researched haninge presentation
TRANSCRIPT
+Evidence-based practiceresearchED Haninge4 February, [email protected]@gmail.comhttp://evidencebasededucationalleadership.blogspot.com
© Gary Jones
+By the end of this session I hope to have Explained why we need evidence-based practice. Outlined a model of evidence-based practice which
uses multiple sources of evidence Discussed some of the misconceptions associated with
evidence-based practice Introduced a couple of tools which you can use to
improve your evidence-based action Articulated a theory of action for evidence-use by
teachers
+Why do we need evidence-based practice Imagine going to the doctor because you are not feeling well.
Before you had a chance to describe your symptoms, the doctor writes out a prescription and says,
“Take two of these three times a day, and call me next week.” “But – I haven’t told you what’s wrong,’ you say. “How do I
know this will help me?” “Why wouldn’t it?” says the doctor. “It worked for my last two
patients.” (Christensen and Raynor, 2003)
CHRISTENSEN, C. M. & RAYNOR, M. E. 2003. Why hard-nosed executives should care about management theory. Harvard business review, 81, 66-75.
ethics,
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+Evidence-based practice and four sources of evidence
+Conscientious
Humility Courage Empathy Integrity
Perseverance Confidence in reason Autonomy Interdependence
Paul, R & Elder, L (2014) Critical Thinking : Tools for taking charge of your professional and personal life (2nd edition)
+Explicit
Selection of data Assumptions Thinking Conclusion
+Judicious
Clarity Accurate Fair Logical Depth
Significance Precision Relevance Breadth
Paul, R & Elder, L (2014) Critical Thinking : Tools for taking charge of your professional and personal life (2nd edition)
+
+Evidence-based practice and four sources of evidence
+Common misconceptions about EBP (1) Evidence-based practice ignores the expertise and
knowledge of teachers and head-teachers. Evidence-based practice is the same as research-based
practice Evidence-based practice involves teachers undertaking
research Evidence-based practice involves only quantitative and
statistical evidence eg effect sizes
+
+Background questions
How does homework improve student achievement? What are the benefits of e-learning? When is the best-time to give students diagnostic
tests? Who is best placed to undertake performance reviews
and appraisals? Where can you find examples of effective 'flipped'
learning
+Foreground questions
Does 24/7 access to iPads as compared to Chromebooks, improve the timely completion of homework tasks?
Does written feedback on homework tasks, as compared to oral feedback lead to improved pupil achievement?
+The PICO format
P — Pupil or Problem. How would you describe the group of pupils or problem?
I — Intervention. What are you planning to do with your pupils?
C — Comparison. What is the alternative to the intervention/action/innovations
O — Outcomes. What are the effects of the intervention/action/intervention?
+Using the PICO format
For Y11 pupils requiring additional learning support (P) how does the provision of 1 to 1 support (I) compared with group support (C) affect achievement rates (O).
For pupils aged 15-16 taking GCSEs (P) who receive written feedback on their homework tasks (I), how well do they achieve (O) compared to pupils who received only oral feedback (C)
+Now try for yourselves
P — Pupil or Problem. How would you describe the group of pupils or problem?
I — Intervention. What are you planning to do with your pupils?
C — Comparison. What is the alternative to the intervention/action/innovations
O — Outcomes. What are the effects of the intervention/action/intervention?
+Theory of action for evidence-based practice Context – schools are encountering rapid changes in political, economic, social
and technological environment
Problem – schools are faced with demands to improve performance, alongside reductions in available resources. Knowledge is expanding and depreciating at the same time.
Innovation – teachers and school leaders need to access and engage with multiple sources of evidence (including research) to inform effective teaching and learning
Learning –teachers and school leaders will have increased awareness of innovation and what works, for whom, to what extent, why and for how long. Also greater awareness of how innovations can be implemented for the benefit of stakeholders
Changes in behaviour – will lead to an increase in the adoption of evidence-based teaching and learning and school leadership
Changes in outcomes – improved pupil learning and outcomes. Increases in the viability of the ‘school’ as a vibrant learning community for pupils, staff and other stakeholdersMeasuring impact and the scale-up of educational innovations: a working paper (2016) Dr.
Chris Brown, Director, UCL Centre for Knowledge Exchange and Impact in Education, UCL Institute of Education
+To sum up
Evidence-based practice is about decision-making and judgement
Evidence-based practice is subject to a number of different misconceptions
Evidence-based practice requires knowledge and skill, which are easily acquired with practice
Fundamentally - evidence-based practice is an ethical requirement for all teachers and school leaders
