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 🙂