i nterventions are n ecessary but n ot s ufficient peter tymms
TRANSCRIPT
![Page 1: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/1.jpg)
INTERVENTIONS ARE NECESSARY BUT NOT SUFFICIENT
Peter Tymms
![Page 2: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/2.jpg)
Outline• A quick look backwards• The need for interventions• Two recent eye openers• Alternative perspectives• Conclusions– For teaching– For policy making
![Page 3: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/3.jpg)
Historically• Education was an evidence free zone• Experience, opinion and good ideas ruled• Two example examples– Kenneth Baker– Estelle Morris
![Page 4: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/4.jpg)
Interview of Lord Baker with Giles Dinot on 18 February 2011
• Q: One criticism was that the National Curriculum just “taught to test”; is there a problem with that?
• A: I went to a Church of England primary school during the war in Southport. I’ve still got the little report books, and there they are, marks out of 100. I was quite clever in those days. I was being tested every term. And I took it home and showed my mother and father.
![Page 5: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/5.jpg)
Estelle Morris: Education Secretary
When in office she did not base any action on research but took considerable notice of the Daily Mail
![Page 6: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/6.jpg)
The need for interventions• Consider
– £500 million on the National Literacy Strategy with no detectable impact
– Etc etc etc• World wide recognition of the issue
– Campbell Collaboration– USA
• What Works Clearing House• Slavin’s Best Evidence
– John Hattie– Tool kit– CEM, Durham
![Page 7: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/7.jpg)
Meta-analysis
• Example: use of digital technology to increase literacy in middle schools. (2005)
![Page 8: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/8.jpg)
Forest Plot
![Page 9: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/9.jpg)
Points to note
• Overall: ES=0.49• Variation of impact of interventions• Need to know more …. • But we now have a best estimate
![Page 10: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/10.jpg)
First eye opener
• Slavin et al 2014• Cooperative Learning in mathematics has
been shown to be effective in the USA• Tried a large RCT in England– And failed “most surprising”
• Tried again with a revitalised approach– And failed again
![Page 11: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/11.jpg)
Second eye opening
• Lemons et al 2014• Five RCTs of the efficacy of KG Peer-Assisted
Learning on reading program. • Over 9 years involving 2,591 students.• Early results very positive and widely reported• Most recent results– Failed
• Team: “shocked and depressed”
![Page 12: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/12.jpg)
Explanations
• Slavin et al– “Differences between traditional teaching practices in
England and in North America”– “Teaching methods proven to be effective in one culture and
system cannot be assumed to be effective in another.”• Lemons et al
– “The changed context”. The bar had been raised in KG.– “the change agent - a no-nonsense Chief Instructional Officer” – The controls were different
![Page 13: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/13.jpg)
A Further Complication
• We live in a complex interactive world.• Even deterministic worlds are not predictable
– http://www.math24.net/double-pendulum.html
• But patterns appear (strange attractors)– https://www.youtube.com/watch?v=aAJkLh76QnM
• Error propagation is the cause and it is summed up in the Dynamic linear model.
![Page 14: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/14.jpg)
The nature of teaching• Great teaching involves– Planning– The ability to ditch Plan A and go to Plan B– Dealing with idiosyncratic
• children • classes
• Integrating professional judgement with scientific evidence
• The bottom line– Academic progress– Positive non-cognitive progress
![Page 15: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/15.jpg)
Some features of policy making• Making big decisions.• John Maynard Keynes– "When the facts change, I change my mind. What
do you do, sir?"• But U-turns are bad news– “The lady’s not for turning”– Are “Reforms as Experiments” conceivable?
• Time scales are long
![Page 16: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/16.jpg)
Propositions• Teachers:– must have up-to-date evidence– must interact and collect feedback continuously – must not be held to account for processes– progress is the bottom line
• Policy makers should:– accumulate & generate evidence– run pilot projects for proposed policy initiatives– spend large sums only when with evidence– must monitor– be held to account for consequences
![Page 17: I NTERVENTIONS ARE N ECESSARY BUT N OT S UFFICIENT Peter Tymms](https://reader031.vdocuments.mx/reader031/viewer/2022032309/56649d055503460f949d886c/html5/thumbnails/17.jpg)
Thank you