Saturday, 19 August 2017

Week 22

The case for evidence based teaching
  • In Highly successful teachers classrooms you see things are evidence based, even if they don’t know it
  • Often things seem great and ‘in’ for teacher but there is not enough evidence to say they are really worth it
  • They want using research in teaching to be as important as it is in science etc…
  • Be good to have a publication that condense evidence to save teachers looking through a whole lot of different sources
  • Important sources of evidence - excellent teachers, classroom based experiments, brain studies/neuroscience
  • Where will we find this evidence? - mostly hidden in academic journals. Good to look at meta studies as they combine a whole lot of studies that have been done - analyse the quality, then only combine good quality studies. Less to read and more reliable evidence
  • John Hattie’s study is good as it analyses 800 studies - done in NZ
  • Classroom instruction that works, robert mazano
  • How the brain works - David Sousa
  • Evidence puts you in control



Data collection for inquiry project
- data collection needs to be planned and systematic, chosen for a purpose
- different options to use are:
  • Document analysis (this may include examples of students’ work)
  • Surveys
  • Focus groups and/or interviews
  • Student assessment data (this could include both formative and summative assessment).
  • Pre and post test data (this could be used if you are developing an intervention designed specifically to raise student achievement in a particular area, e.g. spelling or mathematics. You could give students a pre test to ascertain their current level and then give them a similar or the same test after the intervention to determine whether there has been improvement)
  • Students’ just-in-time responses using digital technologies and postings on social media
  • Classroom (or other locations) observations
- mix of quantitative and qualitative will help to make the data collection more reliable
- key methods:
- interviews - structured or unstructured, open or closed questions
- surveys - types of questions, length of survey, mode of surveying

- observations - focus of the observation, how will you record them

I will most likely use surveys, pre and post assessment and possibly some observations. For my surveys I will probably have some likert scales and some short answer questions to get a range of information. I will use google forms for surveys.

4 comments:

  1. Hi Morgan,
    A really good evidence-based resource for teachers is the "Best Evidence Synthesis" series - which are meta-analyses gathered by recognised NZ researchers. They have a good range and would be the best resource for the classroom teacher to use in the inquiry process. They also have summaries of each synthesis at: https://www.educationcounts.govt.nz/topics/bes/resources/bes-programme, and you can also get the full range of resources here too. At our school we have just used: "Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES)" - to inform our theory for developing our monitored learning systems and procedures - https://docs.google.com/document/d/1FBbcKZHMGtGNq5kcD7eF3ozIvxy6z76F9m7Q_BqpA8o/edit?usp=sharing.

    We are about to use Effective Pedagogy in Pāngarau/Mathematics: Best Evidence Synthesis Iteration (BES) - to inform our maths action plans as part of our Maths/Pasifika pld. I have used School Leadership and Student Outcomes: Identifying What Works and Why Best Evidence Synthesis, extensively in my leadership inquiries and practice.

    Another source of good NZ evidence is ERO publications where they have gathered and analysed what works in schools.

    So its all there to be accessed. Part of the challenge of leadership is helping people to realise that they actually need these things. Once they realise this, the information is there for the taking.

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  2. Thanks for that Lorraine, it is good to know where good New Zealand evidence based research comes from as I found it hard in my literature review to find New Zealand sources of evidence. That is very true often for teachers reading good evidence is at the bottom of the priorities as we are often time poor. I suppose it is about giving it to them when they need it and in small amounts that are easy to interpret and apply to their context. By using it more often I suppose it becomes more familiar and teachers begin to see the value more too. As spiral of inquiry becomes more widely used hopefully more teachers will also begin to see the importance of evidence based teaching too.

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  3. I really like the video clip which clearly defines that evidence based teaching is not about the evidence I collect on my teaching and student outcomes. Clever John Hattie knowing what educators need. A pity there is not a user friendly way to share all the good practices with all teachers. It is still a bit academic for the busy dedicated teacher in the classroom!!

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  4. I agree Leanne I thought the video was very clear and covered a lot of key points about evidence based practice. That is very true it needs to be broken down a bit more for classroom teachers. I am sure different people would have broken different parts down for teachers, it would be great to collate it as it would be a great resource for teachers.

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