Beyond Guesswork - Coe-Kime-Tomsett-Quigley RED14 Final Blog Version

8/11/2019 Beyond Guesswork - Coe-Kime-Tomsett-Quigley RED14 Final Blog Version

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Beyond Guesswork:Researching wisdom in schools


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I am a feather foreach wind that blows


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http://www.google.co.uk/url?sa=i&rct=j&q=Thinking+hats&source=images&cd=&cad=rja&uact=8&docid=YZ6jujxQykU1MM&tbnid=iGQjeSLR_Jh0VM:&ved=0CAUQjRw&url=http://www.debonoforschools.com/asp/six_hats.asp&ei=fxe1U4fBJqLS0QWRmYHQBQ&bvm=bv.70138588,d.ZWU&psig=AFQjCNEifrqBlh05zvX4woemltJhilWi9A&ust=1404463353291752


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VIDEO


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Now we recognise that being a good doctor, or

teacher, or manager, isnt about robotically

following the numerical output of randomised trials;

nor is it about ignoring the evidence, and following

your hunches and personal experiences instead. We

do best, by using the right combination of skills to

get the best job done.

- Ben Goldacre, 2013


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Observation and theory get on best

when they are mixed together, both

helping one another in the pursuit of

truth.

- Arthur Eddington, 1935


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http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=Ect6SKi7y4QJvM&tbnid=VdDS0-l4EtF9qM:&ved=0CAUQjRw&url=http://www.nutraingredients-usa.com/Research/Ashwagandha-root-and-leaf-extract-shows-cognitive-benefits-for-people-with-bipolar-disorder&ei=1vcBVLPIJeWN7AaFlYHQCg&bvm=bv.74115972,d.ZGU&psig=AFQjCNFGTSCPBl_RJ-YzFGUU6AQV8q1NFQ&ust=1409501432443138


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Tom Bentley

Change your structures to

accommodate your core purpose,

rather than contort your core

purpose to fit within your

existing structures.


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http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=GXZoul5gv0qR5M&tbnid=Vs6VwmYJBGqgbM:&ved=0CAUQjRw&url=http://wordrustler.wordpress.com/2011/02/02/at-school-boys-longing-long-gone/&ei=EO7mUqH4N-a50QWyy4GwCg&bvm=bv.59930103,d.ZGU&psig=AFQjCNFhMBv4qGmTTpRKMepNLFdbpHYGYQ&ust=1390952304312768


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Our strategy should therefore be to

make the best choices we can from

the best evidence available, to try it

out, with an open mind, and see if it

works. If it does, we can keep doing

it; if not, we will learn from thatexperience and try something else.

Rob Coe


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After 30 years of doing such work, I have concluded

that classroom teachingis perhaps the most complex,

most challenging, and most demanding, subtle,

nuanced, and frightening activity that our species hasever inventedThe only time a physician could possibly

encounter a situation of comparable complexity would

be in the emergency room of a hospital during or after

a natural disaster.

Lee Shulman, The Wisdom of Practice


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RISE Project: The Basics We need to recruit 40 schools to the RCT (20

control: 20 treatmentschools)

Research-lead training programme: Jan to Sept 2015

Establish a support network and HEI links

Identify issues/interventions in treatment schools,with a focus on English and Maths - Sep 2015

Year one of core intervention: Nov 2015July 2016

Year two of core intervention: July 2016Nov 2017


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Aims of the RISE Project To establish whether appointing a Research-lead is

the most effective way of getting research evidence

into the hands of teachers; To establish whether using research evidence can

lead to improved student outcomes;

To establish the impact of integrating research

evidence into school improvement models and into

school CPD programmes.


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A research-engaged school Draws on knowledge and understanding of

research to inform

Pedagogical practice

Decisions about strategy and policies

Attempts to implement and embed more effective

practices

Robustly evaluates Its ongoing performance on a range of outcomes

The impact of any changes made


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Challenges How to turn general school issues into tractable

research questions

How to distinguish between good research and bad

Criteria, checklists

Trusted experts, sources

Access to research: paywalls and impenetrability

Understanding data, assessment, evaluation

Overcoming resistance, apathy, urgent stuff,competing priorities, overload

Can six days training make a difference?
http://www.educationendowmentfoundation.org.uk/toolkit/


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Impact vs cost

Cost per pupil

EffectSize(

monthsgain)

0

0

8

1000

Meta-cognitive

Peer tutoringEarly Years

1-1 tuitionHomework

(Secondary)

Teaching

assistantsMentoring

Summer

schools Afterschool

AspirationsPerformance

pay

Smaller

classes

Setting

Most promising for

raising attainmentMay beworth it

Smalleffects /high cost

Feedback

Phonics

Homework

(Primary)

Collaborative

Small gp

tuition Parental

involvement

Individualised

learning

ICT

Behaviour

Social

www.educationendowmentfoundation.org.uk/toolkit
http://www.educationendowmentfoundation.org.uk/toolkit/http://www.educationendowmentfoundation.org.uk/toolkit/


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Knowledge of research

A. A one-to-one numeracy intervention (two 15-minute sessions perweek, delivered by teaching assistants) for Year 2-6 pupils who

are struggling with numeracy (outcome: maths)

B. Nine weekly one-hour sessions where Y7 pupils below L4 read

and discuss an age-appropriate book, with tools and resources to

encourage reading for pleasure (outcome: reading)

C. A four-week summer school programme (between Y6 & 7) for

pupils who had been predicted to achieve KS2 below Level 4b in

English, focussed on poetry and writing (outcome: writing).

D. Y6 & 7 teachers trained to deliver a programme to help low

attaining pupils plan, monitor and evaluate their writing using

memorable experiences, eg trips and visitors (outcome: writing).

Put these in order of effectiveness:


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Key elements of good evaluation

Clear, well defined,replicable

intervention

Good assessment ofappropriate

outcomes

Well-matched

comparison group


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Beyond Guesswork?

Teaching will only become an evidence-based professionwhen a leadership-wisdomprevails which creates

structures in schools where classroom teachers:

can access good evidence easily;

feel encouraged and safe to change their practice in the

light of the evidence;

are supported by a school-based research-lead with a

Higher Education connection;

can evaluate the impact on student outcomes of the

changes to their pedagogy.


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http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=sbRSE8pGWMtwKM&tbnid=5Eja6xXHHUQ3IM:&ved=0CAUQjRw&url=http://www.youtube.com/watch?v=38F-2RUO0qw&ei=oSIDVNXRHcHT7Aa9yoDgCw&bvm=bv.74115972,d.ZGU&psig=AFQjCNGdLpF9Br_zoZp_9Eaf7Ox5X3erSw&ust=1409577960253011


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VIDEO


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Email: [email protected]: 01904 752100

Twitter: @HuntingEnglish

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Beyond Guesswork - Coe-Kime-Tomsett-Quigley RED14 Final Blog Version