So I'm dying, man, and it's my absolute delight to welcome you here this afternoon.
This is the second in a series of seminars on teacher education.
We had one that which was right earlier on in February from Malcolm Smith from Boston.
To us, it was at that time, obviously, because she was in the country at that time.
But this whole time. Every Monday, when we hear there will be a seminar and this whole series is considering teacher
education reforms around the world in all that in order to teach our teachers outside.
We just came from a small town to the direction and possibilities for the relationships
between teacher education policy and research and practise in this department.
And she now has a long history of which means its rejection of providing teacher education but researching teacher depression.
And that's our focus of this series of seminars during this term.
I'll talk a little bit about today's seminar in a moment, but also towards the end of this evening seminar,
I'll share with you some of the things that are coming so that you can also put them in your diary.
So this seminar is based on a recent book Classroom Based Interventions Across Subject Areas.
Research to wants to Work With Students Attention is being led by Gabriel Stanford's end and chance.
But as you can see, quite a number of people listed and I'll refer to some of those in the moment.
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.
It's taken in as its basis. Research conducted in the actual classrooms is close collaboration between researchers and scientists.
And I think we've got a lot of practitioners here today, so that's absolutely wonderful to see or hear.
And the book aims to help researchers and practitioners understand how and why interventions can be successful or not.
It considers the broad theoretical and practical issues derived from intervention studies,
including ways of adapting effective, classroom based interventions for use in different contexts.
So the seminars here to start off with a brief introduction from Gabriel and then for examples of these interventions in English and mathematics,
in science and in history.
And then it's going to conclude with a commentary drawing across the presentations with a particular focus on the implications for teacher education.
As I see it being led by Gabriel and Gabriel being now professor of mathematics education here in the department and leading artificial Typekit,
associate professor of Science Education here in the department.
But we've also got Ian Thompson, Associate Professor of English Education and now director of the PGCE.
Catherine Booth, Associate Professor of Education. Jenny, even associate professor of Mathematics Education.
Nick Andrews, Course Coordinator for the Master of Science in Teacher Education Mathematics.
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,
but people introduce and then Trevor Martin, who is our director of professional programmes and will be providing the response at the end.
So no further ado. I'll hand over to you, Mario.
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.
And stay, they understand this seminar is based on a recently published book, High, Low Cost Investment Promotions across subject areas,
which is driving you off course to buy members of the such a pinnacle Gibson Group and other affiliated researchers and associates.
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
out for examples of class and basic investments in different subject areas,
which are based on corresponding subjects on their own.
Of course, you know that each of the running mates would be in brief presentations chapters and then would conclude with a commentary.
But I tell my own drawing up further communications with a particular focus on occasions for future engagement, which is the theme of.
So let's begin with the information.
Several researchers have expressed concern about international research climate plays that play a greater role in supporting improvement in practise,
especially improvements to the naming of key concepts in different subject areas.
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
there's sufficient understanding of the theory and practise of the relationship
that ineffective sharing from meeting across researchers and decisions,
and that, you know, they pursue a certain common approaches to professional development.
And regarding the latter, some examples of shortcomings of professional development programmes include a top
down approach where the focus is working on problems often identified by researchers,
as opposed to ones identified by teachers or professional development programmes that fail
to take into account what motivates teachers to engage in the problems in the first place,
as well as that causes upon which featured change come together.
So the key question, then, is what can be some important features of educational research,
which include potential for support in the form of classroom practise.
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
in actual classrooms and with close collaboration between researchers and teachers.
So this would increase the likelihood that the results of the research will be
directly applicable to practise instead of the profession potentially read,
which is proven to be the case.
The second is that the research directly address problems of student learning and how this learning can be better supported by teaching,
thus tackling key issues of concern across the practise.
And the third is that the research seeks to develop empirical testing and theory based solutions
to alleviate problems on student loans in order to show that students and interventions work.
Or it's possible to learn, but also to explain how and why people are just shedding light on the mechanisms of success.
So these three features generally characterised research studies in the best effective,
classroom based information, with results from most important learning goals.
Typically, typical classroom practise,
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.
So despite the importance of trust and faith in congressional studies,
especially in terms of their potential to self develop research around the solutions to problems of practise,
it is widely accepted that there is a need for more studies in this area.
This, of course, does not suggest that beneficial research is lacking good examples of trust investigations.
For example,
some notable exceptions to the point I made earlier about the inadequacy of self-employment on approaches to professional development acceptance.
Research studies conducted in collaboration with teachers can develop effective strategies for money assessment.
So this study's reference to the slave have strong theoretical underpinnings, and that it also would ensure that teachers.
Our concern, as well as a major motivator for the food on which we draw on the singer,
is that the number of research he performed classically based on interventions is small and I think is proportionate
to the number of studies that he directed important problems across practise for which solutions are needed.
And the book is a step towards addressing this concern by providing examples of across basic commercial studies in different subject areas,
some of which were presented critically to the next part of the seminar.
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.
The image was codification of some key terms that we use in our work.
The term intervention has been used in a range of different ways in the U.S.,
but our use in the book is similar to standard rules in medicine, where you, he notes on actions, taken the situation.
So in our case, the situation, the need for improvement, and there's, of course, to an issue of trust with buyers.
So different chapter of this part of the problem of ICE is a very difficult issue of forced retirement convention.
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.
The bill is aimed at engaging in an academic debate as well as helping teachers improve classroom practise.
So this building is well-served by the fact that about the program's chapters are made jointly by university researchers and prosecutors.
So each course subject we know, in addition to 41 unconventional study, you know, subject the social unrest in one place across subject areas.
And this makes this chapter relevant information because we may not be interested in a particular subject area.
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.
So let me mention, though,
some broad theoretical and practical questions with with which the pope engages and some of which will be illustrated in the forum office.
What is the nature of collaboration between researchers and teachers across invasive infections?
What are the difficulties and possibilities of this cooperation? The checklist provides insight into a diverse ways.
Collaboration can be productive. I think less invasive professionalism.
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?
And one of the possible ways of facilitate this application process.
What are the key factors that led to cuts in basic prevention for these conflicts taken in the defence of this?
So as I mentioned earlier in all the chapters, the interventions were carried this actions to improve the situation.
However, there were also other key motivations which find 19 different chocolates that drove the intervention work beyond the conflagration.
And how did these factors mitigate against the shortcomings of current professional development
programmes and take account of what do you want the best teachers to engage in the professions?
So many, many of the chapters show a significant professional growth through engagement interventions.
And again, we see some more examples of RPA.
So I would say more and more of these questions.
But as you can see and method of those questions, there are certain implications for future research, which we've been discussing about their.
So good, her research has extensively documented numerous problems of students.
And we believe that the time has come for us to place more emphasis on seeking solutions to these problems,
thereby promising a better future for learning of all those.
To make real progress in this area, the close collaboration between researchers and teachers is necessary and this kind of politics.
Twenty two thousand four is a school of thought.
This teachers must be consciously conveyed by this new position as a part of the greater community of roles to generate,
as well as consumer knowledge. So they've joint authorship of the core book chapters between researchers and teachers.
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.
OK, so now we're going to. First of all, first to present the first example day of each.
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.
OK, so only those things aren't picking up to the plate.
It's a game people may learn about some of the criticisms of teaching hospital research in to the
teaching and research customs to come and talk about the lack of of of fairly often behind interventions,
the lack of choice from the teacher down what's involved in intervention.
He didn't talk too much about the small scale level of of teach research, and that's a problem.
But that is established in a lot of teachers, certainly including this particular example.
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,
a particular problem in a particularly challenging situation. So I'll talk about that, and I need to acknowledge partly today for this,
hopefully to sleep amongst these teaching Sydney, though it doesn't look like he was normally a teacher.
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.
It was his research. He was a master student.
I was his super supervisor and he was looking at the impact of of list circles.
Reluctantly, readers in year seven alleged to circle the note is a means of assigning roles in small groups and within within
classes that closely mirror analytical and decoding tools used by experience assessing subsets of readers.
So each person within this group will have a particular role woman code to predict or might be to infer and so on.
These of sort of circles have been used extensively in America, in particular the Britain and Australia and elsewhere,
and they have always been that often seen as a peer intervention.
This is working together as a collective,
both to stretch those who are doing well closer to to bring on those who who who are struggling and work tiny, loose.
And I'll say why it was particularly sometimes the situation minute.
He had to do something to change the priorities of the two circles, and he wanted an intervention which involved an extra person,
not a peer, but an older students facilitator in these discussions.
And the design of this was about collaborative reading, but particularly the attitude reading needed for folk for making me quote.
Struggling readers often felt that they needed to decode the text, but they can't move beyond that level, both on the surface level.
It was done with looking at and particularly challenging circumstances, the school that he was even gone and special measures, you know,
the thrill of, of course, for those who have been there, but in particular schools in special measures of English results and exams.
These results are customary at the schools that have been doing very well. It's a very difficult situation,
so you can't really get a little shunned in circumstances of those who've been there every three months going to get inspected.
Also, the autistic man used the department in those those contests is extremely high.
They didn't do well. The next year, the school would be in trouble.
And the research today didn't quite brilliantly. It didn't have a problem.
Open up some media, such as those that some ways in special measures.
They often the kids were most ignored because it's easier to concentrate on those who can tip the results quite quickly.
So go for the ones who are really struggling was a great thing to do.
And it had to get involved in the big debates and arguments about the ethics of doing experimentation
in a time of difficulty to to the schools of the brave and challenging thing for him to do.
And so we position this when we wrote this study in particular as a theoretically brilliant intervention and a particularly challenging context,
and it certainly picked up through our discussions.
A methodological to take it from the gutsiest principle of double stimulation as a way to to break a previous copy in this work.
And what are you going to look at? Is how do we research processes to change and development and.
He's learning, and an extension takes what happens when we introduce a potential change.
This basically was a change in the structure of both of us, which led to him being able to stand outside.
One of the best things about this design was he was in the classroom.
I wasn't sold, but he was able to stand outside. The police set up these things, what was going on?
And he was looking for a methodology which offered a non-binary account.
So he didn't want to do just contrition. He didn't want to look at just the effect.
If you want to look at just the individual, he wants to look at the groups. He was looking for a non-binary manifesto.
And so you can go to each other through the cultural historical black box.
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.
The principle is very fact to look at the processes of learning and transformation
that is particularly in the acquisition of higher natural processes.
So in terms of reading, those difficult skills of inference in particular is how do you make predictions?
How do you decide what the open market might be in terms of feeling good on the surface?
And this principle describes the situation where individuals are confronted with the research is that in this case of teacher research,
is that problem a dilemma? They don't yet have the knowledge or psychological tools to solve without the secondary stimulus provided.
And this secondary stimulus, but that's the object of some of the activities of the way that the CFA in this case,
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.
Yeah, it does. We need to teach them the many of them.
You know that reading the problem of reading is a perennial problem in English, and at that time,
there's an assumption that such a man have to think through through the window that's supposed to represent a famous Kurt Lewin.
We really don't know too much research, except those spent with the asked people to come into a room.
There was a clock and will that shut the door? And then that happened to it was so, so so what happened?
And most of the aspects are not, not nowadays, but of we love this idea and copied it.
And the idea was the clock became this the sole source of stimulus.
The clock was the thing that impelled the the first to do something about the situation.
So someone would look at the clock and think right when that clock hits helped us come out of it.
I've had enough of this and us would simply watch it and think about time.
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,
is way off of the secondary stimulus and that those kind of looking at the way that the people were using these secondary stimuli.
In this case, the the the of student in the group is when looking at resolving a potential conflict through
coalition that today you decided to do something to make things better when you were lucky,
because that's the very thing that you might imagine it for the most.
So you think before each circle was assigned a concrete reader?
The role was to give the answers, but to listen, respond, make suggestions, questions and so on.
There are also questionnaires issued for sort of interview.
And the way this woman sees the first showed students, the problem was the engagement was the takes the difficult thing for them.
The second excuse was it was the issue introduces the older, the successful reader, reader,
the media to the new activity of of the came out of this was being seen as a social rather than individual activity.
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,
wrote attempts to engage gauging with other people who he may talk to about the text that he
would get engaged with your understanding of of textbook from the phone open just to give the,
you know, when you got 20 seconds left.
In most cases, these groups and every single one of them and the comfort groups were used by the end of students.
As a psychologist who designed that didn't just go and say what the answer they used and.
Starts with questions, which is a major step forward for these young people in terms of a of the oath.
They may be doing this.
In particular, they will have to engage with the coast in Virginia Tech considered see the text purely from their own perspective,
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.
And that secondary will be available to students, which the studies change in terms of the the the the literature circle.
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.
And I think that's 10 minutes since most.
Even. You could. You.
OK, so as well,
our focus is perhaps on mathematics or more generally thinking about the nature of the way that we work with teachers within this school.
So the consequences were myself and Jenny Ingram as as the two researchers.
However, the group of teachers that worked with each of us in the group, including myself and Jane, identified ourselves as mathematics teachers.
And also many of us identified ourselves as researchers as well.
And many of us also a teacher education.
So in terms of the expertise with the group of teachers that we're talking about, they were very diverse experiences.
So now our focus is on the development of talking mathematics classrooms.
What I particularly want to focus on is is really the next half the time for the rest of the time to go.
The chapter, which is how actually left that was an active search engine professional practise prompted by self video analysis.
And it's this use of some video of the implications for the way the situation is being
developed in school that is going to be able to focus rather than mathematics on the very.
So in terms of thinking about the big intervention,
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.
But my focus then in this is that actually conceptualise what we mean by change.
One of the models that we have drawn on is to say it's not an Hollingsworth model of change,
which which captures different domains that may be subject to change plans in order to get a sense of those.
The ones that are particularly relevant to this presentation is the think about the external dimension,
the external sources of stimulus to the teachers,
those who work in the school and the the other three areas that are part of the first world of the teacher.
But this doesn't happen in isolation. This this, these these changes are happening within an environment.
And you know, it's just to sure that sense of the external stimulus, the individual teachers world of professional practise.
And within this change environment, when we're thinking about intervention,
a typical focus may be on the on the research of offering a change in the external dimension.
This research is provided by external source of information, mainly through through research findings.
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.
Libya, where were they? There was no observation.
There was discussion of practise and these were these were part of the practise
of being a teacher within within an institution working collaboratively.
So in a sense, it was already an environment that was conducive to change.
And our focus was really building on that.
So instead of the intervention particularly focussing on the external stimulus the intervention focussed on,
I didn't see the environments in which change might take place,
finding additional ways of working collaboratively with the teachers,
but with the intention of offering more choices to articulation amongst the group.
And they may be related to a specific and certain class from practise,
which in this case was about developing the Democrats control for interventions.
So in terms of the external sources of information that was in to the development practise,
these were actually arising from the discussions that with the teachers, what happened in the meetings that we had organised.
So in terms of thinking of intervention and how that may actually enact change in professional practise,
one way of conceptualising this is where is our focus as research is isn't focussed on a change in the external
mind or is our focus is on a change in the changing environment and oversimplified to say in this intervention,
where we're focussing on is very much to the right.
But I think some of the problem, like Summarisation Gabriel was highlighted, was when the focus is very much on the left.
So the way that we went about working on that were the features of the meetings that we had.
So we've met over two years, we were meeting three times a year each meeting involved discussion.
Most meetings involve one of the teachers using phrases of the end of their teaching in order to discuss the needs.
So this would be a vision that they set themselves that was representative or perhaps an interesting
example from from their work in the classroom that relates to the particular focus of development.
Sort of. Occasionally, we would add something to that discussion, we would raise a particular question.
We we sometimes offered a way of trying to answer particular clip from the video and included in the chat.
We've talked about a minute. That's exclusively offered in order to scold us.
But it was intended not to not to necessarily focus on a particular aspect of the teaching, but ActionScript to bring to light situations.
It's what it was that the teacher was focussing on that particular moment in time to teach.
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.
We were not trying to focus back on what works and what is an ideal, an idealised practise.
We were looking to open up the choices that were available to the teachers and what the out the frame work was was informing.
The way we were working here was informed by by John Mason's discipline noticing.
So instead of very much the idea of recognising choices and imagining possibilities.
So in terms of the outcomes. This because there was no explicit reference to.
Research findings, but we did find, however, was that the discussions.
Amongst the teachers, did your own aspects that that resonated with the findings of the research literature?
They seem to be less emphasis on changes in practise and certainly in terms of what is being reported in the meetings.
But in contrast, that's what was emphasised very much.
Probably unsurprisingly, is that the teacher's focus was on the consequences in terms of the students learning.
So while it may be a temptation to succumb to the intervention of the focus on changing practises,
we will find that the teachers major concerns in the school and they wanted to talk.
In these situations, it was considered a serious.
But our findings from this approach that we're taking a truly collaborative approach to action.
We're not looking at using this model is this top down approach of offering some stimulus
in order to bring about some change in the individual teachers professional practise,
but rather a far more oscillator and passing the bill,
starting with the initial concerns of practise that the teachers have been supporting tax environment,
contributing to that advance of change over time by offering those tools of use of some video that then can then support the change.
So it would have to do with our business to try to address some of those initial points of the game,
is that perhaps the limitations you've heard by thinking very much about what approach we take?
Citizenship, just to mention that the work was done by the European Union.
And hi, my name is Alexandra Hayden, and I started off doing my PCC internship in 2004.
I then went to work in state sector for 10 years, doing my master's from 2010 to 2014,
based here and doing my research at the cost of school and phone reception.
I then moved to the independent sector where we had signs of St. Mary's for the last five years,
and now I finished my master's with thesis on student questioning.
And really, that came about because of a conversation I overheard at my daughter's long story school,
which was cool, just giving a really good explanation of why Putin's there on the planet.
And these were four year olds and I thought, Blimey, they can do better job than my year in Athens.
And I just realised that part of it was a general curiosity.
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.
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,
which is every other Jewish man in Britain would ask her child after school.
And so did you learn anything today that not my mother is he?
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?
And I think asking questions is really important, but asking good questions is even more important.
So I started I chose a study group a year nine class at school and my audio record
that recorded them and the lesson with me teaching them my sense of Christian arts.
The whole of your nine tropism attitude to asking questions, any barriers to asking questions in class.
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,
and it's awesome to write questions underneath it. And I used a Christian analysis grade that I'd adapted from researcher called Ciattarelli,
who's also a teacher researcher based in the U.S., and analysed the order of questioning.
And essentially, and it's very simple. As for orders that C.A.R.E talks about mass memory Christians, which is the what,
where, when you type questions, conversion questions, they bring ideas together.
So that's the how the why those sorts of questions.
In what ways divergent questions. It takes me a bit digging a bit further.
Well, if this happens, so does does that happen and predictions?
And then finally, the suppliers order the advance of questions to the judges and the justifies.
OK. So I looked at the questions that they had and they were able to ask.
And I then set about teaching students to directly.
I spent less and teaching them how to ask questions, and I was not so sure.
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.
And they were very responsive. And I then used those techniques in all my lessons for the next six weeks.
And but I didn't explicitly teach them the question formulation technique.
Again, I teach it to them once, and I then choose the lesson I recorded.
And what I was really delighted about was the number of questions and the order questions of the students.
Students were asking cost had gone up hugely,
and so has the quality of their scientific explanations because of the questions that they would be encouraged to to ask.
And the fact that asking questions have become a really positive and positive thing in the class.
And so I asked two colleagues coming to a peer observation to see what was happening, and they were really excited by it.
So I ended up doing some insensitive comments and some coastal insects as well on that,
and I'm actually designed as a just a very simple way to actually use the X Factor.
We gave them a little bit of information about the X Factor and we asked them to.
We asked the students across the school to write slippery questions on this look and
text about the exact same things that happened before the judges ruled on them.
Convergent questions, divergent questions and inviting questions.
So you can actually see that the deficit that we get from, from asking questions and that was used across the school.
And I then these schools and my intent is this question.
Information in his seven year nine and year 12 seems black and one colleague was particularly taken with it,
and she's actually made these little question information cause or sit on the top of each one of our.
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?
But is it a cause? And sometimes we give them free analysis and everybody has to look like us?
And sometimes we might just give them one of the good plus one really good question after somebody is given a talk,
but it gives them an opportunity, especially after students who have been presenting a really engaging with positions that their peers in voted.
So that works really as works really well.
And so why do you want my thesis, just things I found I could use to spice up my thesis?
Less interesting.
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.
I just kind of missed it. So actually in an eddy in 2017, and I think I'm putting my way through that,
and I would say that what I have read and done myself has had a huge hit in terms of research,
has had a huge influence on effect on my career at St Mary's.
This last comment has really become very, very engaged in in research, and we do our own research on the range.
You can see the time difference Typekit. We talk about it in the past doing different things,
and that has become very routine to the way that we were both pretty strong as a collegiate approach to pressing problems.
And it was this that sealed the deal on becoming one of the first 10 schools in the UK to get the proper science,
which is partly for science communication,
but also for professional buttons, and which I think was quite significant cascade from a conversation between two girls.
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.
So I started thinking, Why am I not the bit about literature and research?
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
took me and took me actually in some kind of relationship because of my focussing on teacher questioning what she actually wrote,
the student questionnaire that I didn't, not as much as long as you can.
So she took me. But what she also managed to do was translate that classroom strategy that worked in her class for
hundreds of specific cultures and then extrapolate that well with colleagues over a long period of time.
And that sort a challenge to me as a teacher to hear about how what can we do our own pages equals.
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.
Actually, now in practise is think about the narrative for how we can fully present with our example
structures that she took from very theoretical frameworks and straight questioning.
I'm talking the culture that was very remarkable about her past.
It was that actually not only did she ask more questions,
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.
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,
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.
But it's never become of this work history because it's evolved.
So that piece is having a starting point and not the main point and the sanctions have happened.
She put it that. That's that's.
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,
but they both exemplify an issue that could be something in responding to Gabriel's comments.
I the beginning about how all this research about what makes school, the problems, all we have less research about what the strategies are,
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.
But there is much less research in history education and that she feels quite unusual
in putting this maths and science and in history is not she allowed to be created,
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,
Oh, actually, we don't want that history and we're just going to the core subjects.
And so there's a real issue in thinking about the subjects of that phrase about some small and disproportionality in history, education.
And this is internationally that there's been one online international journal which has two issues a year that's now just been relaunched.
I read, you see our personnel sort of having that up,
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.
Sometimes you get to agree is sometimes there's a kind of four year wait for the next one.
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.
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,
substantial part of the research just kept going and looking at children's understanding of second
order concepts that change and continuity or cause and consequence that has been very significant,
but didn't get much funding and some seed funding,
but fairly consensus building and partly coming out of that is a question about kind of what's the point of history education?
How do young people use their knowledge of change over time and how we got to the present to think about the future?
Do they have usable historical costs? Can they make any anything out of the knowledge they have to help them in decision making?
Not really out of about conflict and turning that into a positive experience of the Holocaust.
The Holocaust has had masses of money,
but that's often U.S. history and produced education in attending tend to be combined it often with English as well.
But there has been one and it goes on to be very successful,
very productive and is now looking at what we know about the issues and also what can we do?
But in the context of just ten years, we start to pass out that project, think that seeking more funding and getting nowhere.
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
might I make decisions knowing the kind of cost trajectory they want to waste?
And actually, we want to do some radical things in, you know, not just a plot through time as kids get older.
So it's not only acceptance, typically the romance,
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.
But they've got nowhere in terms of where they got small pots of money for things like applications in 2030.
So the researchers and then they're the ones who thought they did publish some work about that in in books,
computing serious books, but also professional journals, the history teachers.
And that journal really commits itself in the lack of, you know, more established research that maybe still comes out four times a year.
So bringing together researchers and history teachers.
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.
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.
He raised Nuttall's work and watched. His work was a bit flummoxed by the academic work.
But so, oh, I can see this in Typekit on her own practise. And that's really what has happened in history.
Education increasing council actually has reflected on mathematics in regards to education journals.
It has been teachers find and all this in the absence of.
Significant research by academics who have unnecessarily small scale race worked on taking forward, how do we expect?
Concepts and performance capture, he's got to work Heseltine that teaches five building, building order,
responding to one another's work has created the animal is can we talk about this is a kind of professional.
All they to one another always seeking to build on so critique and challenge what others have done.
And Elliot notes in a commentary on the collection of Teams of Masters thesis work by teachers.
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,
his vision of a kind of, you know, research which becomes curricula theorising.
So it's always teachers responding with academics, but also in relation to one another to try and set your story.
So I said, I need to find this example of this is she came back to what motivates teachers.
I know this in a very skilled and fiercely competitive local independent school.
Say, actually, what I'm really panics about is my kids results in this particular GCSE,
which is actually very strongly if somehow some change and it's a GCSE unit, they are doing worse than any other,
which is about how they write analytical descriptions of change and over a period of 100 years and actually have students as many do,
and it's interesting to be exposed to such small changes will be different and it's different.
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.
And she had not very much consequence, but so for her masters in very, very strongly focussed on the practical issue.
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.
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.
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.
So they start thinking back to the very beginning. And Dawson's work, another kind of academic also, you know,
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.
Councillor Gretchen Carlson, thank you. Actually, we have very little look.
Teachers have done lots of other concepts, but they've done much less. Some change, unfortunately.
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.
And she looked at the use of analogies. How can you build the capacity to describe change?
And actually, she began working with will actually now just take it for the weather.
But can we offer students analogies that help these kind of visualise what is, you know, what patterns of change might be?
And she took work from Whitlock's and continue to talk about our vocabulary.
So what I love to do, it actually became point to and say, Look, why not?
But that's not really. It became essentially for free lessons and of was this was a very good message to the other teacher.
Get things first. And she took the idea of using analogies.
I've said, that's a pedometer, I and say, Well, what do you say?
But you're an achievement has to work out. You're going faster. OK, so what's your concern and banalities?
And so she also took the idea of using individual stories and seemed to be grasps on what to do.
But basically,
she was sort of like this from four different pieces to put together a systematically contextual factors that are hugely important for her.
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
prepared for common entrance and thought history was just about know your stuff.
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.
So she found lots of issues to do with the nature of her students.
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
kind of why day there were short term interventions and actions that maybe work things in transit,
things to ideas about using analogies and teaching a single lesson over the first.
And it's really important that the ideas are doing well.
But there are also long term issues about how do you change students expectations with the teacher?
And we're able to do in the last 20 seconds, the battery's kind of return to that point, somebody.
Where there has been lots of research.
What is this of any value, what teachers are doing?
Kind of can I see a little bit fencing with one another? Obviously, it's pretty applicable to practises.
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,
actually working with teachers becomes really, you know, fruitful life.
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?
And it's not just individual teachers constantly.
And when I wrote this chapter, it was a point at which initial teacher education in universities was hugely under threat,
and I was seriously concerned not only for initial teacher education,
but actually the fact that it is often departments like this who because they can,
you know, have a base initial teacher education have been able to go on working with teachers in their roles, academic research as pay,
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.
But that that's a question about how much and how is essentially ceased to have a secure foundation from which, you know,
academics can work your ways to build relationships with teachers that go on and then make things like masters possible.
And obviously, how contextual factors in schools.
And stop it just to kind of finish and just the final, you know,
five points to make this piece in history education's small scale interventions you can make.
You know, let's see how many procedures that would be significant differences in the coming months to put ourselves in a lawsuit.
The kind of issues that teachers have change from students is an extremely prominent example.
Amongst these depend not simply on the school system in the classroom.
Actually, quite a big curriculum decisions.
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.
And how do you make it possible to engage in in research actually about the order in which we teach things?
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?
He really tried and teach research in the end state.
It's about curriculum. It's not simply about, you know, the nuts and bolts of how you do it.
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?
Say something. So I had a few slides before, but actually pretty interesting, having had all the things beforehand to look at,
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.
I think, first of all, very much for individuals in advance for the presentations today.
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.
Because when I looked at it, none of the bits of the jigsaw fit together, given how much you look at.
So what does that say about the subject?
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.
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.
That seems to be a clear imperative.
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.
So people began by saying that, you know, these four particular problems inadequacies and deficiencies in effective sharing.
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,
sorry, if practitioner researcher answers to question, we just don't know the answers.
And Panopto suddenly said it's about 10 times now, but we were they already three weeks ago.
They are wrong, you know, the American Research Association conference.
Thousand people there. So on the first stage, almost completely overwhelmed.
And you're suddenly thinking fourteen thousand people from across the world have
any of us got a clear sense of what will help children to learn more effectively?
This is a pressing question.
OK. But you know, we're trying to find the solutions all of the time.
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?
And I don't really want to put a picture of bingo later.
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.
In terms of teacher education, the same thread. Finally, a teachers being taught the basics of how different types of research are done.
Strengths and weaknesses, etcetera. And the learning.
The basics of how research works is important because every teacher should be a researcher and because it's not because of that,
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,
but also then went back to the beer MRSA enquiry to look at what they say about the
contributions of research to teacher education and looking at these particular four areas.
And it's the third and fourth one.
Primarily the first is about interpretation programmes, but it's about including teachers to engage with and be discerning consumers of research.
And then the teachers and teacher educators. To conduct their own research so that the foundations for this should be in teacher education.
I'm talking here about trying to sort of preserve something and in-service teacher education,
but again, you know, word is strongly that this isn't my conclusion.
This is what this is. Gabriel's conclusion was that this quote that you took from Criacao teachers must be consciously,
deliberately positioned as part of the Greek community. Those who generate just the.
You know of. Yes, I agree, but I wonder if that's something that's problematic.
And what I find problematic is that it's a positive good.
Teachers must be cautious, deliberately position that wasn't how it was intended,
but it still something about somebody doing something to teach his position teaches.
In this way, he does that positioning. I think we've heard a lot today is that the very competitive Nick was talking about.
The top down approaches are less effective than opening up approaches in.
All of this.
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,
Cheryl teacher education programmes improve the opportunity for policy based intervention to
suddenly see huge numbers of benefits to come out of control this evening and what's been reported.
And if so, to what purpose? Now it seems to me that what's really interesting,
I haven't picked this up until I listened to the presentations that we have for very different presentations.
But the classroom intervention in each case was a vehicle for something slightly different in each case.
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.
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,
teacher development as a vehicle for teacher development, professional practise, for example, it was about the classroom outcomes.
It was very much focussed on this is what I did, and this is the benefit of this.
And then of course, brings about establishing, you know, disciplinary research base, building up from the work of the practitioners.
If we if we do have these sort of interventions within the teacher education are of there ultimately to benefit the pupils or
are they there to help teachers become better researchers is better prepared for understanding for certain actions reconcile.
Both of these focuses of this same time. What is success?
You know, is it, you know, is it successful in general as a police intervention?
Does it work and it does what we want it to do in the classroom?
Or is it successful as part of the teacher education programme?
And problem those sort of making those different?
The other question I have is, you know, interventions always work every every single assignment that I have ever read,
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.
So what are the factors and why do they work?
And something else that comes up came up strongly in this context.
The seeming, you know, context that gives rise to the question I think about came up the context to give rise to the questions.
It will determine the approach you take and the context will affect the outcome.
So perhaps you know, you have to take a chunk of Northampton important context.
Does the scale matter? Does it matter that it's three lessons for one class or with two pupils or whatever?
I think it's something it's worth considering. Yeah, I'm going to get this question on all these a former doctor stimulation.
Is it only if you're a socio-cultural is on or off the top scheme of the because
what you don't read what you said about the stimulation of programmes in the what?
Yeah. First, the first shared the stimulus, the problem to be worked on.
And that was the engagement. Then you introduce a secondary stimulus, a concept or a psychological tool to address it.
And then the new form of activity functions. This dramatic, transformative activity, so is any indication of discrimination in the country right now?
No other information for all those simulations because you've got a problem,
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.
We all have the guts to do the right thing.
OK, so I think that was it.
So thank you.
I don't know how you put together all the questions. I think that's my job.
OK. Thank you so much, everyone. Please join me.