Glyndwr Teaching and Research
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This document discusses teaching, research, and evidence-based practice in education. It begins with an introduction of the author and their background in teaching psychology and research. Several questions are posed about how to measure learning, what success looks like, and whether educational research has any hope. Research and its impact on frontline teachers is discussed, with questions around how much research actually reaches teachers and the impact it has. Evidence-based practice and its potential to undermine teachers' moral authority is debated. Challenges to implementing research like teachers' resistance to new ideas and "practice ready" scholarship are addressed. Ways to measure the impact of educational interventions and what effective teaching looks like are considered throughout.
![[We need to] teach
students to be savvy
consumers and producers
of research
Sternberg, 2012](https://image.slidesharecdn.com/qyxajsuhsguwinyj5qvv-signature-e2d5b1a363372d43647355de54b09d6417f635f2daa18dfc9c4a988ce7f7d7db-poli-160201193027/85/Glyndwr-Teaching-and-Research-57-320.jpg)
![[We need to] teach
students to be savvy
consumers and producers
of research
Sternberg, 2012
Students
Teachers
Researchers
Policy Makers
educational
^](https://image.slidesharecdn.com/qyxajsuhsguwinyj5qvv-signature-e2d5b1a363372d43647355de54b09d6417f635f2daa18dfc9c4a988ce7f7d7db-poli-160201193027/85/Glyndwr-Teaching-and-Research-58-320.jpg)
![[We need to] teach
students to be savvy
consumers and producers
of research
Sternberg, 2012
Students
Teachers
Researchers
Policy Makers
educational
^
http://jamiedavies.co
@jamiedavies
Thank You](https://image.slidesharecdn.com/qyxajsuhsguwinyj5qvv-signature-e2d5b1a363372d43647355de54b09d6417f635f2daa18dfc9c4a988ce7f7d7db-poli-160201193027/85/Glyndwr-Teaching-and-Research-59-320.jpg)
Glyndwr Teaching and Research
- 1. Teaching and Research: strawberries and cream? Jamie Davies
- 2. Head of Quality and Teacher of A Level Psychology, Wyke Sixth Form College (10 years). Senior Lecturer MSc in the Teaching of Psychology, Glyndwr University (2 years).
- 3. Is evidence based practice the way forward? How can we measure learning? What does success look like? Is there any hope for educational research?
- 5. How much pedagogical research actually makes its way to frontline teachers and what impact is it actually having?
- 6. Barends, E., Rousseau, D. M., & Briner, R. B. (2014). Evidence-Based Management, The Basic Principles. In Search of Evidence, Center for Evidence-Based Management Evidence-based practice is about making decisions through the conscientious, explicit and judicious use of the best available evidence from multiple sources by: Asking: translating a practical issue or problem into an answerable question Acquiring: systematically searching for an retrieving the evidence Apprising: critically judging the trustworthiness and relevance of the evidence Aggregating: weighting and pulling together the evidence Applying: incorporating the evidence into the decision-making process Assessing: evaluating the outcome of the decision taken. To create a positive impact on your learners.
- 7. ‘practice ready’ scholarship - academic writing being for other academics and researchers rather than teachers. teachers are antagonistic to new ideas
- 10. Total hours worked by type of school and role. (N=1,004) DFE: Teachers’ workload diary survey 2013 (February 2014), Pg. 14
- 11. What would improve the quality of teaching and pupil learning? (N=1,004) DFE: Teachers’ workload diary survey 2013 (February 2014), Pg. 21
- 12. “education is not a science it is a moral project” Evidence-based education is no panacea, and could undermine the moral authority of teachers. TES. Kevin Rooney, 18/10/15.
- 13. “…scientific research has little if any thing to tell us about how we educate our young. In a context where many educators are filled with uncertainty and anxiety about the purpose of education EBE has filled a vacuum at a time when many within education are looking for a sense of certainty, authority and moral purpose” Evidence-based education is no panacea, and could undermine the moral authority of teachers. TES. Kevin Rooney, 18/10/15.
- 14. Learning styles Dekker S, Lee NC, Howard-Jones P and Jolles J (2012) Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Front. Psychology 3:429. doi: 10.3389/fpsyg.2012.00429 contacted 242 teachers in the UK and Holland, asking them to complete an online survey containing 32 statements about the brain learning styles was the most prevalent misconception: 82% of the teachers in their sample believed that it is true belief in neuromyths was correlated positively with general knowledge about the brain
- 15. Access to research Time to reflect and experiment in class Financial constraints Fear Lack of awareness of new research Opportunities!
- 17. What does an effective teacher look like?
- 19. 80 per cent of what happens in the classroom remains unseen and unheard by teachers – only the pupils are aware of it. “So why would I give a damn about reflective teaching?” he said. “I don’t want to think about the 20 per cent we see. I want to think about the 80 per cent that goes on that we don’t see. Hattie, 2016
- 21. What does an effective teacher look like?
- 24. If you do A, it will improve B We did A and it improved B
- 25. Would B have improved anyway? Was it really A? Did B really improve? Will it work again? counterfactual attribution generalisation interpretation Coe, R. (2015) How do we know what works? researchED.
- 26. learning is
- 27. Students are busy: lots of work is done Students are engaged, interested and motivated Students are getting attention: feedback, explanations Classroom is ordered, calm and under control Curriculum has been ‘covered’ (i.e. presented to students in some form) Students have supplied correct answers (whether or not they really understood them, could reproduce them independently or knew them already) Improving Education: A triumph of hope over experience Professor Robert Coe (2013)
- 29. How do we measure the impact of our interventions?
- 30. How to make it look as if your intervention has worked 1. Wait for a bad year or choose underperforming class to start with. Most things self-correct or revert to expectations (you can claim the credit for this). 2. Take on any initiative, and ask everyone who put effort into it if they feel it worked. No-one wants to feel their effort was wasted. 3. Define ‘improvement’ in terms of perceptions and ratings of teachers. DO NOT conduct any proper assessments – they may disappoint. 4. Conduct some kind of evaluation, but don’t let the design be too good – poor quality evaluations are much more likely to show positive results. 5. If any improvement occurs in any aspect of performance, focus attention on that rather than on any areas or schools that have not improved or got worse (don’t mention them!).
- 33. So … how can we measure the impact of our interventions when we design educational research?
- 34. Value Added? Observed Student Engagement? Headline Outcomes? Observations? Progression? Self-reports?
- 35. • Don’t ignore the evidence just because it is imperfect: understand the limitations and help to improve it • Simple, superficial knowledge of research evidence may not improve decision making: deep, integrated understanding is required • Routinely monitor the effectiveness of your practice • Evaluate the impact of any changes you make Coe, R. (2015) How do we know what works? researchED.
- 36. different interventions work for different students at different times
- 40. What impact does the research have on the student?
- 41. Show us your personality (but not too much) Remember that we do appreciate you Tell us when we’ve done well Show us that you care Don’t shout at us 'Show us that you care': a student's view on what makes a perfect teacher.
- 45. 337 meta-analyses 200,000 effect-sizes 180,000 studies ~50 million students Hattie: Influences On Student Learning (1999) Hattie, J. (1999). Influences on student learning. Inaugural lecture given on August, 2, 1999.
- 46. Influences On Student Learning. Hattie (1999) https://cdn.auckland.ac.nz/assets/education/hattie/docs/influences-on- student-learning.pdf An effect size of 0.5 is equivalent to a one grade leap at GCSE An effect size of 1.0 is equivalent to a two grade leap at GCSE ‘Number of effects’ is the number effect sizes from well designed studies that have been averaged to produce the average effect size. An effect size above 0.4 is above average for educational research
- 47. Influences On Student Learning. Hattie (1999) https://cdn.auckland.ac.nz/assets/education/hattie/docs/influences-on- student-learning.pdf
- 49. 1) Be clear about the difference you want to make 2) Involve others and distribute leadership 3) Talk about learning to build trusting relationships 4) Embrace and persist with challenge 5) Collaborate with peers 6) Be flexible and adaptable 7) Emphasise development over judgement 8) Take the time you need 9) Draw on external expertise – don’t go it alone 10) Work towards cultural change National College for Teaching and Leadership https://nctl.blog.gov.uk/2015/02/16/10-tips-for-successful-school-led-research-projects/
- 55. Instead of taking tests, students will show learning through creative projects. The role of teachers will be to guide students in the areas where they need guidance as innovators. How do you get students to be innovative? You let them. You get out of their way.
- 57. [We need to] teach students to be savvy consumers and producers of research Sternberg, 2012
- 58. [We need to] teach students to be savvy consumers and producers of research Sternberg, 2012 Students Teachers Researchers Policy Makers educational ^
- 59. [We need to] teach students to be savvy consumers and producers of research Sternberg, 2012 Students Teachers Researchers Policy Makers educational ^ http://jamiedavies.co @jamiedavies Thank You
Editor's Notes
- #10: Schneider argues that the possession of these four attributes is a necessary but not sufficient condition for research or an idea to move from the ivory tower to the classroom and illustrates this with reference to a a number of other innovations, for - the taxonomy for the affective domain, Sternberg's triarchic theory, Wittrock's generative learning model; and finally, the behaviour analysis model - which have not made the jump from the academy to the classroom. Furthermore, just because an educational idea/research has these four attributes does not in itself guarantee that it has merit or worth, examples of this being the popularity of Brain Gym and Learning Styles. http://evidencebasededucationalleadership.blogspot.co.uk/2016/01/new-why-do-certain-practices-reach.html?m=1