schools in England, neither is currently used widely.

In Oxley’s study, school leaders identified cost, time and resource constraints as barriers to these alternatives, as they tend to be labour-intensive and require a thorough culture change. Most feared that they would place an intolerable extra burden on already overstretched staff. Issuing sanctions was seen as more efficient. Even providing space for private discussions with challenging students was sometimes considered unfeasible. One teacher explained: “We don’t have the staffing or capabilities for that”.

Some school leaders were concerned that teachers might perceive restorative approaches as a challenge to their authority in the classroom. There is evidence that training can change teachers' perspectives on handling challenging students, fostering a deeper understanding of the psychological context. Again, however, limited time and resources pose barriers to this, the study suggests.

Participants also expressed unease about parental reactions to alternative approaches. One school leader told Oxley: “A lot of pupils would tell you that it’s harder to do a restorative meeting than it is to miss your break time. It’s more difficult to get the message across to parents.” Some cited cases where heads had been “held to ransom” by parents demanding the exclusion of so-called “problem” pupils.

Oxley suggests these pressures have fostered a culture of risk aversion in schools, impeding potential reforms. “We need to give teachers and parents opportunities to understand the alternatives available,” she said. “ ̽��ֱ��fact that researchers know methods like RP could work in situations where the current approach is not promoting behaviour change is irrelevant if teachers don’t share that confidence.”

̽��ֱ��study highlights insufficient promotion of alternative methods in current Government guidance, which prioritises the sanctions-based approach. It emphasises, however, that providing adequate funding and time to enhance teachers’ and parents’ understanding of collaborative and restorative behaviour management techniques is essential to cultivating a “desire for change”.

“At the moment, alternative approaches are often dismissed as unrealistic,” Oxley said. “This stems from a lack of large-scale evidence due to limited opportunities to explore them in schools. Education researchers must address that by studying real experiences in schools, moving beyond limited trials. This will empower more school leaders to see restorative practice and other methods as valuable and viable, generating momentum for change.”

̽��ֱ��findings are reported in the Psychology of Education Review.

School leaders in England feel compelled to continue using a system of escalating punitive measures to manage student behaviour, even though they recognise it fails some pupils, new research suggests.

This is not a call to scrap the existing system, but to consider ways to enhance it

Laura Oxley

Getty images

Boy in school corridor

̽��ֱ��text in this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

Yes

Lessons from modern languages can reboot Latin learning

tdk25 — Thu, 07 Apr 2022 07:54:17 +0000

Fan fiction, Minecraft and Taylor Swift lyrics are hardly the stuff of traditional Latin lessons. They are, however, part of an expanding repertoire that teachers are successfully drawing on to deepen students’ grasp of the language of Virgil and Cicero.

All three are cited – alongside many other examples of innovative tools and techniques – in a new handbook which calls for a rethink about how to teach Latin. Its author, the Cambridge academic Steven Hunt, suggests that mainstream teaching practices, some of which date back to the 1950s, are linked to dwindling uptake in the subject and that change is overdue.

Part of his suggested solution is for Classics teachers to follow the lead of subjects like French and German, where students learn to use and communicate in their target language. Hunt argues that students would comprehend Latin better if they were exposed to opportunities to speak, sing, perform or write creatively in it, rather than just learning vocab and grammar, and translating set texts. They might also enjoy it more.

His book shows that some more adventurous teachers are, indeed, already following this path and innovating in the classroom to engage students and improve fluency. While Hunt does not dispute the value of some traditional teaching methods, he does suggest that a more open-minded approach to how Latin might be taught, drawing on the evidence from other language subjects, would help students to thrive.

Hunt has been a Latin teacher for 35 years, and now trains teachers on the ̽��ֱ�� of Cambridge PGCE. “ ̽��ֱ��trouble with Latin teaching is that it’s never been subject to thorough academic investigation; we tend to rely on anecdotal information about what seems to work,” he said.

“There is no ‘best way’ to teach it, but some teachers are creating a rich set of responses to the challenge. Most draw on principles from modern languages education. Because the human brain is hardwired for sound, it learns by speaking, listening and using language. Some Latin teachers are realising that this is the way to learn any language – dead or alive.”

Hunt believes that many students are disengaged by the standard teaching model for Latin: an outdated formula focused on vocab, grammar, translations, comprehension exercises and rote-learning. There is little evidence from research in modern languages that this is the best way to develop students’ fluency or understanding, and there has been a steady decline in the numbers of students choosing Latin for examination. “Falling uptake means there is now a moral imperative for us to be open to different ideas,” he said.

His book makes a case for more forms of ‘active’ Latin – encouraging students to use and communicate in the language. One argument is that of ‘communicative necessity’. Speaking a language means students have to make themselves understood in real time, so they often grasp core principles, and learn to correct mistakes, quickly. Similarly, he advocates giving students more opportunities to hear Latin being sung or spoken. This can, for example, embed vocabulary in the long-term memory: when we recall a word, what we are really recalling is its sound.

̽��ֱ��book also suggests new ways to develop the traditionally favoured skills of reading and translation. For example, some teachers have successfully improved students’ ability to master complicated texts, like Cicero’s speeches, through a process called ‘tiering’, in which they start with simplified versions and gradually build up to reading the full, complex original.

Evidence is also emerging, particularly from the US, that free composition – creative writing in Latin – can improve fluency, translation, and deepen students’ appreciation of Roman authors. In some classrooms, students now produce poetry, prose and songs in Latin, as well as their own fan fiction – which often involves tributes to characters from popular programmes such as the Cambridge Latin Course.

One example cited in the book comes from a university tutor who, having struggled to develop his students’ understanding of Virgil’s poetry, asked them to try translating well-known songs instead. In a research paper, he describes how, for instance, students Latinised the chorus of Taylor Swift’s Bad Blood: Quod, care, nunc malum sanguinem habemus. He found their choices about how to translate the hits strengthened their ability to “recognise, comprehend and use” different techniques in Roman poetry. ̽��ֱ��exercise is now a staple of his Latin Prose Composition course.

Similar examples of innovative practice abound in Hunt’s book. Adopting principles from language immersion, many teachers use techniques such as storytelling, singing and dramatic performances to get students using Latin, while some universities now have Latin-speaking social circles.

Teachers are also producing their own resources to support these endeavours. A thriving culture of self-published Latin short stories and novellas is encouraging students’ free reading, which according to one study is up to six times more efficient than traditional teaching at building vocabulary.

Elsewhere, one enthusiast has recorded Latinised Disney songs, enabling listeners to hear how Let It Go might have sounded had Frozen been made in Ancient Rome. 3D digital modelling and Google Earth are also being used to create opportunities for students to use Latin during virtual walk-throughs of ancient sites; these include a 3D model of Rome built in Minecraft.

Such innovations should, Hunt says, be treated selectively but seriously; while the change they are instigating ought to be welcomed. “Latin’s role as the gatekeeper to an elite education is over, but involving more students, especially in state schools, remains a problem,” he said. “ ̽��ֱ��challenge for teachers in the years to come will be whether they are prepared to grasp these opportunities to present the subject differently, and widen the appeal for students, or whether they prefer to stick to familiar routines.”

A new guide calls for a broader approach to teaching Latin, one that draws on modern languages education, involving speaking, music and storytelling.

Falling uptake means there is now a moral imperative for us to be open to different ideas

Steven Hunt

Chemical Engineer

'Romans go home'. Mocked-up Roman graffiti, referencing Monty Python’s Life of Brian, at the Hull and East Riding Museum

̽��ֱ��text in this work is licensed under a Creative Commons Attribution 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

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Learning through 'guided' play can be as effective as adult-led instruction

tdk25 — Wed, 12 Jan 2022 09:01:39 +0000

Teaching younger children through 'guided' play can support key aspects of their learning and development at least as well, and sometimes better, than traditional, direct instruction, according to a new analysis.

̽��ֱ��research by academics at the ̽��ֱ�� of Cambridge gathered and assessed data from numerous, widespread studies and information sources, which collectively documented guided play’s impact on the learning of around 3,800 children aged three to eight. Guided play broadly refers to playful educational activities which, although gently steered by an adult, give children the freedom to explore a learning goal in their own way.

Overall, the study found that this playful approach to learning can be just as effective as more traditional, teacher-led methods in developing key skills: including literacy, numeracy, social skills and essential thinking skills known as executive functions. ̽��ֱ��findings also suggest that children may master some skills – notably in maths – more effectively through guided play than other methods.

̽��ֱ��relative merits of play-based learning compared with more formal styles of instruction is a long-standing debate in education, but most of that discussion has focused on ‘free’ open-ended play.

̽��ֱ��new study is the first systematic attempt to examine the effects of guided play specifically, which is distinctive because it uses games or playful techniques to steer children towards specific learning goals, with support from a teacher or another adult using open-ended questions and prompts.

This may, for example, involve creating imagination-based games which require children to read, write or use maths; or incorporating simple early learning skills – such as counting – into play. Such methods are common in pre-school education, but are used less in primary teaching – a deficit which has been criticised by some researchers.

̽��ֱ��analysis was carried out by academics from the Play in Education, Development and Learning (PEDAL) Centre at the Faculty of Education, ̽��ֱ�� of Cambridge.

Dr Elizabeth Byrne, a co-author, said: “It’s only recently that researchers have started to conceptualise learning through play as something that exists on a spectrum. At one end you have free play, where children decide what to do with minimal adult involvement; at the other is traditional, direct instruction, where an adult tells a child what to do and controls the learning activity.”

“Guided play falls somewhere in between. It describes playful activities which are scaffolded around a learning goal, but allow children to try things out for themselves. If children are given the freedom to explore, but with some gentle guidance, it can be very good for their education – perhaps in some cases better than direct instruction.”

Paul Ramchandani, Professor of Play in Education, Development and Learning at the ̽��ֱ�� of Cambridge, said: “ ̽��ֱ��argument is sometimes made that play, while beneficial, adds little to children’s education. In fact, although there are still some big questions about how we should use guided play in classrooms, there is promising evidence that it actively enhances learning and development.”

Guided play has rarely been systematically studied in its own right, but the team found 39 studies, undertaken between 1977 and 2020, which had captured some information about its value compared either with free play or direct instruction, usually in the course of wider research.

By combining the results of studies which looked at similar types of learning outcome, the researchers were able to calculate how much of an overall positive or negative effect guided play has on different aspects of numeracy, literacy, executive functions or socioemotional skills, compared with other approaches. These effect sizes were measured using Hedge’s g; a widely-used statistical system in which a result of 0 represents no comparative gain, and 0.2, 0.5 and 0.8 represent small, medium and large effects respectively.

̽��ֱ��results offer significant evidence that guided play has a greater positive impact on some areas of children’s numeracy than direct instruction. For example, guided play’s comparative effect size on early maths skills was 0.24, and 0.63 on shape knowledge. There was also evidence that guided play better supports the development of children’s cognitive ability to switch between tasks.

Alongside other positive findings, there was also no statistically significant evidence that guided play is less effective than direct instruction on any of the learning outcomes studied. In short, guided playful activities tend at the very least to produce roughly the same learning benefits as more traditional, teacher-led approaches.

̽��ֱ��researchers offer various possible explanations about why guided play may improve numeracy in particular. One possibility is that the gentle prompting that guided play entails may be a particularly effective way of teaching children to work through the logical steps that maths-based tasks often involve.

Equally, the fact that guided play often involves hands-on learning may be important. “Children often struggle with mathematical concepts because they are abstract,” Byrne said. “They become easier to understand if you are actually using them in an imaginary game or playful context. One reason play matters may be because it supports mental visualisation.”

More broadly, the authors suggest that guided play may influence other characteristics which have a positive, knock-on effect on educational progress – enhancing, for example, children’s motivation, persistence, creativity and confidence.

Dr Christine O’Farrelly, a Senior Research Associate at the Faculty of Education, said: “It’s likely that playful activities have the sort of positive impact we saw in our analysis partly because they are acting on other skills and processes which underpin learning. If we can understand more about how guided play shapes learning in this way, we will be able to identify more precisely how it could be used to make a really meaningful difference in schools.”

̽��ֱ��study is published in the journal Child Development.

Play-based learning may also have a more positive effect on younger children’s acquisition of important early maths skills compared with traditional, direct instruction.

If children are given the freedom to explore, but with some gentle guidance, it can be very good for their education – perhaps in some cases better than direct instruction

Elizabeth Byrne

Faculty of Education

Researchers and children at the PEDAL Centre during the Cambridge Festival

Yes

New Janeway Institute to transform economic research

fpjl2 — Tue, 19 Oct 2021 08:52:35 +0000

̽��ֱ��new Janeway Institute will be conducting and disseminating research at the frontier of economics, according to founder and alumnus William Janeway.