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How can recent research impact our schools for the better? Daniel - - PowerPoint PPT Presentation

How can recent research impact our schools for the better? Daniel Muijs Deputy Director | Research and Evaluation Ofsted How can recent research impact our schools for the better? HSGB launch event 13-11-19 Slide 1 Being evidence informed is a


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How can recent research impact our schools for the better?

Daniel Muijs Deputy Director | Research and Evaluation Ofsted

How can recent research impact our schools for the better? HSGB launch event 13-11-19 Slide 1

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Being evidence informed is a moral duty

  • Some things work better than other
  • We have evidence on what works
  • Using this evidence is a social justice issue
  • But:
  • We don’t know everything
  • Evidence needs to be translated into school and classroom contexts

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But do we have the evidence?

  • ‘Everything works somewhere, but nothing works

everywhere’ (Dylan William)

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Everything works somewhere…

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Everywhere works somewhere…

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But some things work better than others…

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Everything works somewhere, but

  • Some things work better than others
  • Some things work in more places than others
  • Some things work more easily than others
  • Some things almost always work
  • Some things almost never work

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But do we have the evidence?

  • We do have evidence on what works
  • A lot of evidence on effective teaching
  • Significant evidence on effective schools
  • But:
  • We don’t know everything – evidence base differs between areas
  • Evidence needs to be translated into school and classroom contexts
  • Evidence may be contextual: ‘what works where, under what

circumstances’ (Dylan William)

  • But again, some things work under most circumstances, some under

few

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What does the latest research tell us?

  • Three key areas:
  • Effective teaching
  • Cognitive Science
  • Curriculum

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Effective teaching

  • Not all new research, but some strong classic research being

rediscovered, and links to cognitive science made

  • Long tradition of looking at the relationship between what

teachers do and what children learn

  • Strong support for:
  • Direct Instruction (e.g. Rosenshine’s principles of isntruction)
  • Importance of feedback (Dylan Williams’ work)
  • Develop metacognition (see EEF guidance report)
  • Teacher subject knowledge (complicated but key)

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Research from cognitive science

  • Growing body of research on how we learn
  • More and more applications to classroom practice
  • Key findings
  • Cognitive load theory (Sweller)
  • Novices v. experts (Kirschner)
  • Generic skills don’t exist (Barnett & Caci)
  • Learning is not the same as achieving (Bjork)

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The importance of curriculum

  • Both effective teaching and cognitive science focus on how we

teach

  • But what we teach matters even more
  • Curriculum lies at the heart of quality of education, so

curriculum research is important (Counsell, Young)

  • Some key findings:
  • Importance of sequencing – what are the building blocks we need

pupils to have?

  • There are subject-specific ways of knowing as well as content
  • Teachers subject knowledge is key

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Accessing the evidence is problematic for schools…

  • It is too technical:
  • Muijs (2017).‘Can Schools Reduce Bullying’ - ‘IGLS estimation was

used, all models converged and no non-admissible parameters were generated’

  • It is too expensive:
  • e.g. Muijs (2017). ‘Can Schools Reduce Bullying’ - $6/48 hrs, $38 for

the PDF

  • There is too much of it
  • e.g. >1500 papers on metacognition since 2000

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So you need to be selective…

  • There is plenty of dross around…
  • Key criteria:
  • Validity
  • Reliability
  • Utility
  • Not about a single methodology – this depends on the research

question

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How do we make sense of evidence?

  • In light of these issues, intermediaries are key
  • Trusted translators of academic research
  • Books by academics and practitioners, e.g. Allison & Tharby, Hendrick,

Willingham

  • Articles summarising evidence, e.g. Rosenshine (2012): principles of

Instruction.

  • Organisations: EEF, Teacher Development Trust, Research Schools
  • Bloggers and websites: e.g. Mark Enser, Christine Counsell, Alex

Quigley…

  • Can HSGB play a role here?

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Final words…

  • We know a lot, but often don’t apply what we know
  • As a profession we must be evidence-informed
  • Beware the snake-oil salesmen of education
  • There are usually two sides to an argument, but that doesn’t

mean they are equally evidence-based

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Ofsted on the web and on social media

www.gov.uk/ofsted https://reports.ofsted.gov.uk

www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews

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