1 / 29

BOWDEN ROOM

BOWDEN ROOM. Research-Led Approaches to Increasing Pupil Learning . Research-Led Approaches to Increasing Pupil Learning . Professor Robert Coe Director of the Centre for Evaluation and Monitoring at Durham University. Research-Led Approaches to Increasing Pupil Learning. Robert Coe

alec
Download Presentation

BOWDEN ROOM

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. BOWDEN ROOM Research-Led Approachesto Increasing Pupil Learning

  2. Research-Led Approachesto Increasing Pupil Learning Professor Robert Coe Director of the Centre for Evaluationand Monitoring at Durham University

  3. Research-Led Approaches to Increasing Pupil Learning Robert Coe North of England Education Conference 2014 Nottingham, 15 January

  4. Outline • How can we use school resources to get the biggest increases in learning? • What can research tell us about the likely impact of different strategies? • How do we implement these strategies? • What else do we need do to make it likely that attainment will rise? Improving Education: A triumph of hope over experience http://www.cem.org/attachments/publications/ImprovingEducation2013.pdf

  5. Evidence about the effectiveness of different strategies

  6. Toolkit of Strategies to Improve Learning The Sutton Trust-EEF Teaching and Learning Toolkit http://www.educationendowmentfoundation.org.uk/toolkit/

  7. www.educationendowmentfoundation.org.uk/toolkit Impact vs cost Most promising for raising attainment 8 May be worth it Feedback Meta-cognitive Peer tutoring Early Years Homework (Secondary) 1-1 tuition Effect Size (months gain) Collaborative Behaviour Small gp tuition Phonics Parental involvement Smaller classes ICT Social Summer schools Individualised learning Small effects / high cost After school Mentoring Homework (Primary) Teaching assistants Performance pay Aspirations 0 Ability grouping £0 £1000 Cost per pupil

  8. Key messages • Some things that are popular or widely thought to be effective are probably not worth doing • Ability grouping (setting); After-school clubs; Teaching assistants; Smaller classes; Performance pay; Raising aspirations • Some things look ‘promising’ • Effective feedback; Meta-­cognitive and self regulation strategies; Peer tutoring/peer‐assisted learning strategies; Homework

  9. Clear, simple advice: • Choose from the top left • Go back to school and do it For every complex problem there is an answer that is clear, simple, and wrong H.L. Mencken

  10. Why not? • We have been doing some of these things for a long time, but have generally not seen improvement • Research evidence is problematic • Sometimes the existing evidence is thin • Research studies may not reflect real life • Context and ‘support factors’ may matter • Implementation is problematic • We may think we are doing it, but are we doing it right? • We do not know how to get large groups of teachers and schools to implement these interventions in ways that are faithful, effective and sustainable

  11. So what should we do?

  12. Four steps to improvement • Think hard about learning • Invest in good professional development • Evaluate teaching quality • Evaluate impact of changes

  13. 1. Think hard about learning

  14. www.educationendowmentfoundation.org.uk/toolkit Impact vs cost Most promising for raising attainment 8 May be worth it Feedback Meta-cognitive Peer tutoring Early Years Homework (Secondary) 1-1 tuition Effect Size (months gain) Collaborative Behaviour Small gp tuition Phonics Parental involvement Smaller classes ICT Social Summer schools Individualised learning Small effects / high cost After school Mentoring Homework (Primary) Teaching assistants Performance pay Aspirations 0 Ability grouping £0 £1000 Cost per pupil

  15. Poor Proxies for Learning • Students are busy: lots of work is done (especially written work) • Students are engaged, interested, motivated • Students are getting attention: feedback, explanations • Classroom is ordered, calm, under control • Curriculum has been ‘covered’ (ie presented to students in some form) • (At least some) students have supplied correct answers, even if they • Have not really understood them • Could not reproduce them independently • Will have forgotten it by next week (tomorrow?) • Already knew how to do this anyway

  16. A simple theory of learning Learning happens when people have to think hard

  17. Hard questions about your school • How many minutes does an average pupil on an average day spend really thinking hard? • Do you really want pupils to be ‘stuck’ in your lessons? • If they knew the right answer but didn’t know why, how many pupils would care?

  18. 2. Invest in effective CPD

  19. How do we get students to learn hard things? Eg • Place value • Persuasive writing • Music composition • Balancing chemical equations • Explain what they should do • Demonstrate it • Get them to do it (with gradually reducing support) • Provide feedback • Get them to practise until it is secure • Assess their skill/ understanding

  20. How do we get teachers to learn hard things? Eg • Using formativeassessment • Assertive discipline • How to teachalgebra • Explain what they should do

  21. What CPD helps learners? • Intense: at least 15 contact hours, preferably 50 • Sustained: over at least two terms • Content focused: on teachers’ knowledge of subject content & how students learn it • Active: opportunities to try it out & improve • Supported: external feedback and networks to improve and sustain • Evidence based: promotes strategies supported by robust evaluation evidence • Evaluated: so we know the impact on learning

  22. 3. Evaluate teaching quality

  23. Every teacher needs to improve, not because they are not good enough, but because they can be even better. Dylan Wiliam

  24. Monitoring the quality of teaching • Classroom observation • Much harder than you think! • Multiple observations/ers, trained and QA’d • Progress in assessments • Quality of assessment matters • Student ratings • Extremely valuable, if done properly

  25. 4. Evaluate impact of changes

  26. School ‘improvement’ often isn’t • School would have improved anyway • Volunteers/enthusiasts improve: misattributed to intervention • Chance variation (esp. if start low) • Poor outcome measures • Perceptions of those who worked hard at it • No robust assessment of pupil learning • Poor evaluation designs • Weak evaluations more likely to show positive results • Improved intake mistaken for impact of intervention • Selective reporting • Dredging for anything positive (within a study) • Only success is publicised (Coe, 2009, 2013)

  27. Key elements of good evaluation EEF DIY Evaluation Guide • Clear, well defined, replicable intervention • Good assessment of appropriate outcomes • Well-matched comparison group

  28. Summary … • Think hard about learning • Invest in good CPD • Evaluate teaching quality • Evaluate impact of changes Robert.Coe@cem.dur.ac.uk @ProfCoe www.cem.org

  29. Research-Led Approachesto Increasing Pupil Learning

More Related