Research Matters

Providing a way of engaging practising teachers with cutting edge research to

drive continued improvement.

Angela RoddaDirector of Saffron Alliance

Teaching SchoolArodda@swchs.net

Twitter @AngelaRodda

mailto:Arodda@swchs.net

Line of Continuum How research engaged are you?How research engaged is your school as a whole?What are the barriers?

“Teaching as a profession not

a technical task”

(George Gilchrist- Practitioner Enquiry)

Challenges of making schools more research-led and research engaged

Our underpinning principles

Our approaches to developing a culture of research in both a school and wider TSA context

Engaging in research- Collaboration

Navigating research

Engaging with research to inform practice

Research and models that helped inform our thinking

Summary of recommendations

Building a learning culture that is research rich

• Teachers are the decisive element and therefore we must focus on supporting our teachers to be continued learners. Weston and Clay (2018) refer to the importance of creating a culture that supports learning as being one where teachers ‘feel that learning is exciting and engaging and feel a sense of belonging that they are trusted, nurtured and given time and space to grow and develop.’

This quote aligned with our principles

• “To be at their most effective, teachers and teacher educators need to engage with research and enquiry… This means keeping up to date with the latest developments in their academic subject and with the development in the discipline of education.” (UCET 2014)

We drew findings from an NFER/ EEF report Measuring Teachers’ Research Engagement: Findings from a pilot study Report and Executive Summary March 2017

Looked at Teachers’ engagement with research: What do we already know? Available from EEF Walker M, Nelson J, Bradshaw S (2019)

Used an NFER and EEF report - Measuring Teachers’ Research Engagement: Findings from a pilot study Report and Executive Summary March 2017

This report studied how teachers used research to inform their practice from, including a survey of 1,670 teachers in 2017.

84% of staff who said they used CPD to inform their practice said it was not evidence based.

35% of staff reported that schools made time for teachers to engage with research.

Primary school teachers were more likely to use research evidence to inform their practice.

Teachers will 20 years of more experience reported lower engagement with research than teachers with four or fewer years

Teacher views on the importance and impact of using research in their classrooms was captured in the survey

Interesting points here about what teachers perceive research to mean and on how they viewed school culture on research and development.This was not our experience in Primary which was interesting.

Key highlights from the report…..

• Changes need to happen on a school wide level

• Formal process/time/roles in place to encourage engagement with research

• Schools need to look at where the gaps are in terms of research engagement and decide how best to fill these

• Schools need to create a research climate

How can we help teachers to cherry pick the best teaching methods by basing this on the latest evidence-based practices?

Our aims/principles

To equip teachers to undertake high quality research and to understand how to interpret educational theory/research in a critical way to help them improve in the classroom

Longer term aim: for teachers to become curious, autonomous, research led professionals with their own agency.

Research should be seen as a means of seeking solutions-not creating more problems!

Research engagement should be seen as a positive tool to help ensure successful outcomes for students in our care, whilst also developing teacher knowledge.

Challenges

Staff resistance and reluctance to take on board ideas that may require them to change their current practice

Time in schools to engage in research and allow for evidence informed reflection

Lack of understanding from staff on the forms that educational research can take

Lack of structure/systems of dissemination of research-based practice

Lack of knowledge about where to go for support

Requirement for subject focused research

What do you want to know?We will come back to your questions at the end and try and answer as many as we can.

Our approach to developing a research rich culture in one ‘home’ school and then across a wider network of schools

Appoint a research led

Work collaboratively as a group of TSAs on R&D

Engage research champions

Collaborate with wider organisations to engage in research-based projects

Create systems for collating and sharing ‘in house’ research and disseminating useful research findings.

Summarising research for staff and encourage reflection on its implementation/relevance to their setting

Making research subject/phase specific

The importance of collaboration

Our approach to engaging inevidence-based research

Working with…..

The importance of collaboration

Our approach to engaging inevidence-based research

Working with The

Institute of Education - IoE

The importance of collaboration

Our approach to engaging in evidence-based research

Working with

Cambridge University

The importance of collaboration

Our approach to engaging in evidence-based research

Working with Research School NetworkUnity School’s Partnership

The importance of collaboration

Our approach to engaging inevidence-based researchWorking with The University of Winchester

Expansive Education Network

Projects include: promoting sustained engagement in EYFS, Philosophy for Children, developing empathy, scientific vocabulary and sketching to support writing.

Collaboration between UCL and The Research Schools Network/ Unity Schools Partnership and

The importance of collaboration

Our approach to engaging in evidence-based research

Working with on key needs identified

across the network

Our approach to the teacher as the consumer of research

As a research team we read an Impact article by Sam Sims, Gemma Moss and Ed Marshall-Teacher Journal Clubs; How can they work, and can they increase evidence- based practice?, Sept 2017.

This made us think more deeply about the systematic use of Journal Clubs as a vehicle for research dissemination.https://impact.chartered.college/article/sims-teacher-journal-clubs-evidence-based-practice

https://impact.chartered.college/article/sims-teacher-journal-clubs-evidence-based-practice/

Teacher Journal Clubs; How do they work, and can they increase

evidence- based practice?

• This diagram shows success of CPD on improved attainment (see Figure 1). • However, this model rests on several assumptions: Link 1 requires that useful findings are communicated to

teachers effectively.

• Link 2 assumes that teachers will implement what they learn into their practice• Link 3 assumes that conditions in the school allow these actions to benefit student attainment. • All three links need to work for Research Based CPD to be effective

Teacher Journal Clubs; How do they work and can they increase evidence- based practice?

• Research on Journal Clubs highlighted the importance of getting the right kind of article. Carpenter (2014) embodied many desirable characteristics. • “It was relatively short (eight pages); provided an overview of evidence while describing two important studies in more detail; introduced and clearly defined a limited number of concepts; clearly identified the most effective approach; and focused on improving memory, which was highly relevant at the time the linear exam specifications were being introduced. Where articles displayed few of these features, teachers were sceptical that the exercise had been valuable”

New and improved model for effective Journal clubs- the role

of the moderator is key!

Could Teacher Journal Clubs work alongside whole school CPD focus? Metacognition

Journal clubs – traditionally used by medical doctors to ensure continued professional knowledge development.Our Journal Club was based on our CPD focus -Metacognition. In each session, the participants summarise the findings of an article, critically discuss them and produce their own A4 summary sheet that can be shared with others. Initially a reading is chosen by the host and then participants can add their own.

Implementation intentions are plans that include specific references to when and where the plan will be executed that have been shown to help change habitual behaviour (Gollwitzer and Sheeran, 2006). Implementation intentions are incorporated into the discussion tasks.This is why the article has to be relevant and useful.

What the research told us….Autonomously chosen goals are more effective at changing behaviour than goals given to us by others (Prestwich and Kellar, 2014). Autonomous goals are incorporated in the Journal Club in that teachers choose: whether to participate, which articles to read and whether, what and how to implement it.

Committing to change practice in the presence of others has also been shown to be a powerful support for behaviour change (Gollwitzer and Sheeran, 2006). The Journal club involves committing to change in front of professional peers. And is a choice!

Metacognition Journal Club

Collaboration within the CTSN network of schools-became …..The CTSN Journal Club……..

Our first attempt…

Title of reading:

Author:

CTSN Metacognition Journal Club

Key arguments/ideas:

1. Research can’t tell teachers what to do, but it points to a series of best possible solutions and by being research engaged it helps teachers become critical voices. The book draws out 10 key areas in teaching from a broad evidence base.

2.Interesting chapters on Motivation and Memory and Recall and Talk where focus is placed on how the teacher translates schema to schema processes to students to help them build mental models of their learning. “Understanding is memory is disguise…” Dan Willingham

3. Interesting thoughts on the importance of signposting learning more effectively. They talk about the power of sharing information in different ways. Iconic trace- picture and semantic trace – words makes things stick more in the long term memory.

4. Power of doing something new with the knowledge – practise in different ways supports the capacity of the active processor. Interesting comments on dual coding.

Key questions for the teacher to consider:

• Are we using research effectively to meet the needs of our classes in our unique context?

• Are we just tackling one area of metacognition without understanding how ALL parts fit together as one whole?

• Are we signposting learning pathways clearly to our students and helping them build mental models?

• Are we balancing our questioning carefully and ensuring retrieval questions feature more regularly?

• Are we structuring talk carefully to help students see the learning and find their own voice?

What does this look like in the classroom?

Carl Hendrick and Robin Macpherson

Title of reading:

Author:

CTSN

Metacognition Journal Club

Key arguments/ideas:

1. Research can’t tell teachers what to do, but it points to a series of best possible solutions and by being research engaged it helps teachers become critical voices. The book draws out 10 key areas in teaching from a broad evidence base.

2.Interesting chapters on Motivation and Memory and Recall and Talk where focus is placed on how the teacher translates schema to schema processes to students to help them build mental models of their learning. “Understanding is memory is disguise…” Dan Willingham

3. Interesting thoughts on the importance of signposting learning more effectively. They talk about the power of sharing information in different ways. Iconic trace- picture and semantic trace – words makes things stick more in the long term memory.

4. Power of doing something new with the knowledge – practise in different ways supports the capacity of the active processor. Interesting comments on dual coding.

Key questions for the teacher to consider:

Are we using research effectively to meet the needs of our classes in our unique context?

Are we just tackling one area of metacognition without understanding how ALL parts fit together as one whole?

Are we signposting learning pathways clearly to our students and helping them build mental models?

Are we balancing our questioning carefully and ensuring retrieval questions feature more regularly?

Are we structuring talk carefully to help students see the learning and find their own voice?

What does this look like in the classroom?

Carl Hendrick and Robin Macpherson

The Streamlined classroom: 6 6 elements of effective classroom teaching

Positive classroom climate-high expectations and clear routines

Provides impactful feedback- manageable and timely

Guides success- monitors independent practice and scaffolds learning

Reduces cognitive load- worked examples, dual coding

Checks for understanding – questioning and monitoring work

Reviews previous learning- quizzing and vocab review

It led to…https://www.ctsnresearch.com/the-journal

https://www.ctsnresearch.com/the-journal

Our approach to the teacher who has autonomy in their own classroom-based research informed by evidence- based practice.

• Allen and Sims, 2018 comment on the need for teacher professionalism and agency.

• We were keen to ensure there was a continued place for teachers to use subject focused research and explore its impact in their own classrooms.

• Our job here was to find a way of supporting staff at all stages in their career to do this and to provide a vehicle for sharing this with others.

Success of the R&D blogs-What has been happening since September…?

• https://www.ctsnresearch.com/

• Learning to Talk – A Research project at Saffron Walden County High led by the University of Cambridge and the University of Oslo using Talkwall to develop dialogue in the classroom. Published in IMPACT in January

• Assessment – Saffron Walden County High School was recently featured in two blogs by Tom Sherrington: “An Exemplary School: The Learning Rainforest made real” and “The Ideal Assessment Tracking Regime”. Mark Norman responds in this post with how this was achieved

• Coaching – Can Coaching transform teacher development? Written by an ILM level 5 qualified coach

• KS5 #Back to Basics – School based research project on supporting lower attainers at KS5

https://www.ctsnresearch.com/https://teacherhead.com/2018/11/29/saffron-walden-county-high-school-an-exemplary-school-the-learning-rainforest-made-real/https://teacherhead.com/2018/11/24/the-ideal-assessment-tracking-regime/

Showcasing research

Showcasing research

Showcasing research

Showcasing research

Our desire to make this phase and subject specific

where possible

Useful models

• Explore attitudes to research in your own context

• Engage and collaborate to get a better understanding of what to use and where to direct teachers

• Create new roles, structures and vehicles for research to remain front and centre.

• Drive innovation and change through research

• Improve outcomes- Measure Impact.

Summary of recommendations

• Appoint a research led

• Build a dedicated research team to work collaboratively. Kraft and Papay, 2014 highlight the importance of this.

• Build collaborative partnerships with research focused institutions

• Build a learning/research-based culture that staff want to be part of. Ensure professional respect for this work. (Allen and Sims, 2018 comment on nurturing continuous learning)

• Work on way of motivating staff to engaging in and with research. Build in opportunities for teacher autonomy- agents of their own learning. (Allen and Sims, 2018 comment on the need for teacher professionalism and agency.)

• Calendar this to ensure it happens

• Record the work that has taken place to enable this to be shared with a wider audience at later points

• Make it relevant, subject/phases specific where possible

Did we answer what you wanted?

Angela RoddaDirector of Saffron Alliance

Teaching SchoolArodda@swchs.net

Twitter @AngelaRodda

mailto:Arodda@swchs.net

Research we drew onReading that helped shape our thinking

•https://educationendowmentfoundation.org.uk/public/files/Evaluation/Teachers_engagement_with_research_Research_Brief_JK.pdf

• https://educationendowmentfoundation.org.uk/public/files/Evaluation/Research_Use/NFER_Research_Use_pilot_report_-_March_2017_for_publication.pdf

• https://my.chartered.college/2019/10/teachers-engagement-with-research/

• https://my.chartered.college/2019/09/building-a-research-culture-in-your-school-selected-reading/

• https://impact.chartered.college/article/sims-teacher-journal-clubs-evidence-based-practice/

https://educationendowmentfoundation.org.uk/public/files/Evaluation/Teachers_engagement_with_research_Research_Brief_JK.pdfhttps://educationendowmentfoundation.org.uk/public/files/Evaluation/Research_Use/NFER_Research_Use_pilot_report_-_March_2017_for_publication.pdfhttps://my.chartered.college/2019/10/teachers-engagement-with-research/https://my.chartered.college/2019/09/building-a-research-culture-in-your-school-selected-reading/https://impact.chartered.college/article/sims-teacher-journal-clubs-evidence-based-practice/

Research MattersAngela Rodda�Director of Saffron Alliance Teaching School�Arodda@swchs.net�Twitter @AngelaRodda Line of Continuum �How research engaged are you?�How research engaged is your school as a whole?�What are the barriers?“Teaching as a profession not a technical task”� (George Gilchrist- Practitioner Enquiry) Building a learning culture that is research richThis quote aligned with our principles We drew findings from an NFER/ EEF report Measuring Teachers’ Research Engagement: Findings from a pilot study Report and Executive Summary March 2017 Teacher views on the importance and impact of using research in their classrooms was captured in the surveyKey highlights from the report…..��How can we help teachers to cherry pick the best teaching methods by basing this on the latest evidence-based practices?Our aims/principles Challenges What do you want to know?Our approach to developing a research rich culture in one ‘home’ school and then across a wider network of schools The importance of collaboration ��Our approach to engaging in evidence-based research��Working with….. The importance of collaboration ��Our approach to engaging in evidence-based researchThe importance of collaboration ��Our approach to engaging in evidence-based researchThe importance of collaboration ��Our approach to engaging in evidence-based researchThe importance of collaboration ��Our approach to engaging in evidence-based researchSlide Number 20The importance of collaboration ��Our approach to engaging in evidence-based research�Our approach to the teacher as the consumer of researchTeacher Journal Clubs; How do they work, and can they increase evidence- based practice?�Teacher Journal Clubs; How do they work and can they increase evidence- based practice?�New and improved model for effective Journal clubs- the role of the moderator is key!Could Teacher Journal Clubs work alongside whole school CPD focus? Metacognition Slide Number 27Our first attempt…It led to…https://www.ctsnresearch.com/the-journalSlide Number 30�Our approach to the teacher who has autonomy in their own classroom-based research informed by evidence- based practice.Slide Number 32�Showcasing research �Showcasing research �Showcasing research �Showcasing research �Our desire to make this phase and subject specific where possible�Useful models Summary of recommendations Did we answer what you wanted?Angela Rodda�Director of Saffron Alliance Teaching School�Arodda@swchs.net�Twitter @AngelaRodda Research we drew on�Reading that helped shape our thinking