Carl Hendrick discusses how education research can be compared to compiling classic rock albums for teachers, emphasizing the importance of play-based learning in early education. The discussion explores the challenges of applying research in the classroom and the need for teachers to engage with educational research to enhance their practices.
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Prioritise Classroom-Relevant Research
Design research and training with classroom relevance and focus on practical application for teachers.
Build master's programs and CPD that emphasize actionable classroom research and usable findings.
insights INSIGHT
Curate Seminal Research Like A Hit Album
Carl and Paul selected papers like a "top albums" list to highlight seminal education research useful to teachers.
They focused on concise summaries, classroom implications, and practical takeaways for busy practitioners.
insights INSIGHT
Lab Findings Need Teacher Translation
Lab studies isolate single variables but often lack direct classroom prescription for teachers.
Researchers can explain principles but teachers must translate them into context-specific decisions.
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On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by Carl Hendrick, author of two books about the science of teaching and learning and a third about bridging the gap between research and practice. Carl said he approached finding the research papers for his books in the same way that he would have compiled an album of seminal classic rock tracks, but with the criterion of having the greatest use for teachers and school leaders. The discussion turned to how education research is conducted and how "a lot of debates in education are people in different stages talking past one another". Carl also says that we now have a good understanding of the science of learning, but the three agree that especially in the early years and early primary education, even research-proven pedagogical practices like interleaving can't take the place of play-based learning, for example. Listen now to hear more on how teachers can really engage with educational research.
Carl Hendrick works at the Academica University of Applied Sciences in Amsterdam where his focus is on bridging the gap between research and practice. Carl was a secondary English teacher for 18 years in a range of different contexts and completed his PhD in education at King’s College London. He is the co-author of How Learning Happens, How Teaching Happens, and What Does this Look Like in the Classroom. Follow Carl on Twitter @C_Hendrick
Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter @teacherhead
Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She founded ‘NewEd – Joyful CPD for early-career teachers,’ a not-for-profit approach to CPD to encourage positivity amongst the profession and help retain teachers in post. Follow Emma on Twitter @emma_turner75.
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