Tag Archives: Evidence-based practice

MA Research into the SOLO Taxonomy – please help

Those of you who follow my Twitter account (@data_fiend) may know that I am conducting some research into the effectiveness of the SOLO taxonomy (Structure of Observed Learning Outcomes)  as part of my MA.

As part of my research I would like to find out the views of teachers. If you have taught using the SOLO taxonomy, even if it is a single lesson, I would be very grateful if you would complete the relevant survey below. it should only take a few minutes at most:

English teachers, please click here to take survey.

Teachers of other subjects, please click here to take survey.

All responses will be anonymous. The collated data will be used as part of my MA in Education and reported on this blog. The use of data will comply with BERA guidelines.

Thank you.

CPD and Randomized Controlled Trials

Evidence based ideas in education has been a hot topic over the past week or so – and not before time, in my opinion.

Whenever new ideas are brought forward, some teachers will always refer to the ‘tried and tested’ methods they prefer (some of which are actually just tried rather than ‘tested’). Equally, there is the counter issue where some teachers, or school leaders, come up with some new idea and proceed to insist that everyone else jumps onto their bandwagon. Both situations are less than ideal and, believe it or not, Michael Wilshaw appears to agree:

We, and in that word “we” I include OFSTED, should be wary of trying to prescribe a particular style of teaching, whether it be a three part lesson; an insistence that there should be a balance between teacher led activities and independent learning, or that the lesson should start with aims and objectives with a plenary at the end and so on and so forth. We should be wary of too much prescription. In my experience a formulaic approach pushed out by a school or rigidly prescribed in an inspection evaluation schedule traps too many teachers into a stultifying and stifling mould which doesn’t demand that they use their imagination, initiative and common sense.

Michael Wilshaw’s speech – via @oldandrew teachingbattleground.wordpress.com

It should be the teacher’s decision which methods they use in their classroom, based on their professional judgement and available evidence. The availability of this evidence is, in itself, an issue – one which I will look at in a little more detail below.

However, sadly, this freedom to teach, according to our own professional judgement, does not seem to be the reality of OfSTED or of many schools. Schools seem to be obsessed with OfSTED these days. What data does OfSTED want to see/expect you to know? What sort of lesson do they want to see? Which teaching methods? Sometimes this obsession seems to be almost to the exclusion of whether this actually helps the students who are in front of us for the 180-odd days that OfSTED are NOT in school. The Telegraph’s article about ‘mock’  inspections highlights my point. Surely the focus should be on improving teaching and learning, rather than identifying which hoops a possible inspector may want us to jump through? In any case, as highlighted in this blog post, how does OfSTED help schools improve the actual teaching and learning?

We, as teachers, need to return the focus in our schools to our core purpose, to teach our subjects to the best of our ability and prepare young people for life beyond school. One area we could start with is CPD.

We could use CPD time to enable teachers in school, or across a local area, to collaborate on research projects, work on randomized trials and present the findings  for other teachers.  Ben Goldacre‘s (@bengoldacre) recent report suggests that:

By collecting better evidence about what works best, and establishing a culture where this evidence is used as a matter of routine, we can improve outcomes for children, and increase professional independence.

But no! CPD tends to pander to the latest perceived OfSTED desire, or fads supported by colourful brochures and expensive external speakers. It is strange that, in a profession full of postgraduates, our in-school CPD so rarely takes that into account. Instead, we are given watered down ideas, gimmicks without solid evidence, or worse: we are expected to relive a lesson through card sorts and role play. Stay in teaching any length of time and it is likely that you will sit through similar presentations without new input – not exactly differentiating for your audience.

When I started teaching, about 12 years ago, we had a departmental day at the start of the term, no agenda from above, no mention of OfSTED, no death by PowerPoint – we were trusted, as professionals, to know what needed to be done. One of the sad things is that, as accountability and OfSTED come to the fore they are accompanied by, what could be called, a ‘dumbing down’ of the profession. We can’t be trusted to work on our own on projects, almost as if we were a naughty bunch of year 10s who will nick off to the toilets for a fag as soon as the teacher’s back is turned.

The opportunity to make informed decisions about what works best, using good quality evidence, represents a truer form of professional independence than any senior figure barking out their opinions.  A coherent set of systems for evidence based practice listens to people on the front line, to find out where the uncertainties are, and decide which ideas are worth testing.

Ben Goldacre

To raise the profile of the profession externally, and encourage a sense of this professionalism within schools, we need to be more aware of evidence and research – if school leaders want teachers to use a particular strategy, give us evidence as to its effectiveness, suggestions for further reading, or a chance to be part of a randomized trial perhaps.
For a profession that exists under almost constant change, education can be very resistant to change and the idea of randomized trials can cause tension, as Goldacre says:
most people start to become nervous: surely it’s wrong, for example, to decide what kind of education a child gets, simply at random?
This may certainly explain some of the negative reactions that Ben’s  Guardian article received. But if we are honest, this happens all the time: the make up of a class, timetabling that creates split classes, a new syllabus, the new idea you choose to use, a teacher on long term sick leave, a PGCE student on a placement. We are not talking about throwing out everything we do to replace it with something else. Instead, the idea is to “decide which ideas are worth testing” and start there.
I have found Twitter an excellent starting point for this type of discussion, the sharing of ideas and sources of information with teachers across the globe is fantastic. I would hope that some of this turns into concrete academic research.

Teaching and education are emotive subjects – we all remember the teacher who inspired us, just as we remember the one who did not. In our rush to do the best we can for the young people in front of us, we need to take a little time to reflect, and question, whether what we are doing really allows us all to reach our potential.