https://padlet.com/charteredcollege/reflectconnect1 Now that you've explored the nature of evidence-informed schools, share your reflections with each other. Why do you think it's important for schools to engage with research evidence? What are the barriers to engagement in your context and how might they be overcome? en-us 2014-06-09 10:57:29 UTC 2022-03-31 20:03:57 UTC hello@padlet.com https://padlet.com/charteredcollege/reflectconnect1/wish/1228589464 Certainly in our school we are using research to inform our practice. We have a clear vision of what we would like to do, based on the evidence of how it works in Finland. The challenge is how it works here!]]> 2021-02-22 20:19:08 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1228589464 https://padlet.com/charteredcollege/reflectconnect1/wish/1228597423 We are a new school, establishing ourselves, and in that we are presented with a challenge of using evidence based best practice whilst also establishing the 'norms'.]]> 2021-02-22 20:21:06 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1228597423 https://padlet.com/charteredcollege/reflectconnect1/wish/1233509243 I believe teaching is a science. It is something we are learning about all the time. If we truly want the best for our children it starts with this. We must reflect on what is out there and apply it. For this to work, there needs to be a relationship between teachers and research where we feel that it can be tried and tested and challenged it we think there is something missing. ]]> 2021-02-23 20:02:07 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1233509243 https://padlet.com/charteredcollege/reflectconnect1/wish/1233511606 Confidence! Research is seen as something that academics delve into.. forgetting that we are academic professionals in our own right. For those who do dabble, it is not always easy knowing what to do with what we engage with and the new learning which comes with that. Learning something new is uncomfortable and we forget and underestimate that sometimes! ]]> 2021-02-23 20:02:39 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1233511606 https://padlet.com/charteredcollege/reflectconnect1/wish/1252605706 Schools engaging with research evidence could contribute to strong, secure and sustainable present and future onward teaching.]]> 2021-03-01 11:52:27 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1252605706 https://padlet.com/charteredcollege/reflectconnect1/wish/1252615775 Time!]]> 2021-03-01 11:55:46 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1252615775 https://padlet.com/charteredcollege/reflectconnect1/wish/1252639965 The importance of being engaged with research evidence will help school to find solutions to particular problems, clarify purposes and priorities. It will improve understanding of our professional and policy context.]]> 2021-03-01 12:04:31 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1252639965 https://padlet.com/charteredcollege/reflectconnect1/wish/1252648902 Negative past experiences or low self-esteem. Sometimes being resistant to online learning and new technology. 
Solution: To address past experiences, make sure that the learning environment offers different ways to support and the possibility to discuss concerns in a constructive manner.]]> 2021-03-01 12:07:39 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1252648902 https://padlet.com/charteredcollege/reflectconnect1/wish/1253867218 Changing individual, department and school wide practices requires a great investment of time and effort. If we make poor choices (as have been made in the past, cf. learning styles and learning pyramids) that investment is resented and students won't have progressed as fully as they might have done. Research evidence from different studies may contradict each other. Issues of effect size for relative investment and validity for a particular subject- or school- setting need careful interpretation.
Possible Solutions
Pursue this course to increase our in-school expertise. 
Discuss and collaborate with others, seek expert advice.
Conduct in-school research to replicate findings in our 'ecology'.

Making Education Research Relevant - Education Next]]> 2021-03-01 16:02:21 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1253867218 https://padlet.com/charteredcollege/reflectconnect1/wish/1258145273 While I engage with second hand research (blogs, Impact Journal etc), I have never evaluated the impact of a specific piece of research within my own context and shared this with colleagues. I really liked the idea in the paper about "designing small projects with other interested volunteers and then sharing the findings", this is something I am definitely going to try and bring into my school and in a research group I have set up for staff.

]]> 2021-03-02 13:22:59 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1258145273 https://padlet.com/charteredcollege/reflectconnect1/wish/1260356908 Barriers -

• Time - reading through the research requires some time and energy. 
• Can feel like an indulgence
• Overwhelmed by what to turn to and what to focus on
• Teaching voodoo - gimmicks in the classroom
• Overcoming the groupthink established in departments can be very tricky. 
• Lots of effort to change curriculum and schemes of work 

Solutions - 

• Healthy scepticism - Giving stuff a go and being prepared to be disappointed by the results.
• Collaboration - Working with colleagues to overcome time "poorness."
• Dividing time and energy among colleagues. Shared scrutiny of research
• Convincing other members of staff to come onboard and engage with the project
• 
  

]]> 2021-03-02 19:32:42 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260356908 ElinEgger https://padlet.com/charteredcollege/reflectconnect1/wish/1260357048 Time - having sufficient time to both read the research but also think about how to implement the research and make use of it.
Collaboration - being able to discuss ideas with colleagues who have a similar interest.

Possible solutions
Time - maybe trying to build in formal time to the school day/timetable to allow teachers space to engage with research.
Collaboration - perhaps have a core group of teachers who want to engage with the research and then disseminate it in a teacher-friendly format to other teachers.]]> 2021-03-02 19:32:45 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260357048 https://padlet.com/charteredcollege/reflectconnect1/wish/1260358011 Time restraints/pressure. Wide variety of research and finding the right evidence for a certain challenge. Autonomy in your setting and having the confidence to go against a whole school policy. Going against the whole school approach when schools are data based and based in results.
Overcoming barriers needs good links with other areas of the sector. We need a sympathetic ear and a leadership team that will give you the space to implement new ideas.]]> 2021-03-02 19:32:56 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260358011 https://padlet.com/charteredcollege/reflectconnect1/wish/1260362044 Time

How to transfer research into the classroom

Autonomy to implement things within the classroom

Understanding the full picture when evidence is conflicting


]]> 2021-03-02 19:33:41 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260362044 https://padlet.com/charteredcollege/reflectconnect1/wish/1260368110 Time constraints
Finding impactful research within allotted time
Finding research that relates to context particularly for primary and early years 
Having time to share with colleagues 

Overcoming barriers
PLC liaise with other teachers 
Good links with other schools
Having allotted time
Learning how to evaluate research through this course will be a time saver 
Reaching other colleagues who may be reluctant ~ confidence
Child centred rationale behind research


]]> 2021-03-02 19:34:52 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260368110 mrs_gear https://padlet.com/charteredcollege/reflectconnect1/wish/1260368491 Time: knowing where to go and what is the good research! 
Our own personal investment 
Accessing: Need uni access/library access 
Gets old quickly: 3 years is OLD research
Constraints: position as a 'teacher', pressure to get support, creating a culture, school community 
Cost! 
Support
CPD: being 'in house' no rationale or evidence, where is the research? not critique-able ]]> 2021-03-02 19:34:56 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260368491 https://padlet.com/charteredcollege/reflectconnect1/wish/1260369953 Written for academic audience rather than educators!
What does it look like in the classroom? 
Time - need opportunities given for CPD. Time to engage with research.
Need staff to be invested in new initiatives. Need to know the reasons behind it - not just told by SLT.]]> 2021-03-02 19:35:13 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260369953 https://padlet.com/charteredcollege/reflectconnect1/wish/1260371937 Time to share what you've learned with your colleagues,
Time to give them to act on what you've learned
Time to read and engage with research
Time in existing lessons and schemes of work to adapt.]]> 2021-03-02 19:35:36 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260371937 https://padlet.com/charteredcollege/reflectconnect1/wish/1260373074 Ian and Anne-Marie. Very switched on in roles moving between schools. As SLT do we need to make sure we are following the message? Taking the right journey. Can feel like a lone wolf. Visual Arts Department very limited. Line Managers helpful but limited. Stay as Classroom based practitioners but looking at enhancing the role. CTeach came along as an ideal opportunity to bring new ideas. Been fortunate to have very supportive bosses who have themselves want to engage in Action Research. Where to begin is another challenge - based on our personal experiences might not be reflective of what published research suggests. Challenges - biggest is the time how to engage and having the time to engage?

]]> 2021-03-02 19:35:50 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260373074 https://padlet.com/charteredcollege/reflectconnect1/wish/1260374202 Time and the corresponding difficulty encouraging colleagues to buy in.  Also,  do we have the time to put research into practice?
Reluctance by leaders to accept new evidence or evidence that contradicts their way of doing things.
Lack of confidence in applying critical thinking to research, who it was published by and why etc.
Feeling overwhelmed by the range of evidence available.  Where does one start?  
Fear of failure - if we get it wrong how does it impact the students and our own careers?]]> 2021-03-02 19:36:03 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260374202 https://padlet.com/charteredcollege/reflectconnect1/wish/1260375294 Challenges: 
The complexity - minefield! 
The outcome - might be telling us we are doing it wrong 
Or does not apply at all
So many voices out there
Knowing how to be selective 
...which takes time 
Hadn't even considered their core values in terms of bias etc
How can we apply it our setting? 
The potential cost of getting it wrong when children's education is at stake 
Need to maintain our integrity
Children and staff find it a challenge when things change
Initial enthusiasm can lead us going down lots of paths without proper rigor  
How might we overcome this: 
This course! 
It provides an opportunity to collaborate and critically discuss and challenge 
Structure to think in advance about how going to implement/monitor it 
- gives us a roadmap 
Working collectively and remembering why we went into teaching and seeing everyone as an equal and being open to trialing things with good intentions 
Sharing best practice 
Being open to hearing other people's views 
Learning to listen to others and not feeling like we have to know everything 
Open mindedness - towards bias and each other and the evidence 

]]> 2021-03-02 19:36:16 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260375294 https://padlet.com/charteredcollege/reflectconnect1/wish/1260378257 Time for engaging in the actual literature. In addition, the time to ensure that the research is relevent to the setting. Getting senior leaders on board! Confidence in engaging in the research. ]]> 2021-03-02 19:36:51 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260378257 https://padlet.com/charteredcollege/reflectconnect1/wish/1260385032 Challenges
Time There is never enough time, as you move forward you have more responsibilities and less time which makes engaging with research harder
What evidence is Judging what evidence actually is.
Stubbornness People that use 'research-based' as a badge not to change something. "This was research based so it works and I'm not changing" even if new research has come out that 'proves' opposite
Unwillingness Some teachers have an unwillingness to change.

How to overcome
A willingness to learn and to be questioned. Having an open mind to change what you are doing. ]]> 2021-03-02 19:38:13 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260385032 https://padlet.com/charteredcollege/reflectconnect1/wish/1260385722 Limited time to read and lacking in background knowledge to hang the new learning on.
Lacking in confidence compared to other colleagues. 
I feel that other people are guiding what I have to read. 
Time constraints- spare time can be spent on work, planning, where do we find the time. 

Overcome it:
Use Research Digests
The course has forced me to engage with the research and schedule it in. 

]]> 2021-03-02 19:38:22 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260385722 https://padlet.com/charteredcollege/reflectconnect1/wish/1260386595 Challenges:

Can often feel time-poor. Finding time for engaging. There is a lot of information out there, from a variety of different voices. Who are the right voices? Who should we be listening to? There is so much research out there to work through.

Can be tricky to encourage colleague's who don't want to engage in evidence-informed practice. Thinking about how they can do what they already do better.

Can be scary to take a risk - can be safer to stick with what you know. Fear of failure - of idea not working out.

Solutions:

Use of "research ambassadors" - sift through the information. Helps engage more reluctant members of staff. Makes it easier to digest. In another Lesson Study - we are given suggested reading linked to whole school priorities, but also have the freedom to engage in own research if we have our own particular interest.

The idea of "quick-wins" - may help to get colleagues who are more reluctant on side. Try and avoid putting pressure on workload.

Being brave and taking the risk - the worst thing that can happen is it goes wrong and need to refine!


]]> 2021-03-02 19:38:31 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260386595 https://padlet.com/charteredcollege/reflectconnect1/wish/1260393716 Build in time to do this.
Share tasks between colleagues.]]> 2021-03-02 19:39:54 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260393716 https://padlet.com/charteredcollege/reflectconnect1/wish/1260401507 Collaborative working with colleagues and SLT.  We all need to be prepared to try and share new ideas.
Sharing successes rather than just the research - how have I made something work?
Be prepared to fail - it won't work every time

]]> 2021-03-02 19:41:26 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260401507 https://padlet.com/charteredcollege/reflectconnect1/wish/1260404905 Given time - staff meetings/training/CPD. 
Empowering staff to take risks.
Research translated into an easier format to read and understand.
Context - related to our school/class.
Not going it alone - learn from other staff within our own school as well as partner schools.]]> 2021-03-02 19:42:07 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1260404905 bchauhan https://padlet.com/charteredcollege/reflectconnect1/wish/1280441681 Challenges:
Time: Busy international school and time is directed away from CPL. It will be the first element that teachers often push to the side.

Accessibility of the research itself: Making a connection is difficult due to the language and content

Sceptics and Disinterest : Often won't be invested or believe the evidence. Not an area they wish to focus on and it is imposed

Lack of Audit: Lack of reflection in order to help move the teachers and schools forward

Overwhelmed and Fear of Failure: Lots of research and content delivered and not the time to deliver or try and how it effects the students (in some working cultures)

Solutions:
Dedicated Time: Needs to be embedded within the ethos of the school

Conversion to teacher friendly and experts delivering it who are respected and valued within the school

Relevance:  Small projects run by teacher 'on board' and then giving examples to their subject and students

]]> 2021-03-08 05:37:52 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1280441681 https://padlet.com/charteredcollege/reflectconnect1/wish/1309571223 I think that the biggest barrier to becoming more evidence-informed is time. Engaging in research takes considerable time; to find suitable research evidence, read it, evaluate it and adapt it to fit with the profile of our own school settings. We all know that teaching is a profession where extra time is not in abundance! Therefore making that time for engagement in research and the inevitable planning time needed to unpick and embed it in teaching practice is important if a school wants to become evidence-informed.
I would also agree with others that confidence is a factor too, many teachers have not dealt with academic research since university and feel lacking in their ability to find, understand, evaluate and (in my mind the hardest bit) turn the research into practical changes they can make in the classroom. 
Publications which dismantle this for teachers are helpful i.e. "this is what the research says about this issue and this is what you can do in the classroom".]]> 2021-03-15 08:20:35 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1309571223 Mr_Mason https://padlet.com/charteredcollege/reflectconnect1/wish/1325597781 2021-03-18 14:03:53 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1325597781 https://padlet.com/charteredcollege/reflectconnect1/wish/1333148118 The two main challenges I see are time and inertia.

Finding time to engage with evidence, and the inevitable planning time implementing a new technique, creates alot of resistance and is difficult for teachers to build into their weeks.  This is particularly a challenge as we set and mark a substantial amount of homework in our school.

Staff inertia is difficult to overcome; it is relatively easy to continue to plan and teach lessons as an experienced teacher has done for, perhaps, years. Some teachers also can take evidence informed practice to secretly be telling them that they have been 'doing it wrong' all this time, which is not the case!]]> 2021-03-20 21:11:58 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1333148118 https://padlet.com/charteredcollege/reflectconnect1/wish/1371213237 2021-03-31 09:59:40 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1371213237 https://padlet.com/charteredcollege/reflectconnect1/wish/1438536967 I think a lot of educators and educational bodies feel anxiety at the prospect of trying something new, particularly with regards to external factors. Will the children engage? Will parents accept the shift? Will this impact results/Ofsted? A great deal of confidence, leadership, and communication is needed for a school to overcome this and begin engaging with new practices.]]> 2021-04-20 15:44:08 UTC https://padlet.com/charteredcollege/reflectconnect1/wish/1438536967