All researchED events kick off well and whilst I’ve sat through a fair few ‘we aren’t expecting a fire alarm test today so if you hear a continuous bell…’ housekeeping announcements in my time, never before has this included instructions of what todo in the event of a lock-down. This made for a very exciting start to rEDBrum (and a silent wonder if each of the change-over bells would run to a count of 5 and we’d (very sensibly and in an orderly fashion) be required to dive under the tables). It didn’t happen (for the best really). It was also the most purplest school I’ve ever been to and if the TES do an award for having a theme and running with it, Dame Elizabeth Cadbury School wins hands down. The announcements and introductions were swiftly followed by a mini-keynote from Daisy Christodoulou on why we need to improve assessment and this ended up an unintentional but welcome theme threaded though my day.This event was also the first time I brought someone else from school to a researchED conference; a surprisingly big thing for me. I’m conscious that I hold researchED dear as my ‘thing’ – there are people I know, ideas I’m familiar with and challenged by, and despite the day-to-day stresses of work I can rely on something like this to put me back on track with why I love it. Of course I share what I learn back at school but bringing someone from one work-world into my other work-world was strange but positive. Anyway, at 7:45 on a Saturday morning our school principal Marcus hopped into our car with his copy of Daisy’s ‘Making Good Progress’ to read along the way.
Introducing a ‘novice’ to all this was a refreshing way to view researchED. Aside from the general what-is-researchED-who-is-Tom-Bennett-yes-everyone-really-does-do-it-for-free stuff there were a lot of things I found myself giving an overview of that I pretty much take for granted now and think lots of other people do. A couple of speakers openly glosssed over who Dylan Wiliam or Daniel Willingham are because researchED is pretty much taken as an environment where that’s basic knowledge – a solid case of David Weston’s point on Fundamental Attribution Error. There were a lot of hands up when Tom asked whose first rED it was in his introduction and whist some may be of the opinion that it’s unthinkable for a teacher of 30 years to not know about ‘Inside the Black Box’ I reckon there’s more out there that don’t know than do.
Marcus reading ‘Making Good Progress’ was actually a happy coincidence. I’d popped into his office to arrange our travel arrangements for the weekend and rattled of a few of the people who were going to be speaking, including Daisy’s keynote, and whilst I explained some of her work he produced the book from under a pile of incident sheets and exclaimed that he knew the name was familiar (promptly writing his name in the front when I asked if it was the copy I’d leant to another colleague). He’d not started it yet but when I popped in again on Friday it’s pretty safe to say it was blowing his mind even from Wiliam’s foreword.
My own day was perhaps subconsciously threaded with assessment/feedback/progress. I’ve spent a week cramming in baselines for new pupils and using a new system for the first time (GL Assessments in English, Maths and Science alongside Hodder Reading and Spelling tests for those who are interested). Ben Newmark’s talk on the mess that is target grades and Tom Sherrington’s take down of ‘Can-do’ statements make complete sense to me and it’s confirmation that what I assumed for a long time was naivety on my part – that the reason for all these non-sensical things must have been explained on everyone’s PGCE courses and it was all a ‘teacher’ thing – is actually based on a snowballing of decisions that nobody is certain of why it’s done; it just is. I’m still moving thoughts on this round in my head so I might consolidate those more clearly at some point. I have to say though, my take-home feeling is it’s no longer just theories of better ways to approach things, there are researched models out there, Ofsted are pumping out the message that they aren’t looking for specific things and school leaders have to be really brave to leap and make these changes. The fear of change is very real for many reasons and not all leaders have the autonomy they need to really go for some of these things. I’m not sure what it’ll take to get going but I sense that as some are starting to jump off the cliff edge it won’t be as hard for others to follow.
As always I left yesterday feeling positive and full of ideas. We’ve still got a week before half term and I’m desperately trying to finish off Relay before Friday so positivity is welcome. It was great to see people I’ve not seen since September and for my fox shoes to make friends with Cat Scutt’s. I’m still rubbish at talking to people at these things and shall endeavour to do better next time. I think Marcus got a lot out of it too. I know it’s consolidated some ideas for him and given food for thought in other areas. I also know that whilst most of us on-line buddies are introverts and ignore each other IRL, he’s 100% extrovert and turns out he spoke to loads of interesting people! We’re in a big period of change at school now and I’m hopeful that there can be increase in evidence informed decision-making. At the very least I’m hoping that when I enquire nicely for time off to do yet another international conference or plant the seeds of hosting a rED event the boss’ll at least know what I’m banging on about.
I wrote a 2016 post last year and thought it might be nice to do the same again this year. I’ve been sitting on the vague headings of ‘personal’, ‘travel’ and ‘work’ for a couple of hours now and my frame of mind appears to be one of mild gloom which is making it bit more difficult. I’ll start with travel this time…
We’ve done a bit more travel than we meant to this year. It started with the planned trip to Stockholm for researchED in February – I got a new coat and everything. I love Sweden but have until now stuck to the south and my friend Cecilia. It was lovely and snowed (a teeny bit) and some good funtimes until Howard was poorly and I didn’t get a bus tour. Put a bit of a dampener on things but was still a nice trip and we’ll give it another go next year.
Last year we did big holidays in April and October and, whilst they were brilliant, I kind of missed having a summer trip so our plan this year was to have a week away at Easter and one in August. The first was our cheap package holiday to Mallorca (lots of reading by a pool and working through the all inclusive cocktail menu) and the second was a week in Lisbon (industrial tourism with some amazing art and sea otters). With the odd weekend away here and there, that was the whole plan. Then for various reasons we ended up in Cape Town in October. Still not quite sure how we ended up there (Expedia and Emerites had a hand in it but there was a slight element of ‘whim’)… We did so much in under two weeks but my favourite bits were a duck parade and cuddling penguins in actual real life.
Next year we really do think we’ll rein it in a bit. Long haul flights have turned into the only way we see recent films.
Plodded along this year really. We did some Ikea hacks for the living room and the decking in the back garden that we’re chuffed about.
We saw some awesome art this year including two of my favourites, Anselm Kiefer at White Cube and Rachel Whiteread at Tate Britain. I squealed at all of it.
I embraced my inner Hufflepuff (official sorting off of the Pottermore website quiz) and I committed to a favourite post-One Direction member of One Direction (Niall).
As I predicted the academy conversion (and MAT formation) has meant extra website work and, not quite as predicted, this has meant a few things have been put on hold for the start of this academic year. Hopefully I’ll be done with setting things up in the new year and can get some other bits done. There have been moments where I feel that I’ve stalled with a lot of things but as a wise Creaby once told me ‘You’ve just got to keep plugging away at it’. I’m trying, honest, and Relay is on issue 17 now – I’m not even sure it gets read but I’m plugging.
Another thing that’s stalled for various reasons is What Matters (the thing with the University of Nottingham). My enthusiasm knows no bounds however and I’ll see if we can revive it in some way next year (I’m still using it in conference bios, I’ve got to try something).
My focus for next year involves some professional development bits, some writing bits and some researchED bits so far. I may be picking brains.
Who knows. There have been moments when I wasn’t sure we’d get to 2018 this year but unless the next few hours goes to pot we will. With all the shifting round at work I’ve no idea what route that’ll be taking so I’m going to make a conscious decision to keep going with the work things outside of work. I’ve met so many fabulous people this year and my brain has ideas.
We don’t have particularly crazy travel plans for next year either. As long as there’s a bus tour or 6 I’ll be dandy. It’s been an interesting year but it looks like we’ve made it. Here’s to the next one.
I’m going to say it. rED17 was the best one yet. There have been researchED conferences that rival of course, and the light-up pens have reached legendary status, but the atmosphere at this one was something different. Whether it was the venue, Chobham Academy, with its circular building that forced delegates to cross paths and talk as they found their next session, or whether on a more personal level I felt like I knew more people there, there was a buzz I’ve not sensed in the same way before.
Despite recent naysaying (and outright attacks) around researchED there appeared to be lots of people who put their hand up to say it was their first time so the great conspiracy doesn’t seem to have put them off. A noticeable feature was the conversations going on. In previous years dining room chatter was filled with overhearing people talk about the speakers they’d seen, in awe at who they were, and this year people seemed to be discussing the session and the ideas. Instead of the queue in the loos being all “I saw X, I love him. I’ve read all his books.” there was a definite vibe of “I went to see X talk about Y. That really fits in with what we’re trying to do with year 9”.
That’s not to say there weren’t ‘big hitters’ – 2017 attracted speakers such as Minister of State for School Standards, Nick Gibb and Ofsted Chief Inspector, Amanda Spielman; but I wonder if one of the achievements, and I really mean achievements, of researchED over the past few years is to make it normal to see and hear these people in person and it’s taken away some of that awe – allowing the debate to take hold. Nick Gibb tried (I think. I’ll be generous for a moment) to stick up for researchED and its contributors by talking about those academics who hadn’t engaged as being stuck in their ‘ivory towers’. I have to say, I think a considerable amount of ivory-tower-placing comes from us, not them, and the more we do engage and interact the further down the tower they come. It works both ways.
I did go and see Nick Gibb’s session. To be honest I wasn’t impressed. I wasn’t outraged either though and used it as a good opportunity to catch up on Twitter. I can be a crazy note-taker during these things but my word-for-word notes from this one read:
- Telling us about rED
- Embrace challenge and debate
- Answering the h8ters
- Ebacc, reading
- Reporting G4+
Tell me what’s new with that? The most impassioned bit was the first bit and that was pretty much reading Tom’s blog out loud (we’re at rED, and whether we agree or not, we’ve probably read Tom’s blog haven’t we?). The Schools Week article made it all sound punchy – you can view it here and decide for yourself.
So. To the good stuff!
My second session was Sam Sims with Katie Magee and Dhana Gorasia talking about Journal Clubs. Now, I do like a journal club and this was brilliant to go to as it was Sam’s 2014 session that boosted my explorations into journal clubs to what I’m doing now. The session explored a pilot study of journal clubs as a way to break behavioural habits around teaching and the theory behind this. The second half featured examples of how it had worked at Canons High School. I always make a point to stress that journal clubs aren’t a policy meeting and to avoid getting bogged down in how one paper could be used in school; Katie and Dhana showed how the two can work together with requests for papers on specific strategies and discussions that lead to implementation in practice. I liked the advice that journal clubs can be used to spot positive strategies and behaviours that are already happening in schools and enable these to be shared more widely. There seems to be a few exciting journal clubby things on the horizon, particularly with the Chartered College of Teaching, so I’m looking forward to seeing what happens and getting involved where I can.
Session 3 found me in the Britney-infused sardine can* that was David Weston’s session on Toxic schools. David explored how the school environment impacts on outcomes, looking a lot of things that Kev Bartle had talked about in York last summer. Coming from a school that has historically had a small number of staff with close relationships that is now expanding hugely, I’ve thought about this idea of trust and leadership a lot recently as the dynamics are being forced to shift. David took us through various biases to recognise and avoid (aided by occasional Britney) with some pointers to take back. His presentation’s here if you fancy it and I’m looking forward to any follow up sessions involving late nineties/early noughties classics with a dance routine.
It was me after lunch – good turn out, Journal Club info here – www.edujournalclub.com
I always find that once my own session is done I can sort of float through the rest of the day without the weight of it (literally, lugging biscuits is HARD) but it does make my notes a bit more relaxed. I went to see Martin Robinson give a warning about Growth Mindset. It does concern me that this is a bit of a bandwagon that looks fancy and evidence informed so it was good to pick up some ammunition for the time it descends on us here (and Martin was lovely, obvs). I went to an Institute of Ideas conversation about Mental Health in schools that was interesting. I agree with points that if we are over-cautious we risk medicalising ‘normal’ responses from pupils and found this idea that we have a ‘cultural script of fragility’ hit a point too. However I’m in a school where our pupils have (by definition) a range of mental health issues and I can see the problems of under-diagnosis and lack of intervention too. A teacher’s job is to teach but they’re with us a considerable amount of time – quite often the only stable time they have, and we have a role in safeguarding them too.
As has become normal at these things one of the best sessions was hosted by a local boozer (and a proper boozer it was too) where I had some great conversations with lovely people. Some about education, some about shoes, some about the Midsomer Murders Tour… I’ve stepped in to defend researchED a couple of times recently and I think we all know there are people who aren’t going to be swayed either way. It was, as always, a diverse day with rushing round behind the scenes that looked ripple-free from the outside. The familiar company was great, the new faces were also great, and I was left feeling overwhelmingly positive (even after the karaoke) about all the opportunities we have to do great things. If people choose not to engage with researchED then I really hope they find something they do like because it’s a shame to miss out.
Some people have noticed there have been some less than satisfactory bits to 2016 and it’s likely that it will be a year that gets a mention in the history books (hardcopy or digital) of the future, but I rather suspect that 2017 is queueing up to, um, trump it and we’ll look back on this one as a dream. Every year we send out our Christmas cards (tree decorations) with a sheet of photos showing some of the things we’ve been up to; it saves writing about everything in detail and seems to get positive reviews so we stick with it. I’m always surprised at how much we’ve done throughout the year and despite worrying we’ll struggle to fill the sheet there’s always things we miss out. This year was no different and trawling through all our pictures from 2016 has served to remind me that we’ve done some brilliant things this year and maybe it wasn’t quite the shit-show I’m remembering it as.
Mixed bag but nothing too tricksy here. I turned into a 35 year old and I won’t lie, I was grumpy about that. New box to tick on surveys, increased likelihood of diseases, sure I should feel more like a grown up etc. But hey, who wants to be a grown up anyway?
Rather fabulously it was our 10th wedding anniversary this year. It means we’ve spent a lot of time looking at things we got as wedding presents and saying ‘That’s 10 years old now’ and thinking of people and saying ‘We’ve not seen them for 10 years now’. It also means I was particularly shocked when I was off to do the Christmas shop and Howard asked, for the first time ever, for Twiglets. How can you be married to someone for 10 years and not know they like TWIGLETS?! Clearly keeping some air of mystique.
We said goodbye to Jemima Destroyer of Worlds – the little white rabbit with blue eyes and a propensity to nap. Bert’s still here though and flourishing. We said hello to two new nephews, Frank and Thomas, born a couple of weeks apart. Meant a lot of travelling up and down the M1 but they seem like groovy enough chaps.
Finally, I’m pretty sure I made these happen:
So @CadburyUK, Wispa Bites are great, Twirl bites are amazing, but my thought for this morning is… Double Decker Bites. Please.
— Beth G-G (@bethgg) April 6, 2014
Not had any confirmation or freebies yet, but it was me, wasn’t it?
We ended up doing rather more exotic travel than we were planning this year. Our honeymoon had been a trip to Japan and we’d always fancied going back – particularly to see the cherry blossom – so we thought the whole ’10 years’ thing was a good enough excuse and went to Tokyo at Easter. We did lots of fabulous things including bus tours (obvs), art, blossom watching, cultural stuff, and most amazingly, cuddling hedgehogs at the hedgehog cafe. I love hedgehogs and Tokyo.
Our plan was a small UK get-away in the summer and perhaps a cheap package deal for some October sunshine, but I put a stop to that by putting myself forward for researchED Washington DC. Our cheap holiday turned into a trip to New York and Washington DC during which we did industrial strength tourism (mostly via bus tours, I have so many ponchos now) and witnessed pre-election America. We really did pack an extraordinary amount of stuff in, but if we could recommend one thing, both of us would go for the nighttime bus tour of Washington DC (part bus, part guided walking tour) where the monuments and memorials take on a whole new feeling.
Arguably the best thing we did during this trip was our tour of The (actual real-life) White House organised by researchED. Didn’t think that would be happening this time last year. Now we can look at it on the telly (it’s been on a bit) and say ‘We’ve been in that room’. Next year we’ll be able to look at it on the telly and say ‘We’ve been in that room before it was gold’.
Obviously some of the travel stuff is also a bit work-y so I’ll start there. I hadn’t really planned on doing any researchED presenting this year and I attended a couple of events just to participate – the usual eye-opening presentations and sharing of amazing projects, with good pub-chat afterwards. The opportunity to go to America was one that I couldn’t (Howard wouldn’t let me) turn down and I’ve met some brilliant people – all quite surreal.
This kicked me into action with Journal Clubs and I got myself sorted with a website to bring together all the Journal Club-y bits I’ve got (mostly on here) and add some more detailed bits of information, templates and helpsheets. It’s here if you’re interested EduJournalClub.com
Slightly connected to this is the launch of ‘What Matters’, an initiative led by the University of Nottingham School of Education to bring together schools, University and interested parties in Nottingham. I’ve spent some time this year working through ideas for activities and events with Howard Stevenson (another Howard) and the project was officially launched in November with a lot of initial interest.
At school we had another year of good Art GCSE results that make us increasingly confident in what we’re doing and proud of our boys. I also organised another ‘Blind Date With A Book’ event alongside organising the creation and publishing of a ‘We Are Writers’ book with work from every pupil in school. I’ve managed to keep going with Relay. Still not sure how many people read it but there are occasional mentions of something I’ve written about so I shall keep going with it. This year I’ve said goodbye to my two best work-mates, Courtney and Alison. One to go and have a baby, the other to relocate down south. I do have my lovely new room-mate Neihal now who is suitably nuts and a perfect addition to the team.
Onwards to 2017…
Despite impending global doom (I am a very good worrier, I’m trying not to think about it all too much) there is a good little line up of things happening next year. ‘What Matters’ is set to really get going with a series of special interest groups and bigger events on the horizon. I’m all signed up for researchED Sweden, had to decline the offer of Oslo as it’s our wedding anniversary, and I shall attempt to update the Journal Club website with some more factsheets and ideas.
School is ready to academise in March. We’re setting up our own MAT so hopefully it’ll be fairly smooth. As the person doing the school websites it’ll add to some challenges I’m sure. On top of the academy thing we’re also expanding both pupil-wise and building-wise. This will add a few more challenges but I’m trying to look at it as opportunity rather than impending chaos.
In amongst all this we will hopefully have a think about doing something with the back garden and I’ve started looking for some new living room curtains (who said I wasn’t a grown up?). Also thinking it might be good to get that cheap package holiday with a swimming pool and reading time in too – if Tom fancies #rEDAlgarve, we’re there!
A theory I’ve had at the back of my mind for a while now is that there’s an emerging ‘2nd Generation’ of researchED goers. I’ve increasingly found that discussing the day with people I’ve now spent time with (both during conference and in pub afterwards) at several events is quite different from some of the conversations I’ve had throughout the day with people who were just starting to engage with researchED.
When researchED began in 2013, no one knew quite what it would be like but it looked like it’d be a good day out. I’d had a year without studying and I was eager to see how I could keep my foot in with all the research stuff I’d slaved over for three years. On the day there were people you recognised, a wide variety of sessions to attend, and there was nothing to lose. It was grass-roots – but not yet a movement. I felt the same way I did after my first MEd tutorial – there were all these people interested in the same things and I wanted to do it again. I scribbled notes for my first blog post as we drove back up the M1 towards home, and so did other people. I wasn’t the only one who wanted to do it again – there was a hunger for more. We all took different things away from the day but we’d gone along to take part and be part of that day.
There was a rhetoric at the first couple of Research Leads events that centered on the need for head teachers and leaders to have a ‘vision’. The vision to drive their institution forward and properly engage with research on a whole-school level or it ‘wouldn’t work’. The message seemed to have shifted from engaging individuals, to ‘how do we familiarise people with research’, to the requirement for a ‘whole school vision’. I don’t think anything is wrong with this. I agree leadership need to be on board of course, but I think there is now a group of people who have skipped the first bit and are aiming for the last. They may have been sent to a researchED event by their Head in order to bring back the magic bullet, or be that Head looking for ideas. They want to know how it’s all supposed to work in practice; where the common ground lies between schools and what the bigger picture is; what the point is. The theory sounds great but it’s turning into a big job.
At one of the events Tom Bennett made a comment about whether researchED was the new Brain Gym yet. There does seem to be a reflexive reaction to the growing interest in research in schools, “that looks good, we’ll try that, Ofsted will love it”, throwing everything into ‘research’ without stopping to think about what it means and what will work for your individual setting – perhaps heightened by Research and Development as one of the ‘Big Six’ key areas of focus for Teaching Schools. I’m part of it myself I suppose. I asked for the Research Lead role because I didn’t want anyone else to get it. I’m still happily moving along, picking up ideas and things to try out. I’m in a different situation to a lot of people though; our school is small and think there are quite a few things that aren’t suited to us so I’m not so worried about figuring out how we’ll fit it in. I’m happy to cherry pick and try to work out what we can try whilst I continue to meet with interesting people and build connections for us.
Jude Enright used Pasteur’s Quadrant model of scientific research in her session in Cambridge. Our group discussion about where the Research Lead lies within the quadrant was interesting. We pretty much decided that we can flit from place to place depending on what we are engaging with. I like to think that even though I’ve got a responsibility as Research Lead to consider how research is relevant and used, I can also delve into research for the sake of it; it’s like the indulgent me-time of research. As Research Leads I think a lot of our work is helping others find their quadrant and supporting them. Be that individually, as a whole school or perhaps as part of a TSA. I understand that schools don’t want to be left behind, and I really understand the need to be part of this – it doesn’t mean it has to be about finding ‘the answer’ all the time though. People can be nominated to do the role but there needs to be an element of personal interest.
I know the Leads events are more focused on what we can actually bring back to do in schools, the national conference has a broader scope and I’m glad it has continued to be that way. One of the best things about researchED is that it’s a hobby; I’ve seen people at teachmeets getting a bit haughty about research – feeling like they’ve got to question things for the sake of it. It turns people off and spoils it. A speech from Tom Bennett is never complete without astonishment that so many people are giving up their Saturday to attend. We’re doing it for fun, it’s enriching but it doesn’t feel like we’re at work. At least that’s how I see it.
My advice to the 2nd Generation, for what it’s worth, is you don’t need to worry about rushing to find the answers. Take the opportunity to see what other people are achieving and think about how you can adapt it to fit. That’s part of working our what works, right?
I’m annoyed by how long it’s taken me to write about researchED 2016 this year. After a weekend spent absorbing so many ideas and then hurtling back into the working week, I think it’s taken me longer to process. I want to write about it properly but I’m still buzzing from it all and can’t quite order my thoughts so apologies if it’s all over the place.
This year looks like it’s going to be an interesting one for me researchED wise and this was a brilliant way to kick it off. The national conference is now firmly in the education calendar – with all the advantages of securing brilliant speakers and having a press presence. It’s also great to have the buzz of the run up and see so many people again (if not nearly for long enough in so many cases). The flip-side of this of course is that there is a core of familiar faces and we need to be careful not to become too cliquey; it’s easy to forget that not everyone knows what’s going on. I also had a couple of conversations where people seemed a bit disappointed with the session they went to and I think it’s really important to remember that at the heart of researchED is an ethos of everyone being able to share with each other. That means polished speakers that forgo their usual fee and it means nervous teachers quite prepared for 30 Year 9s but terrified of 15 adults. Not everyone will be polished but it’s amazing that everyone wants to share and connect.
I had no particular method of picking my sessions this year and part of me wishes I hadn’t looked through the rED16 feed afterwards because I saw tweets about sessions I hadn’t even spotted in the programme. This is what I saw this time:
- Laura McInerney – Perfectionism
- Becky Allen et al – How to win the argument against opening new grammar schools
- Stuart Kime – Assessment: the unclaimed prize of learning
- Pedro de Bruckyere – Some basic ingredients for an effective education
- Sean Harford interviewed by Andrew Old
- Tim Leunig – How ministers make decisions when evidence matters
- Paul Kirschner – Urban legends in education: What does the research say?
I’m not going to go through each of them, but it’s worth highlighting a few bits from the day.
The first session with Laura McInerney (when I found it) was probably the one that was most personal to me. Laura explored the relationship between perfectionism and performance anxiety in teachers and how that impacts on retention. Looking at the links between type of person who becomes a teacher alongside how people act when under pressure, Laura focused on seeking approval and worrying about mistakes – connecting to this idea of ‘teaching fright’. She suggested that one of the reasons other roles that require dealing with people or performing don’t have the same issues with staff retention is that they are not asked to ‘perform’ for so many people, for such a length of time and repeatedly. It certainly hit the nail on the head as to why I don’t want to teach (and probably why I like working in a small school). The important things to take from this are that we need to work out who is likely to suffer from this anxiety, when, and how we can prevent it. Whilst it’s not going to be the only reason people leave the profession, it might go some way to helping those who do.
Understandably there was a noticeable undercurrent around the topic of grammar schools throughout the day and the session led by Becky Allen was all about this. I have never seen so many of the voices in education be so united against something as they are with the grammar schools proposal. Having spent so long pushing the message of evidence based/informed/led practice in education, for something that flies in the face of available evidence it’s understandable that people are cross (particularly as part of researchED). There are a lot of differences of opinion in education – probably magnified by Twitter, but the atmosphere was infectious.
On a similar note, Tim Leunig’s session on ‘How ministers make decisions when evidence matters’ was fabulous. I could listen to him all day I think. Not saying I was agreeing with everything he said, but definitely one worth looking at the video of. All the available videos and presentations are on the researchED website.
So now I need to use all this to get some stuff done. I’ve spent the past few rEDs with getting ideas for Relay in the back of my mind and wasn’t quite so worried about that this time. However there are a few bits I’ll write about and, for me, the evidence is clear that grammar schools are not the answer to our problems with education and the best way to stop this happening is to let people know. I’ve realised that surely one of the reasons for school to have me as Research Lead is that I can collate and translate all the information on this and encourage staff to respond to the consultation. I was going to do something in the next issue of Relay but I think there might be a bit too much information so I’ll see if I need to think of something else too. I’ve never written directly about researchED in Relay. Not sure whether that’s because I want to avoid bias towards my own interests or, as I remembered this week, it’s really tricky to talk about without sounding like you’re name-dropping! Mulling the idea of a ‘Research Special’ so who knows.
Finally, Howard seemed to have a good rED16 too and entertained himself by creating all sorts of interactive statistical analyses of the #rED16 hashtag. You can find these here: http://benchheaven.co.uk/rED16/
Next stop Washington…
I’ve not seen many blog posts about rEDYork and to be honest as I’ve not got anything down for a week I did wonder if it was worth it, but I quite often use these sorts of posts for my own reference so I’ll go for it.
It’s been an unusually long time since I went to a researchED event – well, September, but that feels like a long time especially with the frequency of rED events popping up around the globe. It’s felt like a slightly slower year generally researchwise for me too I suppose, but this looks like it’s picking up with a few bits and bobs on the horizon.
This was the second researchED event at Huntington School in York, the first I’ve been to. A much nicer balance of Research Lead focus and ‘things people have tried’ I think, and it sets it out as different to the national event. I had the usual dilemma of what to see and I realise I now have the added conundrum of whether to see things that catch my eye or things I think might make for a good piece in Relay (the Learning and Development bulletin I diligently churn out every half term with no idea how many people are reading it). I pretty much went with catching my eye I reckon. Here’s the list anyway:
- Keynotes: Estelle Morris and Philippa Cordingly
- Leon Walker et al: ‘How RISE helped develop an enquiry-based approach to curriculum development’
- Gary Jones: ‘What would a curriculum to develop evidence-based practitioners look like?’
- Lisa Pettifer: ‘Teacher-led professional learning’
- Carol Davenport: ‘Unconscious bias in the classroom’
- Alex Quigley: ’10 things a busy teacher needs to know about research evidence’
It was the sort of day I’ve become familiar with and was starting to miss. It was good to see some familiar faces and meet some new ones, with interesting conversations as standard. Not going to describe each and every moment but I’ll pick out some bits that have particularly stuck with me throughout this week.
It was great to hear about how the RISE project is going down at Meols Cop Hight School. Realising that the job of leading things was too big for one person (and having responsibility for the school timetable), Leon Walker has passed on some of the responsibility to subject leaders and we heard what was being done in English, Maths and Science. The one that caught me here was Jen Filson talking about their Maths trial based on a research paper she was given. I did pinch this as an idea for Relay so if you’re interested you can read a summary here (pdf), but it was a brilliant example of taking an idea from research and using it to spark something, and having the opportunity to do so. My absolutely favourite thing from the day was slipped in at the end by Leon who revealed in the list of things they’re doing next year that in his timetabling duties has pre-set parallel groups into the structure of the school in order to make enquiry easier. Blowing my mind timetable style.
It’s worth a bit of detail on Lisa Pettifer’s session. I almost didn’t go to it because I’d forgotten what I’d circled earlier and was getting swept away with the dining room crowd – glad I did go, she’s a guddun this one. Lisa talked about her role in the school’s Professional Development Department – how this sits in the school and how the school sits within their community. I loved how professional development is very much an interwoven part of school life and not an after thought (or a tick list of certifications we all need to do). I loved that there are no senior leaders in the PD team. I loved the range of opportunities they help provide. I loved the diagram of their PD model (I got to scribble it in my notes and I took a photo with my shoddy phone camera. Bonus points if you can make it out*). I really loved that they were taking the opportunity to bring PD in-school, achieving ‘success through collaboration’, and I would like to explore how we can get some of all this going at our school.
Last one I’ll go into detail of is Carol Davenport on ‘unconscious bias’. This started with a breakdown of the reasons we have unconscious bias and how it can be useful (don’t misjudge a tiger for the wind) as well as problematic, before focussing more on the example of gender. I think working in a school where we only have boys, we are both more guilty of bias and more aware of it. I think for us, bias towards ‘boy stuff’ is often the easier option – football breaks, superhero themes etc. and there are reasons we generalise this stuff, the majority do like it. We do try though to move beyond it and consciously provide alternatives, whether that’s in exam courses like BTEC Hospitality alongside Motor Engineering or crafty options for lesson 6. Away from the ‘gender’ biases though I think we can be biased in other ways. Our boys come from very different backgrounds to most of our staff – culturally, economically, socially. We need to be careful not to pre-judge them and avoid self-fulfilling prophecies. This is something I’m particularly aware of as I baseline new pupils for next year. All our pupils have some sort of background that looks awful on paper and we can’t afford to focus on this too much.
I’ve pretty much decided that the next issue of Relay will be a sort of research focussed issue. I’ve tried to avoid it being too ‘researchy’ and give a broader selection of things so far (I don’t really want to bias it towards myself probably), but I think there’s so much going on everywhere that it would be a good opportunity to give a round-up of a bit more.
I’m proper excited for the National Conference in September now.
*Lisa Pettifer has fabulously provided the actual diagram which is very much less blurry 🙂
The annual celebration of the release of Taylor Swift’s now classic album ‘Red’, took place on Saturday at South Hampstead High School in London.
There were some noticeable absences which was a shame (although there were people I didn’t see at all and I know they were there because of twitter, and I didn’t see one Bennett point-and-wink ALL DAY), but it was another jam-packed, triumph of a day as the researchED juggernaut hurtled through London on its way back round the globe. I’ve already written a bit about my own session so this one’s more of a mulling over of the themes and ideas that I’ve taken away from the day (not at all in the order of viewing).
2013 was the year of ‘no lunch’, 2014 the year of jealously staring towards the single box of air conditioning, and 2015 the year of a steep hill and many, many stairs. The overarching message of researchED though has remained and that is all about taking control, but now with increasing support. There still seems to be a determination to keep accountability away from this precious seed of control and I’m really glad this is the case. We’re still ‘working out what works’ and surely the whole point is that we’re open to shifting ideas – making schools accountable increases the need to find answers right now. I can sense it in the TSA requirement for research and development and I think this is great (certainly providing me with opportunities) but it’s important that there’s still the chance to find our own way.
Becky Allen showed clearly how accessible a role involving research can be – no special equipment needed. Yes, she gave a mention to journal clubs and perhaps I’m biased towards that, but it’s a great example of how you don’t need a dedicated research lead or super access to research to get involved. She had a lot of advice about how to get going and I think the next steps for me need to be around developing areas for research in my setting. I know it’s not the direction for everyone, but I think I’ve got to try. I’ve got the added difficulty of working in a small school so numbers aren’t ideal for any sort of pilot, but maybe there’s room to use the TSA.
I was really interested to hear about Nick Rose’s research lead role and how he is coaching colleagues in teaching enquiry and using teaching logs as a scaffold. Allowing teachers to engage in enquiry and explore ideas in a low stakes environment, before using the outcomes to help inform professional targets is the best way I can see to encourage teachers to engage with research and use the information that comes out of it without people feeling like they might get it wrong. I’m coming to the end of a few projects this year so I need to keep the momentum up in school. Nick has sparked me to look at the SIP and see where I might be able to suggest ways research can inform our response to that. I don’t know why I hadn’t thought of it before, but I feel I’ve tested the water with the support of other organisations and maybe now’s a good time to push it a bit further.
I’ve managed to gather a few ideas for my next issue(s) of Relay. Particularly drawing on the sessions from Daisy Christodoulou, Tom Sherrington and David Didau. Daisy and Tom both focussed on how we can use research to inform the decisions schools are having to make. Daisy’s was first and discussed using research to develop assessment without levels. I’ve read most of her blog posts on these issues but she managed to put it all into an easily digestible capsule and I’m going to go back and read her blog again. Particularly the parts on multiple choice questions (had a course that used these as the exam at university, hated it but now have a greater appreciation of their worth), and comparative assessment (this is how we do it in art and it’s good to have some back up for our methods). I thought back to one of Daisy’s points on writing multiple choice answers during David Didau’s talk when he said ‘when we’re certain, we stop looking’ and I definitely think it’s something we should consider.
In a more personal way, Tom Sherrington took us through the process he had used to make decisions about literacy provision at Highbury Grove School. It is fairly easy for any headteacher to search for an answer on Google and run with the results, but not everyone would question what they found and email the researcher to ask. It’s actions like this that will change the way we use research in schools. Not by taking part in massive RCTs (although brilliant), not by sitting on government committees ( I know that’s good too), but by understanding how to read the research we find, questioning it and finding out how it really can inform our practice.
David Didau posed perhaps the most important question of the day; ‘Are you a fox or a hedgehog?’. Despite the slight hint of Barnum statement, I am deffo a hedgehog. Mostly because spikes and the grumpy face. I don’t know if this was the answer he was after, but then again, we don’t know what we know we don’t know, if we know we know what we don’t know. Y’know? #teamhedgehog
My final session was in Sam Freedman’s Room of Despair. He took us through the top five issues facing the government including classics such as funding, capacity and infrastructure. Despite the lack of lols, this is a man who knows his stuff. I’ve already paraphrased him several times in school and whilst most of us left feeling a little deflated, Howard left with the new found ambition to become a Regional School Commissioner. It takes all sorts.
So that was my day. I suspect more elements of it will filter through over the coming weeks. Special mention needs to go to Davis Weston’s posture. It’s a beautiful, beautiful thing and if you don’t give a fig for educational research, go to one of these gigs just to see him glide.
At the moment I think my #rED15 blog posts will stretch across about 3. This is just a quick one about my session including a couple of bits I forgot to say.
Having bitten the bullet and volunteered to do a journal club session at the Cambridge Research Leads event, I decided there was nothing to lose and offered to do a similar one at the national conference. Turns out it’s a bit of a different affair. I was nervous before Cambridge and dealt with that through extreme preparation. This time I went into denial. On the day I felt so out-of-place I got told off by Tom Bennett for not going into the speakers room.
Anyway. I did it.
Despite the fact I was very aware that there wasn’t a huge amount of time to squeeze in all the ‘about’ journal clubs bit and the actual experience of a journal club, and the clock on the wall was one of those hilarious ones with backwards numbers, the response I’ve had in person, over twitter and email has been lovely. I think there are quite a few school journal clubs that are going to pop up now and I’m really excited to hear how everyone goes, so let me know!
The session was very similar to Cambridge so I won’t repeat all the information when I can direct you to that post:
The slides from my #rED15 presentation are here:
The paper I picked was ‘The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?’ (Jung-Sook Lee, 2014). Which I accessed through the Education Arena collections. A few people asked why I’d gone for that specifically and how I go about picking papers for our clubs. This one ticked a few boxes for me. I wanted something with a general topic so more people would find it relevant in some way, not too long (10 pages I think), and something with some statistics for people who like that. I think the stats threw a few people, and I completely understand. There are plenty of papers without pages of numbers so I urge everyone to have a little look around. Once you’ve gone through the process a few times you’ll start looking forward to the next collection and gauging what will work for your group.
The things I forgot to say…
Education Arena are offering 30 days free access to their education journals – tweet, re-tweet, share or mention their hashtag #SharingEducation on Facebook and Twitter and they’ll private message you the access token allowing you access to all Education content from 2013-2015 for 30 days from activation. See here.
Also, it’s worth following SAGE too as for the past few years they’ve given free access to all their publications during October. I think both access events are to do with National Teachers Day.
So. Not my most coherent post but I wanted to get something out before everyone forgot about it and their awesome journal club plans. Please let me know how you get on and I’m happy to point anyone in the right direction. Finally, Howard did an excellent job of shamelessly plugging the biscuit element, so props go to him for boosting the numbers 🙂