James Mannion BSc (Hons), PGCE, MA Ed.
James qualified as a Teacher of Science in 2006, and has expertise in a number of aspects of school life including Learning to Learn, Evidence-Based Pedagogy; Teacher Research; Behaviour for Learning; Assessment for Learning; Gifted and Talented Education; Widening Participation; Personal, Social and Health and Citizenship Education (PSHE); and Work Related Learning. He has an MA in Person-Centred Education from Sussex University, and is currently a final year PhD student at the University of Cambridge.
James’s research is concerned with how best to use the Pupil Premium to close the attainment gap throughout Key Stage 3. From 2010 to 2014, James designed and helped deliver a whole-school Learning to Learn programme, with the aim of doing just this. Adopting a combined approach, this included a taught Learning to Learn curriculum which ran throughout Key Stage 3, alongside an in-house Continuing Professional Development programme based around evidence-based practices, to ensure that skills and dispositions developed through the Learning to Learn curriculum were able to transfer to other subject areas, resulting in enhanced learning across the curriculum. This Learning to Learn initiative led to students achieving significantly higher grades across all curriculum subjects by the end of Key Stage 3. Moreover, these gains were driven mainly by a significant closing of the attainment gap between disadvantaged students and their peers. James is also an expert on the effective use of Group Work, and has been published in the TES on the importance of using ground rules for group talk.
James is also an Associate of the UCL Institute of Education, and regularly works with schools to promote professional learning through teacher research and lesson study. He is a passionate advocate of teacher research as a basis for professional development, and regularly presents at educational conferences in this regard. He is the founder and a of Praxis Teacher Research – a free, peer-reviewed platform for sharing professional knowledge. James is also on the management team of Oracy@Cambridge, a think tank dedicated to promoting effective oral communication in schools and the wider society. James writes an occasional educational blog, and is@rethinking_ed on Twitter.
Listen to James on the Pivotal Podcast
James Mannion on Learning to Learn and Teachers as Researchers – PP101. Read the show notes.
“The whole experience was truly inspirational. It was fantastic to meet and work with everyone who was there. I have taken so many ideas away with me to help develop both the school and myself. Thank you again for a truly amazing experience. I would recommend this course to everyone.”
Kelly McNulty, Assistant Director of Sport
“Useful reflection, reminder and further development of positivity in the class room.”
Keith Morrison, Millbrook Academy