1 00:00:01,140 --> 00:00:08,790 So I'm dying, man, and it's my absolute delight to welcome you here this afternoon. 2 00:00:08,790 --> 00:00:15,660 This is the second in a series of seminars on teacher education. 3 00:00:15,660 --> 00:00:24,640 We had one that which was right earlier on in February from Malcolm Smith from Boston. 4 00:00:24,640 --> 00:00:30,340 To us, it was at that time, obviously, because she was in the country at that time. 5 00:00:30,340 --> 00:00:41,230 But this whole time. Every Monday, when we hear there will be a seminar and this whole series is considering teacher 6 00:00:41,230 --> 00:00:47,770 education reforms around the world in all that in order to teach our teachers outside. 7 00:00:47,770 --> 00:00:55,540 We just came from a small town to the direction and possibilities for the relationships 8 00:00:55,540 --> 00:01:01,810 between teacher education policy and research and practise in this department. 9 00:01:01,810 --> 00:01:11,110 And she now has a long history of which means its rejection of providing teacher education but researching teacher depression. 10 00:01:11,110 --> 00:01:16,510 And that's our focus of this series of seminars during this term. 11 00:01:16,510 --> 00:01:24,280 I'll talk a little bit about today's seminar in a moment, but also towards the end of this evening seminar, 12 00:01:24,280 --> 00:01:31,600 I'll share with you some of the things that are coming so that you can also put them in your diary. 13 00:01:31,600 --> 00:01:40,060 So this seminar is based on a recent book Classroom Based Interventions Across Subject Areas. 14 00:01:40,060 --> 00:01:50,410 Research to wants to Work With Students Attention is being led by Gabriel Stanford's end and chance. 15 00:01:50,410 --> 00:01:57,820 But as you can see, quite a number of people listed and I'll refer to some of those in the moment. 16 00:01:57,820 --> 00:02:11,350 It's based on the book, and it's it's about the work of the departments subject pedagogy research group and creative researchers and practitioners. 17 00:02:11,350 --> 00:02:21,910 It's taken in as its basis. Research conducted in the actual classrooms is close collaboration between researchers and scientists. 18 00:02:21,910 --> 00:02:28,240 And I think we've got a lot of practitioners here today, so that's absolutely wonderful to see or hear. 19 00:02:28,240 --> 00:02:35,890 And the book aims to help researchers and practitioners understand how and why interventions can be successful or not. 20 00:02:35,890 --> 00:02:41,770 It considers the broad theoretical and practical issues derived from intervention studies, 21 00:02:41,770 --> 00:02:48,160 including ways of adapting effective, classroom based interventions for use in different contexts. 22 00:02:48,160 --> 00:02:59,080 So the seminars here to start off with a brief introduction from Gabriel and then for examples of these interventions in English and mathematics, 23 00:02:59,080 --> 00:03:01,390 in science and in history. 24 00:03:01,390 --> 00:03:12,430 And then it's going to conclude with a commentary drawing across the presentations with a particular focus on the implications for teacher education. 25 00:03:12,430 --> 00:03:24,250 As I see it being led by Gabriel and Gabriel being now professor of mathematics education here in the department and leading artificial Typekit, 26 00:03:24,250 --> 00:03:28,480 associate professor of Science Education here in the department. 27 00:03:28,480 --> 00:03:37,450 But we've also got Ian Thompson, Associate Professor of English Education and now director of the PGCE. 28 00:03:37,450 --> 00:03:45,600 Catherine Booth, Associate Professor of Education. Jenny, even associate professor of Mathematics Education. 29 00:03:45,600 --> 00:03:52,330 Nick Andrews, Course Coordinator for the Master of Science in Teacher Education Mathematics. 30 00:03:52,330 --> 00:04:08,310 Alexander Hayden. This is head of science at the Castle School in Thornbury, and four of them, you can see some other names they call it ruled, 31 00:04:08,310 --> 00:04:17,880 but people introduce and then Trevor Martin, who is our director of professional programmes and will be providing the response at the end. 32 00:04:17,880 --> 00:04:21,330 So no further ado. I'll hand over to you, Mario. 33 00:04:21,330 --> 00:04:37,330 Thank you so much and everybody is that I said, I'm giving a speech on this and on behalf before we can take the loss away from the sometimes. 34 00:04:37,330 --> 00:04:45,890 And stay, they understand this seminar is based on a recently published book, High, Low Cost Investment Promotions across subject areas, 35 00:04:45,890 --> 00:04:56,330 which is driving you off course to buy members of the such a pinnacle Gibson Group and other affiliated researchers and associates. 36 00:04:56,330 --> 00:05:05,900 So a brief overview of what you be doing this afternoon. I will offer a brief introduction to the topic of the customer base and then look 37 00:05:05,900 --> 00:05:10,700 out for examples of class and basic investments in different subject areas, 38 00:05:10,700 --> 00:05:14,270 which are based on corresponding subjects on their own. 39 00:05:14,270 --> 00:05:23,900 Of course, you know that each of the running mates would be in brief presentations chapters and then would conclude with a commentary. 40 00:05:23,900 --> 00:05:34,420 But I tell my own drawing up further communications with a particular focus on occasions for future engagement, which is the theme of. 41 00:05:34,420 --> 00:05:37,810 So let's begin with the information. 42 00:05:37,810 --> 00:05:48,760 Several researchers have expressed concern about international research climate plays that play a greater role in supporting improvement in practise, 43 00:05:48,760 --> 00:05:54,880 especially improvements to the naming of key concepts in different subject areas. 44 00:05:54,880 --> 00:06:04,970 Some complementary reasons that have been offered for this study steady the state of affairs include that they work for ization of classroom and there 45 00:06:04,970 --> 00:06:09,280 there's sufficient understanding of the theory and practise of the relationship 46 00:06:09,280 --> 00:06:14,920 that ineffective sharing from meeting across researchers and decisions, 47 00:06:14,920 --> 00:06:20,710 and that, you know, they pursue a certain common approaches to professional development. 48 00:06:20,710 --> 00:06:29,200 And regarding the latter, some examples of shortcomings of professional development programmes include a top 49 00:06:29,200 --> 00:06:34,480 down approach where the focus is working on problems often identified by researchers, 50 00:06:34,480 --> 00:06:40,090 as opposed to ones identified by teachers or professional development programmes that fail 51 00:06:40,090 --> 00:06:46,960 to take into account what motivates teachers to engage in the problems in the first place, 52 00:06:46,960 --> 00:06:52,960 as well as that causes upon which featured change come together. 53 00:06:52,960 --> 00:06:59,740 So the key question, then, is what can be some important features of educational research, 54 00:06:59,740 --> 00:07:05,030 which include potential for support in the form of classroom practise. 55 00:07:05,030 --> 00:07:14,330 So one of the sites that I have placed such features, the first is that the research is conducted to do the work of practitioners that is 56 00:07:14,330 --> 00:07:19,640 in actual classrooms and with close collaboration between researchers and teachers. 57 00:07:19,640 --> 00:07:23,390 So this would increase the likelihood that the results of the research will be 58 00:07:23,390 --> 00:07:28,940 directly applicable to practise instead of the profession potentially read, 59 00:07:28,940 --> 00:07:31,760 which is proven to be the case. 60 00:07:31,760 --> 00:07:39,860 The second is that the research directly address problems of student learning and how this learning can be better supported by teaching, 61 00:07:39,860 --> 00:07:45,410 thus tackling key issues of concern across the practise. 62 00:07:45,410 --> 00:07:52,970 And the third is that the research seeks to develop empirical testing and theory based solutions 63 00:07:52,970 --> 00:08:01,280 to alleviate problems on student loans in order to show that students and interventions work. 64 00:08:01,280 --> 00:08:11,390 Or it's possible to learn, but also to explain how and why people are just shedding light on the mechanisms of success. 65 00:08:11,390 --> 00:08:16,280 So these three features generally characterised research studies in the best effective, 66 00:08:16,280 --> 00:08:22,640 classroom based information, with results from most important learning goals. 67 00:08:22,640 --> 00:08:26,060 Typically, typical classroom practise, 68 00:08:26,060 --> 00:08:39,570 if you come to talk to a person about an important issue comes from one's own bodies as opposed to being set up to be commander in stakeholders. 69 00:08:39,570 --> 00:08:43,170 So despite the importance of trust and faith in congressional studies, 70 00:08:43,170 --> 00:08:49,770 especially in terms of their potential to self develop research around the solutions to problems of practise, 71 00:08:49,770 --> 00:08:55,170 it is widely accepted that there is a need for more studies in this area. 72 00:08:55,170 --> 00:09:02,370 This, of course, does not suggest that beneficial research is lacking good examples of trust investigations. 73 00:09:02,370 --> 00:09:03,930 For example, 74 00:09:03,930 --> 00:09:13,380 some notable exceptions to the point I made earlier about the inadequacy of self-employment on approaches to professional development acceptance. 75 00:09:13,380 --> 00:09:20,280 Research studies conducted in collaboration with teachers can develop effective strategies for money assessment. 76 00:09:20,280 --> 00:09:30,170 So this study's reference to the slave have strong theoretical underpinnings, and that it also would ensure that teachers. 77 00:09:30,170 --> 00:09:35,330 Our concern, as well as a major motivator for the food on which we draw on the singer, 78 00:09:35,330 --> 00:09:42,980 is that the number of research he performed classically based on interventions is small and I think is proportionate 79 00:09:42,980 --> 00:09:49,700 to the number of studies that he directed important problems across practise for which solutions are needed. 80 00:09:49,700 --> 00:10:00,290 And the book is a step towards addressing this concern by providing examples of across basic commercial studies in different subject areas, 81 00:10:00,290 --> 00:10:07,650 some of which were presented critically to the next part of the seminar. 82 00:10:07,650 --> 00:10:15,690 So next, I'm going to make some other points of the book, which will also help make a bit more sense of the presentation going forward. 83 00:10:15,690 --> 00:10:21,870 The image was codification of some key terms that we use in our work. 84 00:10:21,870 --> 00:10:26,850 The term intervention has been used in a range of different ways in the U.S., 85 00:10:26,850 --> 00:10:37,950 but our use in the book is similar to standard rules in medicine, where you, he notes on actions, taken the situation. 86 00:10:37,950 --> 00:10:45,250 So in our case, the situation, the need for improvement, and there's, of course, to an issue of trust with buyers. 87 00:10:45,250 --> 00:10:56,740 So different chapter of this part of the problem of ICE is a very difficult issue of forced retirement convention. 88 00:10:56,740 --> 00:11:07,970 Also clarified that we use the term cluster we brought it to the north, performing live in the city on many levels of the occasion, including. 89 00:11:07,970 --> 00:11:15,680 The bill is aimed at engaging in an academic debate as well as helping teachers improve classroom practise. 90 00:11:15,680 --> 00:11:26,790 So this building is well-served by the fact that about the program's chapters are made jointly by university researchers and prosecutors. 91 00:11:26,790 --> 00:11:38,430 So each course subject we know, in addition to 41 unconventional study, you know, subject the social unrest in one place across subject areas. 92 00:11:38,430 --> 00:11:44,880 And this makes this chapter relevant information because we may not be interested in a particular subject area. 93 00:11:44,880 --> 00:11:56,400 And if you don't example from The Hague on China's chapter, which we hear more about later, which is a broader issue, there is a lot of questions. 94 00:11:56,400 --> 00:11:57,420 So let me mention, though, 95 00:11:57,420 --> 00:12:07,980 some broad theoretical and practical questions with with which the pope engages and some of which will be illustrated in the forum office. 96 00:12:07,980 --> 00:12:13,200 What is the nature of collaboration between researchers and teachers across invasive infections? 97 00:12:13,200 --> 00:12:21,840 What are the difficulties and possibilities of this cooperation? The checklist provides insight into a diverse ways. 98 00:12:21,840 --> 00:12:27,320 Collaboration can be productive. I think less invasive professionalism. 99 00:12:27,320 --> 00:12:38,450 The second question is what might be involved in trying to adopt a custom resin profession, which was shown to be effective in for reducing defence? 100 00:12:38,450 --> 00:12:45,330 And one of the possible ways of facilitate this application process. 101 00:12:45,330 --> 00:12:51,630 What are the key factors that led to cuts in basic prevention for these conflicts taken in the defence of this? 102 00:12:51,630 --> 00:13:00,600 So as I mentioned earlier in all the chapters, the interventions were carried this actions to improve the situation. 103 00:13:00,600 --> 00:13:12,100 However, there were also other key motivations which find 19 different chocolates that drove the intervention work beyond the conflagration. 104 00:13:12,100 --> 00:13:19,680 And how did these factors mitigate against the shortcomings of current professional development 105 00:13:19,680 --> 00:13:26,520 programmes and take account of what do you want the best teachers to engage in the professions? 106 00:13:26,520 --> 00:13:33,570 So many, many of the chapters show a significant professional growth through engagement interventions. 107 00:13:33,570 --> 00:13:38,280 And again, we see some more examples of RPA. 108 00:13:38,280 --> 00:13:39,930 So I would say more and more of these questions. 109 00:13:39,930 --> 00:13:48,950 But as you can see and method of those questions, there are certain implications for future research, which we've been discussing about their. 110 00:13:48,950 --> 00:13:55,910 So good, her research has extensively documented numerous problems of students. 111 00:13:55,910 --> 00:14:02,630 And we believe that the time has come for us to place more emphasis on seeking solutions to these problems, 112 00:14:02,630 --> 00:14:09,110 thereby promising a better future for learning of all those. 113 00:14:09,110 --> 00:14:18,680 To make real progress in this area, the close collaboration between researchers and teachers is necessary and this kind of politics. 114 00:14:18,680 --> 00:14:21,920 Twenty two thousand four is a school of thought. 115 00:14:21,920 --> 00:14:29,360 This teachers must be consciously conveyed by this new position as a part of the greater community of roles to generate, 116 00:14:29,360 --> 00:14:38,360 as well as consumer knowledge. So they've joint authorship of the core book chapters between researchers and teachers. 117 00:14:38,360 --> 00:14:49,770 This is not only a unique feature of the book, but it's also the telling of the close collaboration that took place before this. 118 00:14:49,770 --> 00:14:59,600 OK, so now we're going to. First of all, first to present the first example day of each. 119 00:14:59,600 --> 00:15:13,970 Just. He's to live up to five minutes, and I just can't find out of my signal about people looking homeless or grateful. 120 00:15:13,970 --> 00:15:19,010 OK, so only those things aren't picking up to the plate. 121 00:15:19,010 --> 00:15:25,760 It's a game people may learn about some of the criticisms of teaching hospital research in to the 122 00:15:25,760 --> 00:15:34,340 teaching and research customs to come and talk about the lack of of of fairly often behind interventions, 123 00:15:34,340 --> 00:15:38,900 the lack of choice from the teacher down what's involved in intervention. 124 00:15:38,900 --> 00:15:44,690 He didn't talk too much about the small scale level of of teach research, and that's a problem. 125 00:15:44,690 --> 00:15:51,110 But that is established in a lot of teachers, certainly including this particular example. 126 00:15:51,110 --> 00:16:01,100 But I'm presented this example as a way to show you how a teacher can pick up some sort of series to illuminate a problem, 127 00:16:01,100 --> 00:16:09,470 a particular problem in a particularly challenging situation. So I'll talk about that, and I need to acknowledge partly today for this, 128 00:16:09,470 --> 00:16:17,710 hopefully to sleep amongst these teaching Sydney, though it doesn't look like he was normally a teacher. 129 00:16:17,710 --> 00:16:30,950 It PTZ here. And he was doing his master's, and he was looking for the local teacher in the English secondary school to pick the work they did. 130 00:16:30,950 --> 00:16:34,700 It was his research. He was a master student. 131 00:16:34,700 --> 00:16:41,120 I was his super supervisor and he was looking at the impact of of list circles. 132 00:16:41,120 --> 00:16:53,450 Reluctantly, readers in year seven alleged to circle the note is a means of assigning roles in small groups and within within 133 00:16:53,450 --> 00:17:00,140 classes that closely mirror analytical and decoding tools used by experience assessing subsets of readers. 134 00:17:00,140 --> 00:17:10,130 So each person within this group will have a particular role woman code to predict or might be to infer and so on. 135 00:17:10,130 --> 00:17:17,990 These of sort of circles have been used extensively in America, in particular the Britain and Australia and elsewhere, 136 00:17:17,990 --> 00:17:22,610 and they have always been that often seen as a peer intervention. 137 00:17:22,610 --> 00:17:25,580 This is working together as a collective, 138 00:17:25,580 --> 00:17:34,310 both to stretch those who are doing well closer to to bring on those who who who are struggling and work tiny, loose. 139 00:17:34,310 --> 00:17:38,060 And I'll say why it was particularly sometimes the situation minute. 140 00:17:38,060 --> 00:17:46,640 He had to do something to change the priorities of the two circles, and he wanted an intervention which involved an extra person, 141 00:17:46,640 --> 00:17:52,580 not a peer, but an older students facilitator in these discussions. 142 00:17:52,580 --> 00:18:02,510 And the design of this was about collaborative reading, but particularly the attitude reading needed for folk for making me quote. 143 00:18:02,510 --> 00:18:12,080 Struggling readers often felt that they needed to decode the text, but they can't move beyond that level, both on the surface level. 144 00:18:12,080 --> 00:18:22,970 It was done with looking at and particularly challenging circumstances, the school that he was even gone and special measures, you know, 145 00:18:22,970 --> 00:18:30,890 the thrill of, of course, for those who have been there, but in particular schools in special measures of English results and exams. 146 00:18:30,890 --> 00:18:36,140 These results are customary at the schools that have been doing very well. It's a very difficult situation, 147 00:18:36,140 --> 00:18:43,010 so you can't really get a little shunned in circumstances of those who've been there every three months going to get inspected. 148 00:18:43,010 --> 00:18:48,440 Also, the autistic man used the department in those those contests is extremely high. 149 00:18:48,440 --> 00:18:53,420 They didn't do well. The next year, the school would be in trouble. 150 00:18:53,420 --> 00:18:58,010 And the research today didn't quite brilliantly. It didn't have a problem. 151 00:18:58,010 --> 00:19:03,000 Open up some media, such as those that some ways in special measures. 152 00:19:03,000 --> 00:19:09,710 They often the kids were most ignored because it's easier to concentrate on those who can tip the results quite quickly. 153 00:19:09,710 --> 00:19:13,490 So go for the ones who are really struggling was a great thing to do. 154 00:19:13,490 --> 00:19:19,610 And it had to get involved in the big debates and arguments about the ethics of doing experimentation 155 00:19:19,610 --> 00:19:26,570 in a time of difficulty to to the schools of the brave and challenging thing for him to do. 156 00:19:26,570 --> 00:19:37,460 And so we position this when we wrote this study in particular as a theoretically brilliant intervention and a particularly challenging context, 157 00:19:37,460 --> 00:19:41,320 and it certainly picked up through our discussions. 158 00:19:41,320 --> 00:19:54,530 A methodological to take it from the gutsiest principle of double stimulation as a way to to break a previous copy in this work. 159 00:19:54,530 --> 00:20:02,010 And what are you going to look at? Is how do we research processes to change and development and. 160 00:20:02,010 --> 00:20:09,850 He's learning, and an extension takes what happens when we introduce a potential change. 161 00:20:09,850 --> 00:20:15,700 This basically was a change in the structure of both of us, which led to him being able to stand outside. 162 00:20:15,700 --> 00:20:19,200 One of the best things about this design was he was in the classroom. 163 00:20:19,200 --> 00:20:26,100 I wasn't sold, but he was able to stand outside. The police set up these things, what was going on? 164 00:20:26,100 --> 00:20:29,940 And he was looking for a methodology which offered a non-binary account. 165 00:20:29,940 --> 00:20:34,830 So he didn't want to do just contrition. He didn't want to look at just the effect. 166 00:20:34,830 --> 00:20:41,180 If you want to look at just the individual, he wants to look at the groups. He was looking for a non-binary manifesto. 167 00:20:41,180 --> 00:20:46,900 And so you can go to each other through the cultural historical black box. 168 00:20:46,900 --> 00:20:57,000 But that's where we do it. When we did it on this, the principle stimulation was one that the those is in and it is its own research into that. 169 00:20:57,000 --> 00:21:01,860 The principle is very fact to look at the processes of learning and transformation 170 00:21:01,860 --> 00:21:06,400 that is particularly in the acquisition of higher natural processes. 171 00:21:06,400 --> 00:21:13,650 So in terms of reading, those difficult skills of inference in particular is how do you make predictions? 172 00:21:13,650 --> 00:21:21,570 How do you decide what the open market might be in terms of feeling good on the surface? 173 00:21:21,570 --> 00:21:29,520 And this principle describes the situation where individuals are confronted with the research is that in this case of teacher research, 174 00:21:29,520 --> 00:21:39,260 is that problem a dilemma? They don't yet have the knowledge or psychological tools to solve without the secondary stimulus provided. 175 00:21:39,260 --> 00:21:47,350 And this secondary stimulus, but that's the object of some of the activities of the way that the CFA in this case, 176 00:21:47,350 --> 00:21:57,720 young people who have of meetings took on new form tools of our scripts as a way of of of of potentially solving a dilemma. 177 00:21:57,720 --> 00:22:01,260 Yeah, it does. We need to teach them the many of them. 178 00:22:01,260 --> 00:22:09,930 You know that reading the problem of reading is a perennial problem in English, and at that time, 179 00:22:09,930 --> 00:22:18,390 there's an assumption that such a man have to think through through the window that's supposed to represent a famous Kurt Lewin. 180 00:22:18,390 --> 00:22:26,880 We really don't know too much research, except those spent with the asked people to come into a room. 181 00:22:26,880 --> 00:22:33,000 There was a clock and will that shut the door? And then that happened to it was so, so so what happened? 182 00:22:33,000 --> 00:22:38,730 And most of the aspects are not, not nowadays, but of we love this idea and copied it. 183 00:22:38,730 --> 00:22:43,170 And the idea was the clock became this the sole source of stimulus. 184 00:22:43,170 --> 00:22:50,700 The clock was the thing that impelled the the first to do something about the situation. 185 00:22:50,700 --> 00:22:55,130 So someone would look at the clock and think right when that clock hits helped us come out of it. 186 00:22:55,130 --> 00:23:00,930 I've had enough of this and us would simply watch it and think about time. 187 00:23:00,930 --> 00:23:09,850 And so so the idea is that the thing that is left on the wall, which is waiting a minute to be in one second, 188 00:23:09,850 --> 00:23:18,660 is way off of the secondary stimulus and that those kind of looking at the way that the people were using these secondary stimuli. 189 00:23:18,660 --> 00:23:30,940 In this case, the the the of student in the group is when looking at resolving a potential conflict through 190 00:23:30,940 --> 00:23:37,410 coalition that today you decided to do something to make things better when you were lucky, 191 00:23:37,410 --> 00:23:42,150 because that's the very thing that you might imagine it for the most. 192 00:23:42,150 --> 00:23:48,420 So you think before each circle was assigned a concrete reader? 193 00:23:48,420 --> 00:23:57,060 The role was to give the answers, but to listen, respond, make suggestions, questions and so on. 194 00:23:57,060 --> 00:24:02,040 There are also questionnaires issued for sort of interview. 195 00:24:02,040 --> 00:24:10,350 And the way this woman sees the first showed students, the problem was the engagement was the takes the difficult thing for them. 196 00:24:10,350 --> 00:24:17,680 The second excuse was it was the issue introduces the older, the successful reader, reader, 197 00:24:17,680 --> 00:24:27,300 the media to the new activity of of the came out of this was being seen as a social rather than individual activity. 198 00:24:27,300 --> 00:24:34,390 Much of a strange thing for those who love reading. We used to read about our own, actually, it's a social activity of engaging with the person, 199 00:24:34,390 --> 00:24:39,670 wrote attempts to engage gauging with other people who he may talk to about the text that he 200 00:24:39,670 --> 00:24:47,210 would get engaged with your understanding of of textbook from the phone open just to give the, 201 00:24:47,210 --> 00:24:50,040 you know, when you got 20 seconds left. 202 00:24:50,040 --> 00:24:57,180 In most cases, these groups and every single one of them and the comfort groups were used by the end of students. 203 00:24:57,180 --> 00:25:01,710 As a psychologist who designed that didn't just go and say what the answer they used and. 204 00:25:01,710 --> 00:25:08,910 Starts with questions, which is a major step forward for these young people in terms of a of the oath. 205 00:25:08,910 --> 00:25:10,780 They may be doing this. 206 00:25:10,780 --> 00:25:17,670 In particular, they will have to engage with the coast in Virginia Tech considered see the text purely from their own perspective, 207 00:25:17,670 --> 00:25:25,620 which inform them they don't see what the pictures that were there in the text and not the major step forward for the many of them. 208 00:25:25,620 --> 00:25:33,990 And that secondary will be available to students, which the studies change in terms of the the the the literature circle. 209 00:25:33,990 --> 00:25:45,750 It was a way of changing some of these students attitudes towards reading and hospital love to find a way to joins the happy end of that story. 210 00:25:45,750 --> 00:25:51,010 And I think that's 10 minutes since most. 211 00:25:51,010 --> 00:26:07,720 Even. You could. You. 212 00:26:07,720 --> 00:26:09,550 OK, so as well, 213 00:26:09,550 --> 00:26:19,210 our focus is perhaps on mathematics or more generally thinking about the nature of the way that we work with teachers within this school. 214 00:26:19,210 --> 00:26:26,950 So the consequences were myself and Jenny Ingram as as the two researchers. 215 00:26:26,950 --> 00:26:36,550 However, the group of teachers that worked with each of us in the group, including myself and Jane, identified ourselves as mathematics teachers. 216 00:26:36,550 --> 00:26:40,750 And also many of us identified ourselves as researchers as well. 217 00:26:40,750 --> 00:26:43,060 And many of us also a teacher education. 218 00:26:43,060 --> 00:26:52,240 So in terms of the expertise with the group of teachers that we're talking about, they were very diverse experiences. 219 00:26:52,240 --> 00:26:58,570 So now our focus is on the development of talking mathematics classrooms. 220 00:26:58,570 --> 00:27:04,150 What I particularly want to focus on is is really the next half the time for the rest of the time to go. 221 00:27:04,150 --> 00:27:12,760 The chapter, which is how actually left that was an active search engine professional practise prompted by self video analysis. 222 00:27:12,760 --> 00:27:21,340 And it's this use of some video of the implications for the way the situation is being 223 00:27:21,340 --> 00:27:28,990 developed in school that is going to be able to focus rather than mathematics on the very. 224 00:27:28,990 --> 00:27:34,360 So in terms of thinking about the big intervention, 225 00:27:34,360 --> 00:27:43,300 one way of representing this is is to sit and think about the purpose of intervention is to try and enact some change in professional practise. 226 00:27:43,300 --> 00:27:49,600 But my focus then in this is that actually conceptualise what we mean by change. 227 00:27:49,600 --> 00:27:57,640 One of the models that we have drawn on is to say it's not an Hollingsworth model of change, 228 00:27:57,640 --> 00:28:07,520 which which captures different domains that may be subject to change plans in order to get a sense of those. 229 00:28:07,520 --> 00:28:12,880 The ones that are particularly relevant to this presentation is the think about the external dimension, 230 00:28:12,880 --> 00:28:16,930 the external sources of stimulus to the teachers, 231 00:28:16,930 --> 00:28:25,180 those who work in the school and the the other three areas that are part of the first world of the teacher. 232 00:28:25,180 --> 00:28:32,710 But this doesn't happen in isolation. This this, these these changes are happening within an environment. 233 00:28:32,710 --> 00:28:42,280 And you know, it's just to sure that sense of the external stimulus, the individual teachers world of professional practise. 234 00:28:42,280 --> 00:28:48,520 And within this change environment, when we're thinking about intervention, 235 00:28:48,520 --> 00:28:54,970 a typical focus may be on the on the research of offering a change in the external dimension. 236 00:28:54,970 --> 00:29:02,620 This research is provided by external source of information, mainly through through research findings. 237 00:29:02,620 --> 00:29:12,770 However, the the group of teachers that we were working with in this situation were already in a situation that I've described it safely. 238 00:29:12,770 --> 00:29:16,960 Libya, where were they? There was no observation. 239 00:29:16,960 --> 00:29:21,850 There was discussion of practise and these were these were part of the practise 240 00:29:21,850 --> 00:29:27,490 of being a teacher within within an institution working collaboratively. 241 00:29:27,490 --> 00:29:34,060 So in a sense, it was already an environment that was conducive to change. 242 00:29:34,060 --> 00:29:37,300 And our focus was really building on that. 243 00:29:37,300 --> 00:29:45,430 So instead of the intervention particularly focussing on the external stimulus the intervention focussed on, 244 00:29:45,430 --> 00:29:51,790 I didn't see the environments in which change might take place, 245 00:29:51,790 --> 00:29:55,570 finding additional ways of working collaboratively with the teachers, 246 00:29:55,570 --> 00:30:02,530 but with the intention of offering more choices to articulation amongst the group. 247 00:30:02,530 --> 00:30:06,550 And they may be related to a specific and certain class from practise, 248 00:30:06,550 --> 00:30:12,880 which in this case was about developing the Democrats control for interventions. 249 00:30:12,880 --> 00:30:22,000 So in terms of the external sources of information that was in to the development practise, 250 00:30:22,000 --> 00:30:33,520 these were actually arising from the discussions that with the teachers, what happened in the meetings that we had organised. 251 00:30:33,520 --> 00:30:41,290 So in terms of thinking of intervention and how that may actually enact change in professional practise, 252 00:30:41,290 --> 00:30:50,350 one way of conceptualising this is where is our focus as research is isn't focussed on a change in the external 253 00:30:50,350 --> 00:30:58,030 mind or is our focus is on a change in the changing environment and oversimplified to say in this intervention, 254 00:30:58,030 --> 00:31:01,210 where we're focussing on is very much to the right. 255 00:31:01,210 --> 00:31:09,280 But I think some of the problem, like Summarisation Gabriel was highlighted, was when the focus is very much on the left. 256 00:31:09,280 --> 00:31:16,220 So the way that we went about working on that were the features of the meetings that we had. 257 00:31:16,220 --> 00:31:29,820 So we've met over two years, we were meeting three times a year each meeting involved discussion. 258 00:31:29,820 --> 00:31:38,910 Most meetings involve one of the teachers using phrases of the end of their teaching in order to discuss the needs. 259 00:31:38,910 --> 00:31:46,140 So this would be a vision that they set themselves that was representative or perhaps an interesting 260 00:31:46,140 --> 00:31:52,620 example from from their work in the classroom that relates to the particular focus of development. 261 00:31:52,620 --> 00:32:06,590 Sort of. Occasionally, we would add something to that discussion, we would raise a particular question. 262 00:32:06,590 --> 00:32:15,160 We we sometimes offered a way of trying to answer particular clip from the video and included in the chat. 263 00:32:15,160 --> 00:32:19,060 We've talked about a minute. That's exclusively offered in order to scold us. 264 00:32:19,060 --> 00:32:29,410 But it was intended not to not to necessarily focus on a particular aspect of the teaching, but ActionScript to bring to light situations. 265 00:32:29,410 --> 00:32:36,820 It's what it was that the teacher was focussing on that particular moment in time to teach. 266 00:32:36,820 --> 00:32:47,390 So principles that we were working on here was that the agenda was set by the teachers themselves around their choice of care and the focus. 267 00:32:47,390 --> 00:32:55,810 We were not trying to focus back on what works and what is an ideal, an idealised practise. 268 00:32:55,810 --> 00:33:05,050 We were looking to open up the choices that were available to the teachers and what the out the frame work was was informing. 269 00:33:05,050 --> 00:33:10,630 The way we were working here was informed by by John Mason's discipline noticing. 270 00:33:10,630 --> 00:33:16,030 So instead of very much the idea of recognising choices and imagining possibilities. 271 00:33:16,030 --> 00:33:26,480 So in terms of the outcomes. This because there was no explicit reference to. 272 00:33:26,480 --> 00:33:32,720 Research findings, but we did find, however, was that the discussions. 273 00:33:32,720 --> 00:33:42,320 Amongst the teachers, did your own aspects that that resonated with the findings of the research literature? 274 00:33:42,320 --> 00:33:50,240 They seem to be less emphasis on changes in practise and certainly in terms of what is being reported in the meetings. 275 00:33:50,240 --> 00:33:56,930 But in contrast, that's what was emphasised very much. 276 00:33:56,930 --> 00:34:07,100 Probably unsurprisingly, is that the teacher's focus was on the consequences in terms of the students learning. 277 00:34:07,100 --> 00:34:15,110 So while it may be a temptation to succumb to the intervention of the focus on changing practises, 278 00:34:15,110 --> 00:34:19,550 we will find that the teachers major concerns in the school and they wanted to talk. 279 00:34:19,550 --> 00:34:30,540 In these situations, it was considered a serious. 280 00:34:30,540 --> 00:34:40,290 But our findings from this approach that we're taking a truly collaborative approach to action. 281 00:34:40,290 --> 00:34:46,950 We're not looking at using this model is this top down approach of offering some stimulus 282 00:34:46,950 --> 00:34:54,390 in order to bring about some change in the individual teachers professional practise, 283 00:34:54,390 --> 00:35:00,560 but rather a far more oscillator and passing the bill, 284 00:35:00,560 --> 00:35:08,880 starting with the initial concerns of practise that the teachers have been supporting tax environment, 285 00:35:08,880 --> 00:35:20,540 contributing to that advance of change over time by offering those tools of use of some video that then can then support the change. 286 00:35:20,540 --> 00:35:25,140 So it would have to do with our business to try to address some of those initial points of the game, 287 00:35:25,140 --> 00:35:34,960 is that perhaps the limitations you've heard by thinking very much about what approach we take? 288 00:35:34,960 --> 00:35:57,520 Citizenship, just to mention that the work was done by the European Union. 289 00:35:57,520 --> 00:36:05,240 And hi, my name is Alexandra Hayden, and I started off doing my PCC internship in 2004. 290 00:36:05,240 --> 00:36:12,020 I then went to work in state sector for 10 years, doing my master's from 2010 to 2014, 291 00:36:12,020 --> 00:36:16,610 based here and doing my research at the cost of school and phone reception. 292 00:36:16,610 --> 00:36:21,110 I then moved to the independent sector where we had signs of St. Mary's for the last five years, 293 00:36:21,110 --> 00:36:27,020 and now I finished my master's with thesis on student questioning. 294 00:36:27,020 --> 00:36:31,940 And really, that came about because of a conversation I overheard at my daughter's long story school, 295 00:36:31,940 --> 00:36:38,630 which was cool, just giving a really good explanation of why Putin's there on the planet. 296 00:36:38,630 --> 00:36:45,710 And these were four year olds and I thought, Blimey, they can do better job than my year in Athens. 297 00:36:45,710 --> 00:36:49,670 And I just realised that part of it was a general curiosity. 298 00:36:49,670 --> 00:36:58,620 I'm asking questions and and then I sort of reflecting on actually how many questions my students Auston Matthews, I'm going to ask you to ask. 299 00:36:58,620 --> 00:37:06,770 And we that it was very peaceful. Now is it literally is a Mubarak was a Nobel prise winning physicist, and he has got a wonderful quote, 300 00:37:06,770 --> 00:37:12,110 which is every other Jewish man in Britain would ask her child after school. 301 00:37:12,110 --> 00:37:15,830 And so did you learn anything today that not my mother is he? 302 00:37:15,830 --> 00:37:23,790 She would say, Did you ask the good questions saying, Now I love this quote so much that she would have painted on the Foyer school? 303 00:37:23,790 --> 00:37:30,170 And I think asking questions is really important, but asking good questions is even more important. 304 00:37:30,170 --> 00:37:36,470 So I started I chose a study group a year nine class at school and my audio record 305 00:37:36,470 --> 00:37:41,510 that recorded them and the lesson with me teaching them my sense of Christian arts. 306 00:37:41,510 --> 00:37:46,980 The whole of your nine tropism attitude to asking questions, any barriers to asking questions in class. 307 00:37:46,980 --> 00:37:54,920 And I also did a text response where I just gave him a piece of text about a topic that they had studied to be really forgets about, 308 00:37:54,920 --> 00:38:04,160 and it's awesome to write questions underneath it. And I used a Christian analysis grade that I'd adapted from researcher called Ciattarelli, 309 00:38:04,160 --> 00:38:10,340 who's also a teacher researcher based in the U.S., and analysed the order of questioning. 310 00:38:10,340 --> 00:38:18,410 And essentially, and it's very simple. As for orders that C.A.R.E talks about mass memory Christians, which is the what, 311 00:38:18,410 --> 00:38:23,180 where, when you type questions, conversion questions, they bring ideas together. 312 00:38:23,180 --> 00:38:29,120 So that's the how the why those sorts of questions. 313 00:38:29,120 --> 00:38:33,380 In what ways divergent questions. It takes me a bit digging a bit further. 314 00:38:33,380 --> 00:38:37,640 Well, if this happens, so does does that happen and predictions? 315 00:38:37,640 --> 00:38:43,250 And then finally, the suppliers order the advance of questions to the judges and the justifies. 316 00:38:43,250 --> 00:38:50,000 OK. So I looked at the questions that they had and they were able to ask. 317 00:38:50,000 --> 00:38:55,670 And I then set about teaching students to directly. 318 00:38:55,670 --> 00:38:59,930 I spent less and teaching them how to ask questions, and I was not so sure. 319 00:38:59,930 --> 00:39:06,740 But actually, I think I'll twist it and I really enjoyed it, and I was surprised at just how engaged they were with it. 320 00:39:06,740 --> 00:39:14,900 And they were very responsive. And I then used those techniques in all my lessons for the next six weeks. 321 00:39:14,900 --> 00:39:20,960 And but I didn't explicitly teach them the question formulation technique. 322 00:39:20,960 --> 00:39:27,350 Again, I teach it to them once, and I then choose the lesson I recorded. 323 00:39:27,350 --> 00:39:33,290 And what I was really delighted about was the number of questions and the order questions of the students. 324 00:39:33,290 --> 00:39:36,410 Students were asking cost had gone up hugely, 325 00:39:36,410 --> 00:39:44,750 and so has the quality of their scientific explanations because of the questions that they would be encouraged to to ask. 326 00:39:44,750 --> 00:39:51,730 And the fact that asking questions have become a really positive and positive thing in the class. 327 00:39:51,730 --> 00:39:59,810 And so I asked two colleagues coming to a peer observation to see what was happening, and they were really excited by it. 328 00:39:59,810 --> 00:40:06,890 So I ended up doing some insensitive comments and some coastal insects as well on that, 329 00:40:06,890 --> 00:40:12,530 and I'm actually designed as a just a very simple way to actually use the X Factor. 330 00:40:12,530 --> 00:40:16,160 We gave them a little bit of information about the X Factor and we asked them to. 331 00:40:16,160 --> 00:40:20,960 We asked the students across the school to write slippery questions on this look and 332 00:40:20,960 --> 00:40:24,740 text about the exact same things that happened before the judges ruled on them. 333 00:40:24,740 --> 00:40:28,460 Convergent questions, divergent questions and inviting questions. 334 00:40:28,460 --> 00:40:36,030 So you can actually see that the deficit that we get from, from asking questions and that was used across the school. 335 00:40:36,030 --> 00:40:40,680 And I then these schools and my intent is this question. 336 00:40:40,680 --> 00:40:49,400 Information in his seven year nine and year 12 seems black and one colleague was particularly taken with it, 337 00:40:49,400 --> 00:40:53,620 and she's actually made these little question information cause or sit on the top of each one of our. 338 00:40:53,620 --> 00:41:01,080 That's to a compact and you kick him out. Well, it goes the points like, when might we know how we know something exciting? 339 00:41:01,080 --> 00:41:07,500 But is it a cause? And sometimes we give them free analysis and everybody has to look like us? 340 00:41:07,500 --> 00:41:15,450 And sometimes we might just give them one of the good plus one really good question after somebody is given a talk, 341 00:41:15,450 --> 00:41:23,790 but it gives them an opportunity, especially after students who have been presenting a really engaging with positions that their peers in voted. 342 00:41:23,790 --> 00:41:28,080 So that works really as works really well. 343 00:41:28,080 --> 00:41:33,600 And so why do you want my thesis, just things I found I could use to spice up my thesis? 344 00:41:33,600 --> 00:41:34,290 Less interesting. 345 00:41:34,290 --> 00:41:45,720 I have to say that since the Duke case, and I find it in and implicitly about this smug voice in my head, such didn't have to do that in an effort. 346 00:41:45,720 --> 00:41:52,860 I just kind of missed it. So actually in an eddy in 2017, and I think I'm putting my way through that, 347 00:41:52,860 --> 00:42:02,250 and I would say that what I have read and done myself has had a huge hit in terms of research, 348 00:42:02,250 --> 00:42:06,920 has had a huge influence on effect on my career at St Mary's. 349 00:42:06,920 --> 00:42:16,090 This last comment has really become very, very engaged in in research, and we do our own research on the range. 350 00:42:16,090 --> 00:42:21,780 You can see the time difference Typekit. We talk about it in the past doing different things, 351 00:42:21,780 --> 00:42:31,530 and that has become very routine to the way that we were both pretty strong as a collegiate approach to pressing problems. 352 00:42:31,530 --> 00:42:38,250 And it was this that sealed the deal on becoming one of the first 10 schools in the UK to get the proper science, 353 00:42:38,250 --> 00:42:40,680 which is partly for science communication, 354 00:42:40,680 --> 00:42:49,380 but also for professional buttons, and which I think was quite significant cascade from a conversation between two girls. 355 00:42:49,380 --> 00:42:58,500 So I think I just reflect. I was talking on this issue and not in the conclusions that I talk about both our starting point. 356 00:42:58,500 --> 00:43:02,940 So I started thinking, Why am I not the bit about literature and research? 357 00:43:02,940 --> 00:43:08,820 And don't you have no problem with that and you have the contextual knowledge of the school that you worked on how to say the ensemble 358 00:43:08,820 --> 00:43:15,470 took me and took me actually in some kind of relationship because of my focussing on teacher questioning what she actually wrote, 359 00:43:15,470 --> 00:43:18,870 the student questionnaire that I didn't, not as much as long as you can. 360 00:43:18,870 --> 00:43:25,770 So she took me. But what she also managed to do was translate that classroom strategy that worked in her class for 361 00:43:25,770 --> 00:43:30,840 hundreds of specific cultures and then extrapolate that well with colleagues over a long period of time. 362 00:43:30,840 --> 00:43:36,360 And that sort a challenge to me as a teacher to hear about how what can we do our own pages equals. 363 00:43:36,360 --> 00:43:43,350 We don't do much due to the question. I know students talk because we have to focus on teacher freshmen, so that was a challenge to us. 364 00:43:43,350 --> 00:43:50,030 Actually, now in practise is think about the narrative for how we can fully present with our example 365 00:43:50,030 --> 00:43:54,420 structures that she took from very theoretical frameworks and straight questioning. 366 00:43:54,420 --> 00:43:58,320 I'm talking the culture that was very remarkable about her past. 367 00:43:58,320 --> 00:44:03,210 It was that actually not only did she ask more questions, 368 00:44:03,210 --> 00:44:11,520 but how to create the culture that there to prioritise kind of like that too was richer and developed and using that across the board. 369 00:44:11,520 --> 00:44:19,260 So I think what she took at the end of the speech, the teacher development potential is quite true that she could enjoy writing a dissertation, 370 00:44:19,260 --> 00:44:27,240 and I did my dissertation and produce the book chapter from the point of view that, oh, well, actually, she saw that as an end point. 371 00:44:27,240 --> 00:44:31,770 But it's never become of this work history because it's evolved. 372 00:44:31,770 --> 00:44:37,230 So that piece is having a starting point and not the main point and the sanctions have happened. 373 00:44:37,230 --> 00:44:59,110 She put it that. That's that's. 374 00:44:59,110 --> 00:45:09,700 Pretty quickly. Yeah. The point is that neither Jane or could be it Sam I can use to pass on others work in the context of this Typekit, 375 00:45:09,700 --> 00:45:17,470 but they both exemplify an issue that could be something in responding to Gabriel's comments. 376 00:45:17,470 --> 00:45:27,880 I the beginning about how all this research about what makes school, the problems, all we have less research about what the strategies are, 377 00:45:27,880 --> 00:45:36,370 which we might deal with those problems in history and seeing the kind of length of the title of the textbook in some way, I suppose. 378 00:45:36,370 --> 00:45:42,790 But there is much less research in history education and that she feels quite unusual 379 00:45:42,790 --> 00:45:46,720 in putting this maths and science and in history is not she allowed to be created, 380 00:45:46,720 --> 00:45:54,160 which is often quite rare, and it's very often know we put in research proposals from this a conflict with a history dimension and they go, 381 00:45:54,160 --> 00:45:58,090 Oh, actually, we don't want that history and we're just going to the core subjects. 382 00:45:58,090 --> 00:46:06,490 And so there's a real issue in thinking about the subjects of that phrase about some small and disproportionality in history, education. 383 00:46:06,490 --> 00:46:17,550 And this is internationally that there's been one online international journal which has two issues a year that's now just been relaunched. 384 00:46:17,550 --> 00:46:22,450 I read, you see our personnel sort of having that up, 385 00:46:22,450 --> 00:46:32,020 and there is one semi-regular book that comes out that is effectively a kind of grinds journal, but that comes out in it sometimes. 386 00:46:32,020 --> 00:46:36,220 Sometimes you get to agree is sometimes there's a kind of four year wait for the next one. 387 00:46:36,220 --> 00:46:47,030 So the funding and the kind of capacity to engage in history research, even amongst Democrats, is much less than in any of those three subjects. 388 00:46:47,030 --> 00:46:58,150 And if you lived in this country at what researchers have been either about on the some of the programmes or about solutions, there was one tangible, 389 00:46:58,150 --> 00:47:03,400 substantial part of the research just kept going and looking at children's understanding of second 390 00:47:03,400 --> 00:47:12,350 order concepts that change and continuity or cause and consequence that has been very significant, 391 00:47:12,350 --> 00:47:15,190 but didn't get much funding and some seed funding, 392 00:47:15,190 --> 00:47:23,020 but fairly consensus building and partly coming out of that is a question about kind of what's the point of history education? 393 00:47:23,020 --> 00:47:31,240 How do young people use their knowledge of change over time and how we got to the present to think about the future? 394 00:47:31,240 --> 00:47:39,880 Do they have usable historical costs? Can they make any anything out of the knowledge they have to help them in decision making? 395 00:47:39,880 --> 00:47:45,070 Not really out of about conflict and turning that into a positive experience of the Holocaust. 396 00:47:45,070 --> 00:47:47,350 The Holocaust has had masses of money, 397 00:47:47,350 --> 00:47:55,880 but that's often U.S. history and produced education in attending tend to be combined it often with English as well. 398 00:47:55,880 --> 00:47:58,930 But there has been one and it goes on to be very successful, 399 00:47:58,930 --> 00:48:05,020 very productive and is now looking at what we know about the issues and also what can we do? 400 00:48:05,020 --> 00:48:14,530 But in the context of just ten years, we start to pass out that project, think that seeking more funding and getting nowhere. 401 00:48:14,530 --> 00:48:22,050 This question about what do we call the study in the past, if young people can't use it to think about what kind of people committed and how 402 00:48:22,050 --> 00:48:26,600 might I make decisions knowing the kind of cost trajectory they want to waste? 403 00:48:26,600 --> 00:48:33,340 And actually, we want to do some radical things in, you know, not just a plot through time as kids get older. 404 00:48:33,340 --> 00:48:35,830 So it's not only acceptance, typically the romance, 405 00:48:35,830 --> 00:48:43,570 and then we do the normal and then actually have something to build their sense of connexion between the past and the present and future. 406 00:48:43,570 --> 00:48:49,750 But they've got nowhere in terms of where they got small pots of money for things like applications in 2030. 407 00:48:49,750 --> 00:48:58,810 So the researchers and then they're the ones who thought they did publish some work about that in in books, 408 00:48:58,810 --> 00:49:04,310 computing serious books, but also professional journals, the history teachers. 409 00:49:04,310 --> 00:49:12,800 And that journal really commits itself in the lack of, you know, more established research that maybe still comes out four times a year. 410 00:49:12,800 --> 00:49:15,910 So bringing together researchers and history teachers. 411 00:49:15,910 --> 00:49:27,000 And so they also wrote articles, school teachers and the three articles in purple and reproaches works with low reading some notes on that project. 412 00:49:27,000 --> 00:49:34,430 And it's not all kind of even approaches, and we kind of got involved kind of on the tail end, and Rubinstein was actually almost a student of mine. 413 00:49:34,430 --> 00:49:38,860 He raised Nuttall's work and watched. His work was a bit flummoxed by the academic work. 414 00:49:38,860 --> 00:49:45,790 But so, oh, I can see this in Typekit on her own practise. And that's really what has happened in history. 415 00:49:45,790 --> 00:49:53,380 Education increasing council actually has reflected on mathematics in regards to education journals. 416 00:49:53,380 --> 00:49:58,530 It has been teachers find and all this in the absence of. 417 00:49:58,530 --> 00:50:09,530 Significant research by academics who have unnecessarily small scale race worked on taking forward, how do we expect? 418 00:50:09,530 --> 00:50:18,510 Concepts and performance capture, he's got to work Heseltine that teaches five building, building order, 419 00:50:18,510 --> 00:50:25,820 responding to one another's work has created the animal is can we talk about this is a kind of professional. 420 00:50:25,820 --> 00:50:32,480 All they to one another always seeking to build on so critique and challenge what others have done. 421 00:50:32,480 --> 00:50:38,330 And Elliot notes in a commentary on the collection of Teams of Masters thesis work by teachers. 422 00:50:38,330 --> 00:50:46,030 But we must stymie its comments on that. And he said, as you can see, what the teachers are doing here is building on Stenhouse, 423 00:50:46,030 --> 00:50:51,800 his vision of a kind of, you know, research which becomes curricula theorising. 424 00:50:51,800 --> 00:50:58,550 So it's always teachers responding with academics, but also in relation to one another to try and set your story. 425 00:50:58,550 --> 00:51:04,920 So I said, I need to find this example of this is she came back to what motivates teachers. 426 00:51:04,920 --> 00:51:09,650 I know this in a very skilled and fiercely competitive local independent school. 427 00:51:09,650 --> 00:51:15,320 Say, actually, what I'm really panics about is my kids results in this particular GCSE, 428 00:51:15,320 --> 00:51:23,030 which is actually very strongly if somehow some change and it's a GCSE unit, they are doing worse than any other, 429 00:51:23,030 --> 00:51:33,110 which is about how they write analytical descriptions of change and over a period of 100 years and actually have students as many do, 430 00:51:33,110 --> 00:51:39,530 and it's interesting to be exposed to such small changes will be different and it's different. 431 00:51:39,530 --> 00:51:49,130 This happened some years ago, but they didn't have either of these sort of changes in process or the capacity to analyse the nature of that process. 432 00:51:49,130 --> 00:51:56,390 And she had not very much consequence, but so for her masters in very, very strongly focussed on the practical issue. 433 00:51:56,390 --> 00:52:04,850 And that said, there is research, there is the usable is overcast, which is the stuff on on the right side mentioned in exam research. 434 00:52:04,850 --> 00:52:13,310 That's what's called being the kind of teacher who take it from someone, and they have talked about teaching in a kind of framework of knowledge. 435 00:52:13,310 --> 00:52:21,650 Thus, I'm still an active role in kids. Plodding through time actually gave them a framework first and then help them to put the pieces together. 436 00:52:21,650 --> 00:52:28,400 So they start thinking back to the very beginning. And Dawson's work, another kind of academic also, you know, 437 00:52:28,400 --> 00:52:36,980 the teachers have picked up and had ideas about quality to work with individual stories, and we use them subsequently to build patterns of change. 438 00:52:36,980 --> 00:52:40,730 Councillor Gretchen Carlson, thank you. Actually, we have very little look. 439 00:52:40,730 --> 00:52:45,320 Teachers have done lots of other concepts, but they've done much less. Some change, unfortunately. 440 00:52:45,320 --> 00:52:53,360 And Rachel Foster, another teacher, was stimulated by council's work and said, I'm going to rework or change the continuity, the context, mind. 441 00:52:53,360 --> 00:53:00,230 And she looked at the use of analogies. How can you build the capacity to describe change? 442 00:53:00,230 --> 00:53:03,980 And actually, she began working with will actually now just take it for the weather. 443 00:53:03,980 --> 00:53:11,670 But can we offer students analogies that help these kind of visualise what is, you know, what patterns of change might be? 444 00:53:11,670 --> 00:53:16,970 And she took work from Whitlock's and continue to talk about our vocabulary. 445 00:53:16,970 --> 00:53:22,580 So what I love to do, it actually became point to and say, Look, why not? 446 00:53:22,580 --> 00:53:29,860 But that's not really. It became essentially for free lessons and of was this was a very good message to the other teacher. 447 00:53:29,860 --> 00:53:35,810 Get things first. And she took the idea of using analogies. 448 00:53:35,810 --> 00:53:42,320 I've said, that's a pedometer, I and say, Well, what do you say? 449 00:53:42,320 --> 00:53:49,030 But you're an achievement has to work out. You're going faster. OK, so what's your concern and banalities? 450 00:53:49,030 --> 00:53:55,680 And so she also took the idea of using individual stories and seemed to be grasps on what to do. 451 00:53:55,680 --> 00:53:56,660 But basically, 452 00:53:56,660 --> 00:54:05,750 she was sort of like this from four different pieces to put together a systematically contextual factors that are hugely important for her. 453 00:54:05,750 --> 00:54:13,520 She was teaching in the independent sector. Kids had she had very little time to give it to her and kids who had been ruthlessly 454 00:54:13,520 --> 00:54:17,670 prepared for common entrance and thought history was just about know your stuff. 455 00:54:17,670 --> 00:54:24,290 And it was right now what the teacher told you or writes that you were told to do and not exploring analogies that was really, really unhelpful. 456 00:54:24,290 --> 00:54:28,430 So she found lots of issues to do with the nature of her students. 457 00:54:28,430 --> 00:54:40,100 And so becomes the case, you know, from for. It's much more dependent in terms of us and the history of the chemistry teaching generally and 458 00:54:40,100 --> 00:54:47,160 kind of why day there were short term interventions and actions that maybe work things in transit, 459 00:54:47,160 --> 00:54:53,210 things to ideas about using analogies and teaching a single lesson over the first. 460 00:54:53,210 --> 00:54:57,230 And it's really important that the ideas are doing well. 461 00:54:57,230 --> 00:55:03,420 But there are also long term issues about how do you change students expectations with the teacher? 462 00:55:03,420 --> 00:55:09,380 And we're able to do in the last 20 seconds, the battery's kind of return to that point, somebody. 463 00:55:09,380 --> 00:55:14,570 Where there has been lots of research. 464 00:55:14,570 --> 00:55:18,170 What is this of any value, what teachers are doing? 465 00:55:18,170 --> 00:55:24,380 Kind of can I see a little bit fencing with one another? Obviously, it's pretty applicable to practises. 466 00:55:24,380 --> 00:55:30,920 As I'm saying, the teachers are picking up the work of Spanish researchers and from the data such as you can't get funding, 467 00:55:30,920 --> 00:55:35,630 actually working with teachers becomes really, you know, fruitful life. 468 00:55:35,630 --> 00:55:45,720 Or do you think it's only small scale workforce, but it has depended on the kind of publication in order that it is connected in some way? 469 00:55:45,720 --> 00:55:48,800 And it's not just individual teachers constantly. 470 00:55:48,800 --> 00:55:57,410 And when I wrote this chapter, it was a point at which initial teacher education in universities was hugely under threat, 471 00:55:57,410 --> 00:56:02,360 and I was seriously concerned not only for initial teacher education, 472 00:56:02,360 --> 00:56:07,850 but actually the fact that it is often departments like this who because they can, 473 00:56:07,850 --> 00:56:15,470 you know, have a base initial teacher education have been able to go on working with teachers in their roles, academic research as pay, 474 00:56:15,470 --> 00:56:25,190 as kind of changes in a network that holds people together and supports that in the future seems a bit brighter, whether it will save lives. 475 00:56:25,190 --> 00:56:33,740 But that that's a question about how much and how is essentially ceased to have a secure foundation from which, you know, 476 00:56:33,740 --> 00:56:40,960 academics can work your ways to build relationships with teachers that go on and then make things like masters possible. 477 00:56:40,960 --> 00:56:46,130 And obviously, how contextual factors in schools. 478 00:56:46,130 --> 00:56:53,150 And stop it just to kind of finish and just the final, you know, 479 00:56:53,150 --> 00:57:01,820 five points to make this piece in history education's small scale interventions you can make. 480 00:57:01,820 --> 00:57:08,330 You know, let's see how many procedures that would be significant differences in the coming months to put ourselves in a lawsuit. 481 00:57:08,330 --> 00:57:15,950 The kind of issues that teachers have change from students is an extremely prominent example. 482 00:57:15,950 --> 00:57:21,680 Amongst these depend not simply on the school system in the classroom. 483 00:57:21,680 --> 00:57:24,860 Actually, quite a big curriculum decisions. 484 00:57:24,860 --> 00:57:33,690 And that's why the project I think the U.S., if didn't get funding because there was such a big change in attitude. 485 00:57:33,690 --> 00:57:40,610 And how do you make it possible to engage in in research actually about the order in which we teach things? 486 00:57:40,610 --> 00:57:49,400 And does that make a difference? And could we get a weekly civics experiment on a much bigger scale and uncertainties in the same house? 487 00:57:49,400 --> 00:57:53,840 He really tried and teach research in the end state. 488 00:57:53,840 --> 00:57:59,720 It's about curriculum. It's not simply about, you know, the nuts and bolts of how you do it. 489 00:57:59,720 --> 00:58:20,970 So why does come back to the values of X and Y and the ways in which you construct a curriculum that supports the demands a process? 490 00:58:20,970 --> 00:59:11,620 Say something. So I had a few slides before, but actually pretty interesting, having had all the things beforehand to look at, 491 00:59:11,620 --> 00:59:22,150 I was instrumental in because having been brought to life by the contributions, it was up to do narcotics and other things for my sake as well. 492 00:59:22,150 --> 00:59:28,450 I think, first of all, very much for individuals in advance for the presentations today. 493 00:59:28,450 --> 00:59:35,620 I started to focus on as I saw a book projected as a sort of thinking about analogies, what the cover of that book says. 494 00:59:35,620 --> 00:59:41,680 Because when I looked at it, none of the bits of the jigsaw fit together, given how much you look at. 495 00:59:41,680 --> 00:59:44,200 So what does that say about the subject? 496 00:59:44,200 --> 00:59:51,400 I think that probably 44, it was a great cover, but they're all different shapes and sizes and colours, and you can't do anything with them. 497 00:59:51,400 --> 01:00:01,240 So that's not an analogy to what we did. The other benefit because I've been struck by was the research to understand what works in education. 498 01:00:01,240 --> 01:00:04,210 That seems to be a clear imperative. 499 01:00:04,210 --> 01:00:18,000 So I just wanted to look at sort of some of the forums for the world and people talk about research rather than solutions to problems for practise. 500 01:00:18,000 --> 01:00:29,440 So people began by saying that, you know, these four particular problems inadequacies and deficiencies in effective sharing. 501 01:00:29,440 --> 01:00:38,340 But I just don't see why that is. Why should that be the case in 2019, put up a slide that says, you know, in teacher education, 502 01:00:38,340 --> 01:00:44,400 sorry, if practitioner researcher answers to question, we just don't know the answers. 503 01:00:44,400 --> 01:00:48,620 And Panopto suddenly said it's about 10 times now, but we were they already three weeks ago. 504 01:00:48,620 --> 01:00:54,300 They are wrong, you know, the American Research Association conference. 505 01:00:54,300 --> 01:00:59,070 Thousand people there. So on the first stage, almost completely overwhelmed. 506 01:00:59,070 --> 01:01:03,930 And you're suddenly thinking fourteen thousand people from across the world have 507 01:01:03,930 --> 01:01:10,200 any of us got a clear sense of what will help children to learn more effectively? 508 01:01:10,200 --> 01:01:13,980 This is a pressing question. 509 01:01:13,980 --> 01:01:19,380 OK. But you know, we're trying to find the solutions all of the time. 510 01:01:19,380 --> 01:01:27,150 I think, you know, this is of a, you know, a really, really innovative way forward and then sort of say, what's the word for this? 511 01:01:27,150 --> 01:01:30,270 And I don't really want to put a picture of bingo later. 512 01:01:30,270 --> 01:01:41,040 And it's not science, but you know, something where the forms of entertainment and started to, you know, get you to channel this stuff out of it. 513 01:01:41,040 --> 01:01:47,670 In terms of teacher education, the same thread. Finally, a teachers being taught the basics of how different types of research are done. 514 01:01:47,670 --> 01:01:51,390 Strengths and weaknesses, etcetera. And the learning. 515 01:01:51,390 --> 01:01:58,200 The basics of how research works is important because every teacher should be a researcher and because it's not because of that, 516 01:01:58,200 --> 01:02:06,540 but because it allows teachers to be critical consumers. So that's part of the work is what's included in, you know, he's about that, 517 01:02:06,540 --> 01:02:14,340 but also then went back to the beer MRSA enquiry to look at what they say about the 518 01:02:14,340 --> 01:02:20,220 contributions of research to teacher education and looking at these particular four areas. 519 01:02:20,220 --> 01:02:21,930 And it's the third and fourth one. 520 01:02:21,930 --> 01:02:32,940 Primarily the first is about interpretation programmes, but it's about including teachers to engage with and be discerning consumers of research. 521 01:02:32,940 --> 01:02:44,340 And then the teachers and teacher educators. To conduct their own research so that the foundations for this should be in teacher education. 522 01:02:44,340 --> 01:02:49,510 I'm talking here about trying to sort of preserve something and in-service teacher education, 523 01:02:49,510 --> 01:02:56,640 but again, you know, word is strongly that this isn't my conclusion. 524 01:02:56,640 --> 01:03:07,690 This is what this is. Gabriel's conclusion was that this quote that you took from Criacao teachers must be consciously, 525 01:03:07,690 --> 01:03:11,920 deliberately positioned as part of the Greek community. Those who generate just the. 526 01:03:11,920 --> 01:03:18,940 You know of. Yes, I agree, but I wonder if that's something that's problematic. 527 01:03:18,940 --> 01:03:22,950 And what I find problematic is that it's a positive good. 528 01:03:22,950 --> 01:03:28,590 Teachers must be cautious, deliberately position that wasn't how it was intended, 529 01:03:28,590 --> 01:03:33,960 but it still something about somebody doing something to teach his position teaches. 530 01:03:33,960 --> 01:03:42,990 In this way, he does that positioning. I think we've heard a lot today is that the very competitive Nick was talking about. 531 01:03:42,990 --> 01:03:48,500 The top down approaches are less effective than opening up approaches in. 532 01:03:48,500 --> 01:03:50,300 All of this. 533 01:03:50,300 --> 01:04:00,890 And so the questions that I want to ask you something about making that easy to discuss now is that you've got so many questions that, you know, 534 01:04:00,890 --> 01:04:05,860 Cheryl teacher education programmes improve the opportunity for policy based intervention to 535 01:04:05,860 --> 01:04:13,430 suddenly see huge numbers of benefits to come out of control this evening and what's been reported. 536 01:04:13,430 --> 01:04:17,780 And if so, to what purpose? Now it seems to me that what's really interesting, 537 01:04:17,780 --> 01:04:24,170 I haven't picked this up until I listened to the presentations that we have for very different presentations. 538 01:04:24,170 --> 01:04:33,170 But the classroom intervention in each case was a vehicle for something slightly different in each case. 539 01:04:33,170 --> 01:04:46,370 Yes, it was about finding solutions to problems for practise, but I think correct me if I'm wrong about Ian's warnings about the use of the tool. 540 01:04:46,370 --> 01:04:58,130 Methodological tools fight between the big for a focus on that tool was used in a particular way of thinking NYX was about, you know, 541 01:04:58,130 --> 01:05:07,820 teacher development as a vehicle for teacher development, professional practise, for example, it was about the classroom outcomes. 542 01:05:07,820 --> 01:05:13,190 It was very much focussed on this is what I did, and this is the benefit of this. 543 01:05:13,190 --> 01:05:26,930 And then of course, brings about establishing, you know, disciplinary research base, building up from the work of the practitioners. 544 01:05:26,930 --> 01:05:38,360 If we if we do have these sort of interventions within the teacher education are of there ultimately to benefit the pupils or 545 01:05:38,360 --> 01:05:46,020 are they there to help teachers become better researchers is better prepared for understanding for certain actions reconcile. 546 01:05:46,020 --> 01:05:51,830 Both of these focuses of this same time. What is success? 547 01:05:51,830 --> 01:05:59,270 You know, is it, you know, is it successful in general as a police intervention? 548 01:05:59,270 --> 01:06:03,320 Does it work and it does what we want it to do in the classroom? 549 01:06:03,320 --> 01:06:07,760 Or is it successful as part of the teacher education programme? 550 01:06:07,760 --> 01:06:12,020 And problem those sort of making those different? 551 01:06:12,020 --> 01:06:23,660 The other question I have is, you know, interventions always work every every single assignment that I have ever read, 552 01:06:23,660 --> 01:06:31,610 hundreds and hundreds and hundreds of them over the years. I have never yet read one where you said I did this and it didn't work. 553 01:06:31,610 --> 01:06:35,750 So what are the factors and why do they work? 554 01:06:35,750 --> 01:06:39,680 And something else that comes up came up strongly in this context. 555 01:06:39,680 --> 01:06:48,050 The seeming, you know, context that gives rise to the question I think about came up the context to give rise to the questions. 556 01:06:48,050 --> 01:06:52,670 It will determine the approach you take and the context will affect the outcome. 557 01:06:52,670 --> 01:06:58,880 So perhaps you know, you have to take a chunk of Northampton important context. 558 01:06:58,880 --> 01:07:11,510 Does the scale matter? Does it matter that it's three lessons for one class or with two pupils or whatever? 559 01:07:11,510 --> 01:07:18,650 I think it's something it's worth considering. Yeah, I'm going to get this question on all these a former doctor stimulation. 560 01:07:18,650 --> 01:07:25,310 Is it only if you're a socio-cultural is on or off the top scheme of the because 561 01:07:25,310 --> 01:07:29,510 what you don't read what you said about the stimulation of programmes in the what? 562 01:07:29,510 --> 01:07:34,540 Yeah. First, the first shared the stimulus, the problem to be worked on. 563 01:07:34,540 --> 01:07:41,990 And that was the engagement. Then you introduce a secondary stimulus, a concept or a psychological tool to address it. 564 01:07:41,990 --> 01:07:54,290 And then the new form of activity functions. This dramatic, transformative activity, so is any indication of discrimination in the country right now? 565 01:07:54,290 --> 01:07:59,370 No other information for all those simulations because you've got a problem, 566 01:07:59,370 --> 01:08:10,050 you're applying something externally to it and then you're looking at the activity going on outside yourself to know whether it's OK, fine. 567 01:08:10,050 --> 01:08:14,340 We all have the guts to do the right thing. 568 01:08:14,340 --> 01:08:19,190 OK, so I think that was it. 569 01:08:19,190 --> 01:08:22,950 So thank you. 570 01:08:22,950 --> 01:08:27,840 I don't know how you put together all the questions. I think that's my job. 571 01:08:27,840 --> 01:08:36,646 OK. Thank you so much, everyone. Please join me.