I led, designed and facilitated this funded research programme for schools in partnership with University of Cambridge Dialogic Teaching team.  The programme supported teachers and leaders to develop the quality of classroom talk in their schools so that learning is more effective. 

The project enabled teachers to benchmark the quality of their own classroom talk, both teacher-pupil and pupil-pupil using the T-SEDA tool. Participants were then supported to explore a range of evidence-informed approaches to the development of classroom talk and to review the impact these changes have on pupil learning.

The project ran for two years with two different cohorts of schools and the final impact evaluation for year one can be read here.