Research leads #rEDCamb March 15th 2015

@judeenright

HOW?

Child Protection Officer

Grass roots

Grass roots

Top down

The open road to research success

RESEARCH SUCCESS

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

Why researching teachers ?

Beware the EXPERT

voice

Why researching teachers ?

Some interventions do more HARM

than

GOOD

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

Evaluative blogging

See VLE

Inspiring

Teachers

for

examples

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?

Question 2

How will the wisdom generated by research in your institution be used? …in your institution? …beyond?

How do you know that your wisdom is relevant to someone else’s context?