Time-saving techniques for the evidence-based teacher

1. +
researchED, Durrington School, 28 April, 2018
@DrGaryJones – jones.gary@gmail.com
https://evidencebasededucationalleadership.blogspot.com
Time saving
techniques for the
time pressed
evidence-informed
teacher

2. +
By the end of this session we will
have
 Provided you with the only definition of evidence-based
practice that you will ever need?
 A number of time-
2

3. +
Research Literacy
Current understanding from academic
research suggests that each which of
the following statements are ‘true’ or
‘false’. If you are not sure – then say
don’t know
3

4. +
True/false don’t know
 P-values do measure the probability that the studied hypothesis
is true, or the probability that the data were produced by
random chance alone.
 Statistical significance indicates a scientifically or substantively
important relation has been detected.
 A p-value, or statistical significance, measures the size of an
effect and the importance of a result
 The specific 95 % confidence interval presented by a study has
a 95 % chance of containing the true effect size.
4

5. +
Effect sizes
A large number of students were
randomly assigned either to a
treatment group that received an
intensive tutoring program in
reading or to a control group that
did not. After participating in the
program for 10 weeks, students
were given a reading assessment.
Results show that students in the
treatment group scored higher
than students in the control group,
with an effect size of 0.3.In this
context, what does “an effect size
of 0.3” mean?
A. On average, students in the
treatment group scored 0.3 percent
higher than students in the control
group.
B. On average, students in the
treatment group scored 0.3 points
higher than students in the control
group.
C. On average, students in the
treatment group scored 0.3
standard deviations higher than
students in the control group.
D. The correlation between the
curriculum and test scores was 0.3.
5

6. 6

7. +
Teachers have a weak, but variable,
knowledge of academic research
evidence
 A weak, but variable, understanding of the evidence-base
relating to teaching and learning strategies.
 A weak, but variable, understanding of different research
methods and their relative strengths.
 A particularly poor understanding of the evidence-base that
requires scientific or specialist research knowledge (e.g. the
validity of ‘neuromyths’).
7

8. +
Most teachers interviewed did not feel
confident in engaging with research
directly, or feel able to judge its quality,
relying on senior leaders and other
organisations like the Sutton Trust and
the Education Endowment Foundation
(EEF) (p6)
8

9. +
Most teachers interviewed did not feel
confident in engaging with research
directly, or feel able to judge its quality,
relying on senior leaders and other
organisations like the Sutton Trust and
the Education Endowment Foundation
(EEF)
9

10. +
Evidence-based practice and the
only definition you will ever need
10

12. 12

13. 13

14. 14

15. +
Common misconceptions about
evidence-based practice
 Evidence-based practice ignores the expertise and knowledge
of teachers and head-teachers.
 Evidence-based practice is the same as research-based
practice
 Evidence-based practice is all about quantitative research and
effect sizes

16. +
Ask
16

17. +
The Eisenhower Matrix
URGENT NOT URGENT
IMPORTANT
QUADRANT 1
IMPORTANT
AND
URGENT
QUADRANT 2
IMPORTANT
BUT
NOT URGENT
NOTIMPORTANT
QUADRANT 3
URGENT
BUT
NOT IMPORTANT
QUADRANT 4
NOT IMPORTANT
AND
NOT URGENT

18. +
So What
 Step 1 - Name the topic: I am
trying to learn/find out about
………..
 Step 2 - Ask an indirect
question about the topic in
order to identify what you do
not know about the topic
 Step 3 - Answer So What? by
motivating your question by
asking a second indirect
questions that explains why you
asked your first indirect
questions.
 I am interested in working on
marking strategies because I
want to find out the most time
effective way of carrying out
marking because I want to
reduce unnecessary work load
on teaching staff
 I am interested in children’s
play because I want to find out
the best way of incorporating
play into my teaching because I
want to increase children’s
independence as learners
18
Booth, W. C., Colob, G., G, Williams, J. M., J., B., & Fitzgerald, W. T.
(2016). The Craft of Research (Fourth Edition). Chicago: The University
Of Chicago Press.

19. +
Acquire
19

20. +
Questions about what is already
known/not known
 What do we known/think/feel about this situation?
 What do people affected by the situation know/think/feel?
 Do we all know/think/feel the same?
 Have we tried to something about this situation before?
 What do we know about how to address this situation?
 What do we usually do about this type of situation?
 How do we capture what we know?
20

21. +
Questions about accessing and
using knowledge
 What do we need to know before we can move forward?
 How do we find the knowledge we need?
 Who else might know about this situation?
 Who do we need to talk/listen to?
 Has anyone else tried to do something about this situations?
 Has anyone else dealt with a similar situation
21

22. +
Appraise
22

23. 23

24. 24

25. + 25

26. +
When can you trust the experts
Strip it
Trace it
Analyse it
Should I do it
26

27. 27
 What we take to be signs of authority
can turn out not to be very reliable, if
the person is not, in fact, scientifically
knowledgeable.
 We might arrive at a false belief if we
misunderstand the position taken by
the expert.
 The person might be a good scientist
or researcher, but be in error because
he or she takes a position on a topic
outside their own area of expertise.
 Two people with equally good claims
to authority might disagree on an
issue, leaving it unclear which to
believe

28. +
Aggregate
28

29. 29Author/sources Description Year Setting Who Commentary
Research
literature
Sims, Moss
and Marshall*
2017 Two mixed 11-
18 schools
Ofsted -
outstanding
10 teachers
in school A
and 7
teachers in
school
The research finds that
journal clubs are a viable,
scalable model of teacher-
led professional
development, capable of
creating sustained increases
in evidence-informed
practice.
School data
(quantitative)
Professional
Learning
Programme
2017 The school All staff Some space in professional
learning calendar for half-
termly journal clubs
Stakeholder views School staff
meeting
2017 The school All teaching
staff including
teaching
assistants
General acceptance of idea
in principle, though
suggested it should be
trialled with a group of 7 -10
volunteers
Practitioner
Expertise
Senior
Leadership
Team
2017 The school HT, 2 DHs
and School
Research
Lead
No direct experience though
school research lead has
attended sessions on journal
clubs at researchED and is
aware of available resources

30. 30
Aggregating evidence

31. +
Is there a clear logic model?
31

32. +
Is there a clear logic model?
32

33. +
Components of a logic model
Input (Resources)
Output
(Activities and
Participation/Reach)
Outcomes –
(Learning,
Behaviour or
Results)
33

34. +
Activity – devise a simple logic
model for a current intervention
34
Input
• Resources
Output
• Activities
• Participants
Outcomes
• Knowledge
and skills
• Practice
• Results
What assumptions were made –in other words, what was
taken for granted?

35. +
Simple logic model for a journal club
35
Input
• Time
• Skills of the the
facilitator
• Money
Output
• Activities
• Search
• Selection
• Presentation
• Discussion
• Summary
• Participation
• Who
• Number of
attendees
• How long
Outcomes
• Knowledge
and skills
• Changes in
teaching
practice
• Pupils
outcomes

36. +
Act
36

37. 37

38. Framework for analysis of context
Participants’ will
Sizing up a context
No
Commitment
Some
Commitment
Strong
Commitment
Extant know-
how limited
Limited
capacity
Very small-
scale test
Very small-
scale test
Very small-
scale test
Good
capacity
Very small-
scale test
Very small-
scale test
Small-scale
test
Substantial
know-how
exists
Limited
capacity
Very small-
scale test
Small-scale
test
Large-scale
test
Good
capacity
Small-scale
test
Large-scale
test
Implement
BRYK, A. S., GOMEZ, L. M., GRUNOW, A. & LEMAHIEU, P. G. 2015.
Learning to improve: How America's schools can get better at getting better.

39. +
Assess
39

40. +
After-Action Review
1. What did we set out to do?
2. What actually happened?
3. Why did it happen?
4. What are we going to do next time?
40

41. +
How well did I do
 Asking
 Accessing
 Appraising
 Aggregating
 Acting
 Appraising
41

42. +
@DrGaryJones
jones.gary@gmail.com
http://evidencebasededucationalleadership.blogspot.com