Extending Impact and Influencing Others · Influencing Others Online Seminar ... The data* from...

Extending Impact and Influencing OthersOnline Seminar

Ben Davey & Kate McGreal

Alice Ayres & Avril Jordan

Please be patient…

• We’re all new to Zoom.

• We may not be as slick as usual on this.

• Please be understanding.

Seminar norms

• The call has different phases.

• Explanation

• Breakout groups

• Feedback

• You'll be asked to contribute your thoughts.

• If you have any questions about the session, please put them in the chat bar.

• These will be answered at pause points or at the end.

For each task look for the black box for instructions.

Session Outcomes

– how to effectively design a robust claim to knowledge*

– how to share the complexity of research in a professional setting*

- how to influence for growth of your project*

– how to scale from sample to policy*

*these all depend on which assignment title you’re doing.

Making a robust claim to knowledge…

McNiff & Whitehead (2006)

Making a claim

Action research

project

Professional

research project

Trying it in the

classroom

Outcome

(or potentially impact)

Your claim to knowledge

Filtering – outcome to claim

What is a good, filtered claim to effectiveness?

It considers…

• Whether the research question was answered.

• What you learned from the process.

• What it taught you about your context.

• Where your limitations exist.

• What isolation you’ve done.

Outcome

(or potentially impact)

Your claim to knowledge

Filter

“Theory without data is empty; data

without theory say nothing”

Silverman (2013)

Questions?

Making a claim (Hart, 2018)

The data* from this project, which happened during the school attendance to tutor time drive, suggests that circle-time in tutor time may improve the group dynamics and attendance of students in tutor time.

What you did

Tentative language

The impact you had

Isolation

__ - the theory

*You could expand this to include the method

Consider your own claims (Hart, 2018)

The data* from this project, which happened during the school attendance to tutor time drive, suggests that circle-time in tutor time may improve the group dynamics and attendance of students in tutor time.

What you did

Tentative language

The impact you had

Isolation

__ - the theory

*You could expand this to include the method

Instructions:

1. In a notebook...

2. Have a try and craft your

claim.

3. Re-read and redraft to

ensure it is robust and

clear.

Critique these claims

Claim A

Tony measured the impact by looking at their work before

and after their work. He looked to see whether the work of

3 random students in his class of 32 had made an

improvement. He developed a matrix to consider the

change between the pre and post work.

The majority of the students improved the work.

Claim: substantial and detailed written feedback can make

a substantial impact on the progress of students.

Claim B

Tony measured the impact by looking at the work of 15

randomly selected students. He also interviewed these

students to understand what they’d taken from the research.

Tony identified in his write up that he believes written feedback

is a key element of a teachers work. He also noted that the

school’s current work scrutinies may have improved the

quality of his feedback.

Claim: substantial and detailed feedback may have an impact

on student’s understanding of how to improve a piece of work

if that feedback is sufficiently clear.

Scenario

Tony wanted to understand the written feedback had on the students in his

class. He ran a project where students received at least 500 words of

feedback per extended writing task.

Context:

Tony is the only class teacher for this group. The school is investing

significant time in looking at teacher’s feedback due to guidance from

OFSTED.

Instructions:

1. Read this slide

2. Consider the strengths

and weaknesses for both

claims.

3. Add them at:

bit.ly/eiioclaims

“It’s not possible to find nothing, at least not in qualitative enquiry”Patton (1990: 500)

What if you’ve found nothing?

Sharing your research findings & influencing others…

Sharing your findings

• Keep it simple

• Be transparent

• Talk about theory but don’t over-do it

• Know what you want from them

• Think small before scaling

Let's remind ourselves of EAST & Cialdini’s Principles...

Reciprocity

Scarcity

Authority

Commitment

Consensus

Likability

Easy

Attractive

Social

Timely

“You can easily show your allegiances by

using a school’s* code words”

Becker (2007: 38)

Questions?

How effective is this presentation?

• Go to bit.ly/eiiosw

• Look at the presentation.

• It focuses on an action research project aiming to improve a tutor-group's interactions.

• Discuss in your breakout room how effective this presentation is in influencing the stakeholders?

• Be ready to feedback when you return.

Instructions

1. Open the link.

2. You’ll be moved into a breakout

group.

3. Discuss.

4. Be ready to give feedback on

behalf of your group when

called on

From research to policy

Building wider impact

Why policy?

• Policy is the (potential final step).

• Ball’s (2016) policy levels help theorise.

• Each level adds impact.

• Each level adds variability and complexity.

MICRO

Scaled-up project

MESO

Department/Faculty

MACRO

School (or trust)

Basing policy in research

School teaching

and learning

policy.

Principles of

Instruction

(Rosenshine,

2012)

Research

underpinning

Feedback for

instruction

School feedback

trial.

Synthesise the key points.

Take what you need.

Remove what you don’t.

• Context• Staff capability

• Aspiration

• What do you want out of it?

Questions?

Key principles (adapted from Griffin, 2017)

• When designing a policy these are suggested.

• Now consider these key questions:

1. What are the biggest risks when scaling from a research project to a policy?

2. How do you mitigate those risks?

Content – what’s needed?

Be succinct

Logical order

Disseminate

Train

Implement

Review

Instructions:

1) Consider the two questions above.

2) Write potential answers in a notepad.

3) Add your best answers at bit.ly/eiiopad1

Next Seminar

• A set of interviews to watch with ambassadors.

• A video from the South West team.

• Release date:

http://bit.ly/SW1819sPlease fill in the evaluation for this session:

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