Skip to main content

Educational Research - Foundations of Teacher Pedagogy

Through the tools of social media and small-scale action research educators can be equipped with the necessary resources to engage with larger scale research and researchers. They can identify the strengths, potential classroom implication and aspects that are readily accessible with relation to practice. Some personal examples of when teachers have applied the above understandings are when students readily access visible thinking routines (Ritchhart, et. al., 2011) and a growth mindset (Dweck, 2009) within the course of the learning sequence as a framework of learning not as once off lessons that do not have a lasting impact. The teachers have not read through the complete works; however, interacted with enough others both in text and face to face that had to draw rich conclusions and move to the stage of classroom investigation.

Similar experiences can be said about Hattie’s (2007) feedback and Halbert and Kaser’s (2011) Spirals of Inquiry. Given the high levels of variability in the effectiveness of feedback, teachers need to experiment. Hattie infers that there is a need to ensure feedback is given so that it is appropriate. He also adds the positive effects can be seen when educators create the conditions for feedback. These conditions include learning intentions which are transparent and challenging and a genuine  understanding by the students of their current status relative to these goals. As a requirement the student makes a commitment to implementing strategies to move towards the goal in an environment that is both positive and productive.

With Spirals of Inquiry through experimentation the teacher observes and guides the students inquiry. One spiral leads to another learning inquiry. Small changes to the learning increases curiosity and confidence encouraging students to implement larger and more significant changes. With each spiral the students understanding of the concept goes deeper contracting the width of the content and developing personal agency. 

To conclude educational research is highly valuable. Teachers need to be involved with educational research as it lifts educational esteem allowing them to feel valued as part of education in a broader sense. This relationship between educators and researchers sees teachers involved with policy-making because they will be the experts as well as the practitioner. To appreciate the value of educational research, the value and importance of education needs to be understood. Robelen (2010) suggest modest gains in student achievement would cumulatively boost gross domestic product, therefore, by using evidence-based research to impact classroom outcomes would have a benefit for the nation's future. Educational research identifies evidence-based information, strategies and factors that when applied improve educational outcomes for students. It is a tool which provides educators with models of enriched teaching and learning and presents a measurement to judge what they are doing is working and the impact it has. How they access this research and what they do with it is fundamental.

Note: This is part four of a four-part series on the importance of research to the practitioner.
References
Dweck, C. S. (2009). Mindsets: Developing talent through a growth mindset. Olympic Coach, 21(1), 4-7.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning, Routledge.
Halbert, J., Kaser, L., & Koehn, D. (2011). Spirals of inquiry: Building professional inquiry to foster student learning. What is inquiry and how does it work? Examining Linkages in Assessment, Leadership, Teacher and Student Inquiry. Retrieved March 22 from http://www.icsei.net/icsei2011/Full%20Papers/0053.pdf 
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. John Wiley & Sons.
Robelen, E. W. (2010). Study Links Rise in Skills to Nations' Output. Education Week, 29(19): 6.

Popular posts from this blog

What does a post-industrial class look like? Part 2

This post is the second part of a series that I have been working on to identify what does a post-industrial class look like? In my previous post, I looked at using video, collaborative discussion, grouping and student-centred learning.


Why a large display and one to one? The large electronic display is used as it offers many benefits to a given lesson; these include demonstration and modelling as the teacher could showcase the application or video from the board (Moss, et al, 2007). It is easy to show the important features of particular web-based activities and have students interact with the material on their own devices. The board can accommodate different learning styles (Herrington & Harrington, 2006). Interactive boards can help tactile learners by touching and marking the board. Audio learners can have the class discussion and auditory multimedia, visual learners can see what is taking place as it develops at the board and it offers multimodal learning which can be tailored …

What can Western Education Learn from the China's History?

Sitting travelling at 307km an hour travelling from Beijing to Suzhou for 5 hours with a group of 80 gives me time to reflect on some of the engineering, architectural, fashion and acrobatic feats of China. This trip our group have been give the privilege of walking on the Great Wall, cruising through the canals of Suzhou and riding on the high speed train. What I have noticed is all of these engineering marvels were completed with amazing efficiency, are structurally sound and have aesthetic appeal. Our tour guides said this is because of the time taken to plan and execute, taking into consideration the natural beauty of the region and working with it. They suggested the public only sees the rate in which something is built; however, highlighted that it took long term vision to create something that was radically new for their culture. This idea resounds with me!
As educational change agents and leaders we need to see the budding talent encompassed within our students and support them…

How can Change Management be Enhanced by Reflective Practices?