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John Tomsett and Jonathan Sharples

Turbocharge your school – Using evidence to improve outcomes. John Tomsett and Jonathan Sharples. and support schools. “We must give educators and politicians the information they need to make wise decisions for children”. Baroness Estelle Morris. Research Evidence.

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John Tomsett and Jonathan Sharples

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  1. Turbocharge your school – Using evidence to improve outcomes John Tomsett and Jonathan Sharples

  2. and support schools “We must give educators and politicians the information they need to make wise decisions for children” Baroness Estelle Morris

  3. Research Evidence Where is evidence-based policy? National Strategies scrapped Increased freedom/choice… and responsibility for schools Peer-to-peer path to school improvement – teaching schools, federations etc High-quality information to inform decision-making and support interactions What works…. and what doesn’t? (eg Struggling Readers) How to get the evidence working?

  4. Current moves towards more evidence-informed policy/practice… Royal College of Teachers Cabinet Office ‘What works’ centres– NICE for education

  5. EEF Teaching and Learning Toolkit The Toolkit is an accessible, teacher-friendly summary of educational research. • Practice focused: tries to give schools the information they need to make informed decisions and narrow the gap. • Based on meta-analyses conducted by Durham University.

  6. Are all schools spending the £1.25bn Pupil Premium as cost effectivelyas possible? David Laws MP and Michael Wilshaw call for schools to use ‘what works’… Reference Pupil Premium ‘Toolkit’

  7. Our review vs Toolkit

  8. Overview table

  9. Independent learning “The three approaches that showed the most benefit for a relatively low investment are what the report calls the ‘proven classroom approaches’ of providing effective feedback on pupils’ performance, encouraging pupils to think about their own learning strategies, and getting pupils to learn from each other.”

  10. Primary Literacy Example – Cross-Age Peer Tutoring • What is it? An instructional strategy in which upper primary students (Year 6) are paired with younger pupils (Year 3/4) to provide explicit reading support. • How does it work? Pick an intermediary text. Tutor corrects errors, encourages review and ask questions, and praises - encourage high-level feedback and understanding. • What are the benefits? Proven outcomes on attainment (tutor also). Wider benefits include increased motivation/confidence, social/emotional benefits and development of metacognition/learning skills • How do I implement it? 30min/week. One day’s CPD (2 sessions). Very cost-effective. Fidelity matters

  11. What is metacognition?! • Metacognitive strategies are teaching approaches which make learners’ thinking about learning more explicit in the classroom. • This is usually through teaching pupils strategies to plan, monitor and evaluate their own learning. Includes: • Identifying questions to answer • Planning and hypothesising • Exploring problems from different perspective • Generating ideas • Questioning their own and others’ assumptions • Assessing themselves and others • Organising time and resources Great teachers do this without realising…. knowledge AND skills

  12. Entity view Fixed mindset Incremental view Growth mindset

  13. Fixed vs Growth mindsets Fixed mindset - less motivated to learn, less resilient Growth mindset - more motivated and resilient intelligence Blackwell et al (2007) Child Development, 78(1) p246

  14. “Success is the ability to go from one failure to another with no loss of enthusiasm.”

  15. Google: NAIS Brainology Year 7 – Maths

  16. Improving metacognitive awareness of learning can help light the fire! “Study and learning skills are inert until powered by motivation” Carol Dweck Vehicles to get into practice…??

  17. Example: Teaching Assistants

  18. Strategies for Struggling Readers Weighted Mean Effect Size One-to-one tutoring

  19. What do schools need to apply this knowledge? High-quality reviews/meta analyses are necessary but not sufficient. Need converting them into meaningful materials for schools.

  20. Acting on the Toolkit.. How about speaking to an expert in this area? eg Rose Luckin on iPads www.betterevidence.org Best Evidence in Brief Get involved in an EEF project? eg SPOKES, CASE, TEEP Ok, but little evidence… gap around rigorously evaluated CPD/interventions. Evaluate within your own school/across YEP?

  21. Use DIY guide to evaluate your PP spending.

  22. Research-use is a social process

  23. … Also provide practical support to schools to apply this information with confidence Support for schools identify and implement evidence-based strategies in line with their own data, targets and practices – YIPI project Successful pilot in primary/secondary schools – eg Peer Tutoring, Grammar writing

  24. Fullan on change I found that the single factor common to successful change is that relationships improve. If relationships improve, things get better. If they remain the same or get worse, ground is lost. Thus leaders must be consummate relationship builders with diverse people and groups — especially with people different than themselves. This is why emotional intelligence is equal to or more important than having the best ideas. In complex times, emotional intelligence is a must. Presentation details

  25. Huntington School • 2007: 59% 5 A*-C GCSE grades E&M • 2008: 60% 5 A*-C GCSE grades E&M • 2009: 57% 5 A*-C GCSE grades E&M • 2010: National Strategies Raising Achievement Plans (RAPs) in English, Mathematics and MFL… Presentation details

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  27. Leading Edge Email: July 2010 I am looking for schools that can tell their story at the next round of events in focussing upon Medium to Longer term strategies for maximising achievement at Key Stage 4. I was very impressed with their KS4 Maths and particularly English interventions to raise achievement. Their head is very good - John Tomsett, and asked them to come up with new strategies this past year to raise achievement. Leadership is very strong at this school and John has put in place a number of whole school training days to create the right culture. Presentation details

  28. My return email: 29 August 2010 Hi DominicI'm afraid our strategies did not have the impact we hoped.Sorry not to be able to help.SincerelyJohn Presentation details

  29. Huntington School • 2007: 59% 5 A*-C GCSE grades E&M • 2008: 60% 5 A*-C GCSE grades E&M • 2009: 57% 5 A*-C GCSE grades E&M • 2010: National Strategies Raising Attainment Plans (RAPs) in English, Mathematics and MFL… 55% Presentation details

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  33. Nov 2010: The crux of the issue Why do some students think, when they have seven hours of English lessons in Years 10 and 11 a fortnight, that ten one hour lessons, one a week leading up to the examinations, held after school when they and their teachers are tired, will suddenly transform them from D grade students to C grade students and make up for their lack of effort in their seven hours of lessons a fortnight over the past 18 months? Presentation details

  34. We have to refocus the majority of our effort on classroom lessons, let the students know that is what we are doing and target our extraordinary support strategies more intelligently. As we develop the curriculum, over time we will grow independent learners and we will get to the point where there is no Year 11 examination run-in frenzy. Presentation details

  35. LITERACY & NUMERACY OUTSTANDING TEACHING PROGRESS REVIEW BIG 8 & THE CURRICULUM INTERVIEWS

  36. When we know what we want… …we have to make it happen!

  37. Huntington School • 2007: 59% 5 A*-C GCSE grades E&M • 2008: 60% 5 A*-C GCSE grades E&M • 2009: 57% 5 A*-C GCSE grades E&M • 2010: 55% 5 A*-C GCSE grades E&M • 2011: 63% 5 A*-C GCSE grades E&M • 2012: 65% 5 A*-C GCSE grades E&M Presentation details

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  39. The Key Issue 2013 How we will become a truly great school

  40. DS1: How we will all become great teachers • Teacher-coaches: Jenny; • School-wide coaching programme: Music Dept.; • IRIS video technology: Nigel; • Reshaping SOLCs: Garry; • 360o student appraisals: Claire & Karl; • Student Digital Leaders: Alex.

  41. DS2: How do we create a genuine Growth Mind-set in School? • Can students develop their abilities through dedication and effort? Penny • Code of Kindness: Betsy • Why? Steve & Chris • Teacher Toolkit for highly effective feedback: RJG • Targeted Leadership Programme: Nicky • Celebrate achievement at every turn: Tim

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  44. Ben Goldacre Michael Gove has expressed huge enthusiasm for these ideas. But many teachers say he ignores evidence, and challenge him to subject his own edicts to rigorous testing. Fair enough: I think good-quality evidence matters, whether it's in education, medicine, or public policy, and I will stand on the barricades with anyone who wants to make that happen. Presentation details

  45. Ben Goldacre Any health minister who tried to force doctors to use a treatment that doesn't work would be laughed out of town. If teachers really want to force all education ministers to follow the evidence, there is one thing they can do today: work towards making evidence-based practice the everyday, unarguable routine – starting now. Presentation details

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