What the Research Actually Says with Rob Coe, Mind the Gap, Ep.71 (S4,E8)
Feb 5, 2024
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Professor Rob Coe joins Tom Sherrington and Emma Turner to discuss his work on evidence-based education. They delve into the EEF Toolkit and the Sutton Trust report, challenging educators' beliefs. They also explore the latest craze of instructional coaching and what the research actually says about it.
Teachers should prioritize content knowledge and create a supportive environment for student learning.
Instructional coaching can be effective but should be approached with caution.
Collaboration among teachers enhances understanding and application of effective teaching strategies.
Deep dives
Importance of Expertise in Teaching
Teaching requires expertise in both subject matter and pedagogy. Teachers should prioritize understanding the content they teach and be skilled at creating a supportive environment, maximizing opportunities for student learning, and activating hard thinking. While context and grade level may influence how these principles are applied, the underlying concepts of effective teaching remain universal. Teachers should aim for collaboration and continuous improvement, leveraging the expertise of colleagues to enhance their own teaching practices.
Caution in Implementing Instructional Coaching
Instructional coaching can be effective but should be approached with caution. It is an expensive endeavor that often requires taking experienced teachers out of the classroom. The success of coaching depends on the expertise, skills, and guidance of the coach. When done well, particularly in a collaborative group setting, coaching can support teachers in developing their skills and improving student learning. However, it should be implemented purposefully and with consideration given to scalability and sustainability.
Importance of Collaboration in Teacher Development
Collaboration among teachers is an efficient way to facilitate professional learning and improve teaching practices. Teachers can learn from one another, share expertise, and provide feedback. Collaborative groups should have a common agenda and a structured approach to support their discussions. By harnessing the power of collaboration, teachers can enhance their understanding and application of effective teaching strategies, leading to better student outcomes. However, the success of collaboration depends on the expertise of the participants and their ability to translate principles into context-specific practices.
The Value of Research-Based Principles
Research-based principles provide a framework for effective teaching, but they need to be understood and applied in specific classroom contexts. These principles, such as building relationships, managing behavior, maximizing learning opportunities, and activating critical thinking, are relevant across grade levels. Teachers should adapt and apply these principles to their own classrooms, taking into account the unique needs of their students and the demands of their subject matter. Expertise and ongoing collaboration help teachers navigate the complexities of teaching and continuously improve their practice.
Continuous Learning and Improvement in Teaching
Teaching is a continuous learning process that requires ongoing improvement. Teachers should strive to develop expertise in their subject matter and pedagogy, collaborate with colleagues, and regularly reflect on their practice. Continuous improvement involves seeking feedback, engaging in professional learning communities, and staying informed about research and best practices. By embracing a growth mindset and committing to lifelong learning, teachers can enhance their effectiveness and positively impact student learning and outcomes.
On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by Professor Rob Coe. The three of them talk through the history of Rob's work as a teacher and then a researcher. Rob's work on the EEF Toolkit and the Sutton Trust report highlighted existing evidence about cost-effective interventions, and the publications shattered a lot of educators' previously held beliefs. Rob says that subsequent arguments with teachers led to discussions about pedagogy, and he maintains that educators need to be focussed on actual learning, not proxies for learning. At the end of the episode, Tom, Emma, and Rob talk about the latest educational craze - instructional coaching - and what the research actually says about it, as well as where research about coaching is headed.
Professor Rob Coe is Director of Research and Development at Evidence-Based Education and a Senior Associate at the Education Endowment Foundation. He was previously Professor of Education and Director of the Centre for Evaluation and Monitoring at Durham University, where he worked for 20 years doing research, evaluation, teaching and policy engagement. Rob was a co-author of the EEF’s Teaching and Learning Toolkit, the Sutton Trust report ‘What makes great teaching?’ and the ‘Developing Great Teaching’ report for the Teacher Development Trust. Follow him on Twitter at @ProfCoe
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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