research leads #redcamb march 15th 2015
TRANSCRIPT
CHOOSE a table and sit down.If your table of choice is full?In 15 minutes time you will move to a second table.
• “How does learning vocabulary as an autonomous habit affect students learning experience?”Miss D(Teaching Leaders, Action Research with Zoe Elder, MA)
• “What time efficient strategies encourage our students to respond well to feedback?” Mr J (MA)
• “Can a literacy focused approach accelerate progress of students in KS3 Science?” Miss B (MA)• “What impact do early exam entry and one year courses have on teaching, learning and student
motivation?” Mr H (Masters in Teaching and Learning)• “What impact does coaching have on teaching and learning?” Miss C (NPQML and LPSLBA)• “How do we close the gap with Somali girls? “ Miss H (NPQSL)• “What are the best teaching strategies for students with BESD and very challenging behaviour?
Miss H (Teach First)• “What makes great teaching?” Miss S (Lead Practitioner)• “How can we make best use of what is currently known about Neuroscience to improve learning
and teaching?” Mr J and Miss D (Neuroscience in the classroom, Learnus)• “Evaluating Art electronic feedback and its possible implications for a high school.” Miss B (MA in
Ed leadership)• “Designing a Research Study”
Mr M (PGDip, Doctoral Training Centre for the Social Sciences)• “How effectively has the English Language iGCSE course been led and implemented at GHS
throughout the academic year of 2013-2014?” Miss H (Teaching Leaders, MA)
Trying to avoid being zombies
• What works?
• Why?
• What doesn’t work?
• Why?
Researching teachers work smarter, not harder
Some interventions do more harm than good
Is it safe, as school leaders, to rely on a lone expert voice?Systematic reviews help avoid complacency so we do more good than harm
“If advice as apparently innocuous and ‘theoretically sound’ as recommending a baby’s sleeping position can be lethal, there is clearly no room for complacency among professionals about their potential for harming those whom they purport to help.”(Chalmers,2005)
Should our teenagers at risk of offending visit a Prison ? Systematic reviews evaluate the impact of well intentioned interventions
“..would [a reader] really want [their son] exposed to a ‘Scared Straight’ programme
based on the conclusions of many poorly controlled before and after observational
studies suggesting that it would be helpful, rather than the systematic review of the
controlled trials suggesting that the programme increases subsequent involvement in
crime?” (Chalmers, 2005 citing Petrosino et al, 2003).
Can we trust that findings of educational research identify what will work for us?
Systematic reviews use scientific methods to discern causal relationships
“Much [educational research] has used experimental or quasi-experimental method, but
the results do not suggest (to say the least) that simple causal relations can be found”
(Hammersly,2005)
Campbell , cited by Pearson (2007), advocated experimental approach because of its
strength in discerning causal relationships between phenomena .
Why researching teachers ?
Can we trust that educational research
identifies what works for
our classroom?
How can I be a researching
teacher?
Launch – November
Choose a METHOD and a FOCUS
Group planning – mid Jan
Month of Enlightenment – January
Group reflection – mid Feb
Teachmeet – summer term
Showcase – September 2015
January
Month of enlightenment
Evaluative blogging
Triad coaching
Practitioner Enquiry
Learning from Research
Practitioner Research
Choose a class for your
reflection, enquiry or
research
Spend from 15 minutes a
week developing your
practice
You will choose a METHOD
and a FOCUS
Triad coaching
Work with two colleagues in peer observation & feedback, with the third colleague reflecting on quality of feedback
Practitioner Enquiry
Step in to ACTION RESEARCH. Learn methods to research in your own classroom and get answers to a question about your practice
Results – Assessment feedback sheets
What do you like about the current feedback sheets?
Number ofresponses
Easy to read/understand
25
Organised 1
Layout 16
Shows you what you have done well and what you need to improve on
15
What could be improved?
• Include sentence starters for each level
• Simpler language
• Fewer bullet points per level
• Include Literacy targets
• Space for the LR approved sticker
• Change wording to WWW and EBI
• Different layout
• Include a teacher comments box
• Larger font
• Bigger LR box
Students interviews – original feedback sheets
Learning from Research
READ some of the latest education research for your subject, see what the experts are saying. Try it in your classroom.
Practitioner Research
Studying for an MA, recently completed an MA or planning to next year?
Apply research methods to write an article for the first ever Greenford Journal, launch Sep 2015
Assumptions
We are engaging in research because we want to draw on a greater wisdom to improve student learning.
We have buy in from our Headteacher, and some limited resources: money, staff, time.
Question 1
Position your research involvement (and that of your your institution) in the different quadrants.How can you develop more YES YES projects?
Question 2
How will the wisdom generated by research in your institution be used? …in your institution? …beyond?