Evidence Informed Practice: Connecting research with the classroom
Dec 31, 2022
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In this discussion, Chris Such, a champion of evidence-informed practice, Tom Oakley, who bridges research and classroom practices, and Cassie Young, focused on integrating research into teaching, tackle compelling issues in education. They share their favorite research books and highlight the barriers faced when engaging senior leaders with evidence. The trio dives into the impact of accountability on teaching methods, critiques flawed phonics research, and emphasizes the necessity of thoughtful implementation of evidence-based approaches to enhance student outcomes.
The podcast underscores the importance of evidence-informed literature, particularly research-informed educators' books that bridge the gap between research and classroom practice.
Networking and collaboration among educators are essential for implementing evidence-informed practices, promoting sharing of successful strategies and peer teaching observation to refine methods.
Resistance to adopting evidence-based practices in schools often arises from leadership clinging to established methods, highlighting the need for patience and adaptability in fostering change.
Deep dives
Exploring Evidence-Informed Literature
The podcast discusses various types of educational literature and their value for teachers. It highlights the importance of books written by research-informed educators, as well as collaborations between researchers and practicing teachers. The In Action series is particularly noted for its bridging of research and practice, allowing educators to gain insights from both perspectives. Additionally, the conversation emphasizes the need for more collaborative works that allow teachers and researchers to communicate effectively, ensuring that the research is applicable and beneficial in classroom settings.
The Challenge of Implementing Evidence-Based Practices
Implementing evidence-informed practices in the classroom poses significant challenges, particularly due to cognitive biases. Teachers often struggle to transition their understanding of evidence into practical changes. Prioritizing specific areas to focus on, such as improving explanations or reducing cognitive load in lessons, is deemed essential for effective practice. Incorporating feedback from colleagues and utilizing support from teaching assistants can further enhance the delivery and effectiveness of these evidence-based changes in teaching.
Collaborative Learning and Networking
Networking and collaboration among educators is crucial for promoting effective evidence-informed practices. The discussion emphasizes the importance of reaching out to colleagues, both within the school and across networks, to share successful strategies and learn from each other. Observing peer teaching can aid in refining one's practice and implementing new ideas with confidence. This collaborative approach is particularly valuable for teachers who may feel isolated in their desire to improve and implement research findings in their classrooms.
Resistance to Evidence-Based Change
Resistance to adopting evidence-based practices can stem from various sources, particularly from school leadership. Many leaders may cling to established methods that they believe are effective, despite emerging evidence suggesting alternative approaches. Experiences with prior initiatives, along with the high stakes of accountability, can cause hesitancy in fully embracing new practices. There is recognition that change often requires time to implement and that leaders must balance their desires for innovation with the practical realities of their teaching staff and resources.
The Need for Continued Research in Education
The podcast concludes by recognizing the gaps in existing research and the need for further studies in specific areas of education, such as reading mileage and the impact of various phonics programs. Educators express a desire for robust evidence that can substantiate teaching methods and inform practice. There is also a call for research focused on early childhood cognitive development to ensure teaching strategies align with how young children learn. The discussion illustrates a collective understanding that continuous evidence-based inquiry is vital for effective teaching and learning in schools.
Episode 105: This week on TDaPE, I'm joined by Chris Such, Tom Oakley and Cassie Young for an exploration of evidence informed practice. Answering questions written by Dr. Sam Sims, my guests consider their favourite type of research book, how they deal with resistance to research engagement from senior leaders, the watershed moment that changed their engagement with 'evidence' and much more. Whether you're new to the profession, an experienced senior leader, or an academic with a keen interest in life on the ground in schools, you won't want to miss this one.
Recorded during the live-stream for Velindre, this episode helped to raise over £1,100 for charity and my heartfelt thanks go to everyone involved, those who donated and to all who spent the day thinking deeply about primary education with us. Diolch!
Happy New Year from everyone at TDaPE
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