How many of us throughout our careers have often taught a lesson and been highly confident that the students have understood it and been able to execute the skill independently? I for one have. However, when I have come to recall that very same piece of knowledge the next lesson to build upon it have the children sat in front of me and said “I can’t do it?” This situation is largely attributed to the difference between Learning and Performance.

What is evidence based practice?

Evidence-based education is a set of principles and practices which can enhance and positively impact upon educational policy and practice (Davies, 1999). It is designed to make all stakeholders to think and invariably alter the way that they think about education and practices.

Learning vs Performance

Soderstrom & Bjork (2016) identified that there are distinct differences between learning and performance. When an individual has learnt something e.g. a skill or piece of knowledge, this leads to a relatively permanent change in either behaviour or knowledge. That said, performance is only a momentary change in knowledge or behaviour that is measured or observed after an instruction is given.  Learning is not something that is measured at the end of a single lesson or after a training session. That is performance. At no stage during my PGCE or formative years as a teacher did I consider the differences between learning and performance and the implications for the students that I was teaching.

If we fast forward to 2013/2014 there appeared to be a surge amongst some in the world of education to look to the field of Cognitive Science to support effective learning in the classroom. Cognitive Science can be defined as the study of how the mind works, functions and behaves (University of Edinburgh, 2019). The theory of cognitive science has far reaching implications for both the teacher and the learner. That said, I have struggled to find a PGCE course which explicitly prepares the next generation of teachers with this important knowledge i.e. the science of learning (Deans for Impact, 2015).

Weinstein & Sumeracki (2019) highlighted that “intuition is the enemy of teaching and learning”. This can often lead parents, teachers and children to rely on our own intuitions as to how we learning or teach, which may not always be correct. For example, believing that reading repeatedly improves learning. If we are to support all students to maximise their potential we have to embrace changes, supported by evidence, to improve the teaching and learning process.

The importance of memory

Memory is a significant component in the learning process. Therefore, we have to ensure that teachers and students understand the impact it has on learning (Firth, 2018). Our memory is used everyday, but as soon as we learn something we immediately forget it. Every time you retrieve a memory, you reconstruct it, activate it and may alter it. That said, one of the most important features of memory is the forgetting process. In order to improve one’s ability to recall something at a later date it is important to try and recall that after a period of time. This is known as Ebbinghaus forgetting curve (Eve, 2017). There are six strategies that can be employed to support this process; I will focus on retrieval practice.

What is retrieval practice?

Retrieval practice is the act of recalling previously taught information without prompts and cues which was formerly known as the testing effect (Roediger & Karpicke, 2006). Isn’t this what students are expected to do for their external examinations? Retrieval practice can enhance learning as it requires them to rehearse and review information which in turn supports the recall previously learnt material which in turn strengthens the memory as we are making changes to the existing memory which makes it more malleable for future use.

The importance of retrieval practice in the new curriculum for Wales

One of the greatest challenges for teachers is getting the children to remember what it is they have been taught over the duration of the course. All curriculum areas require students to be able to retrieve prior knowledge in order to make connections and ultimately new memories. For example, before a child is able to discuss the impact of the Third Reich, they have to be able to recall that specific, subject knowledge. If they have not been required to recall that knowledge before the exam e.g. for several months, then it is likely that they will not be able to respond very well to this question. There are many ways in which you can provide students with opportunities to ‘retrieve’ their prior learning e.g. the use of retrieval grids, low stakes quizzing, home-learning which exposes students to previously learnt information, weekly and monthly reviews (Rosenshine, 2012) are to name but a few. Finally, I have seen the benefit of implementing opportunities to engage in retrieval practice across the curriculum in terms of student learning. Wales is preparing to for the biggest curriculum reform in a generation of teachers. It would be remiss of us not to ensure that evidence-based approaches are integrated into the foundations of the new curriculum from both a curriculum design and pedagogy perspective thus ensuring that we are supporting students to make progress in learning.

M Goulding

References:

Davies, P. (1999). What Is Evidence-Based Education? British Journal of Educational Studies, 47(2), 108-121.

Deans for Impact. (2015). The Science of Learning . Austin, TX: Deans for Impact.

Eve, C. (2017, October 26). Learning Technologies Group (LTG). Retrieved October 31, 2019, from https://leolearning.com/2017/10/harnessing-forgetting-curve-make-learning-sticky/

Firth, J. (2018, Autumn). Teachers’ beliefs about memory: What are the implications for in-service teacher education? The Psychology of Education Review, 42(2).

Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for education practice. Perspectives on Psychological Science.

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator.

Soderstrom, N., & Bjork, R. (2016). Learning versus Performance. Los Angeles: UCLA.

University of Edinburgh. (2019). University of Edinburgh. Retrieved October 30, 2019, from BSc Cognitive Science : https://www.ed.ac.uk/studying/undergraduate/degrees/index.php?action=view&code=C859

Weinstein, Y., & Sumeracki, M. (2019). Understanding How We Learn. Oxon: Routledge.

Within the current educational climate, much consideration is being given to the place of Lesson Observations within the school improvement cycle. What value do they add to improving the quality of teaching?  What impact do they have on learning over time? How do they contribute to CPD of staff, or impact on staff well-being? Do the ends justify the means?

Like it or not, schools are expected to make judgements about the quality of teaching, in line with Estyn IA 3.1.  However, wherever there is “teaching” one can also assume that attached to this, there is a “teacher”, and this can often make it very difficult to depersonalise the process, with judgements often perceived as being, er… “judgemental”.

We have all been there….. Lesson Plan at the ready! Resources neatly placed with military precision! Waiting anxiously for the door to open, and for some-one with a clipboard to enter, to cast a critical eye over proceedings and deliver judgement! And then the moment of truth! Would you rather be classified “adequate” or “satisfactory?”  Is feedback more effective when performance is delivered as a number, a grade or an adjective?  Does an excellent lesson observation mean that I am now an excellent teacher?  If I am “in need of improvement”, should I consider a career-change?

One of the unintended consequences of the last 10 years has undoubtedly been that lesson observations have become as much about the ability of a teacher to perform under pressure, as they are about the skill of the teacher to improve learning. This in turn raises questions about the reliability of the data generated by such a process.  What is to be gained from one-off events at set times of the year?

“Right then! That’s over for another term! Let’s get back to business!”

Little wonder then, that after more than a decade of accountability-driven approaches to quality assurance, common sense (not that common, apparently!) is starting to resurface. The climate is starting to shift towards improvement-driven models, underpinned by a commitment to developing and sharing the expertise of teachers rather than simply evaluating them.

While it may not be possible (or even appropriate) for lesson visits and judgement to become totally detached from each other, many are starting to question the validity of the lesson observation as a method for evaluating the quality of learning and teaching, largely due to the fact that the artificial nature of the performance is likely to bear little resemblance to busy ever-day classroom practice. It is refreshing to hear views of Paul Bambrick that “The real purpose of observation and feedback is not to evaluate teachers, but to develop them”, and Chris Moyse, who asserts that schools should adopt an “Improve not Prove” approach to lesson observations.

However, while both Bambrick and Moyse question the purpose of visiting lessons, they both agree that feedback from observing and being observed are actually essential to growing great teachers, as long as there is a commitment to teacher-improvement, rather than holding teachers to account for every move they make in the classroom. Indeed, there is a strong argument that the more frequently a teacher’s classroom is visited, the more the teacher (and students) will be comfortable with the situation, enabling “typicality” to be observed and leading to “real”, purposeful feedback. This is a view shared by Lyn Sharratt, who proposes that shorter, more frequent visits help to identify trends and patterns over time, leading to a deeper understanding of the culture of learning across the school.

Taking the judgement “call” from a lesson visit, could be considered a positive first step in restoring the balance. Summed up by David Diddau, telling teachers what “good” looks like undermines their expertise. Rather than doing what they genuinely believe is in their students’ best interests, they’ll simply do what you tell them to do. “If lesson observation is to increase learning and the feedback process is to be productive, the changes need to be seen as necessary by the observed as well as the observer…”

However, in order for schools to become true learning organisations, with professional autonomy restored and teachers entrusted to take control of their individual professional growth, there surely has to be a commitment by all, to embrace collective accountability  to ensure the daily advocacy of the very best standards in teaching so that all learners can and will achieve.

J Bamsey

References:

David Diddau  https://learningspy.co.uk/tag/lesson-observations

Chris Moyes   https://chrismoyse.wordpress.com/2013/11/01/professional-development-at-my-academy-no-lessson-grades-ever

Bambrick-Santoyo, P., 2018. Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. John Wiley & Sons.

Sharratt, L., 2018. Clarity: What matters most in learning, teaching, and leading. Corwin Press.

Do teenagers have aspirations?  Do they care about and plan for their futures? What inspires or motivates the youth of today?

The life experiences of the youth population are changing dramatically. In the 1970’s many people knew by the end of adolescence, where they would live, where they would work, and even, for some, who they would marry. However, the past two decades has seen a significant period of social transformation that has impacted on education, leisure, lifestyle and the family.  Furthermore, these changes have taken place in a relatively short space of time – no longer generational as our parents and grandparents experienced. The traditional transitions between family, school and work have started to erode as futures become less certain, with an extension to the period of time young people are dependent on their parents, creating a new sub-group referred to by Arnett (2009), as Emerging Adulthood.

Despite the uncertainties of millennial living, modern youngsters are provided with greater opportunities in both work and learning than previous generations, with a rapidly changing labour market increasing the demand for flexible, skilled and educated workers. There are now more diverse routes through the education system, with greater availability of vocational or academic routes. As a result, young people are staying in education longer (OECD 2010), with Further or Higher Education no longer perceived as the preserve of a minority elite, but widely accessible to the masses. Nevertheless, the “opportunistic age” has also created a potential climate of trepidation and anxiety for young people in the face of the serious and complex choices ahead, which could lead to increased stress and vulnerability as individuals become more accountable for their own fates.

Traditionally, it has been assumed that the younger generation, particularly those from disadvantaged backgrounds, either have limited aspirations or little commitment to achieve their life-goals. As far back as 1965, Kenneth Keniston referred to a sub-culture of seemingly unconcerned young people as the “uncommitted”, and in 2002, the unoccupied youth population found themselves re-branded and described, even defined, as NEET (DfE, 2010). Recent research (EEF, 2017;  et al.,) however, would suggest that young people do have a clear vision of where they want to go, what they want to accomplish in life and why, even though they may not become committed to pursuing these until young adulthood. Evidence would suggest that children from all backgrounds, irrespective of class, gender or race (widely regarded as significant determinants of occupational attainment) have high aspirations, with many wanting to gain professional qualifications and become professionally employed. It is also asserted that teenage aspirations, and the ambition to achieve these, can significantly influence occupational outcomes, and as such, are connected to adult life-satisfaction and well-being.

One of the challenges for schools as the new curriculum develops, therefore, will be to ensure that the aspirations of young people are adequately addressed through pedagogic approaches that “provide examples of real-life authentic contexts for learning” (Professional Teaching Standards, 2018), not only as a bespoke program of Career-education, but as a natural part of the learning experience – in the classroom! In order to deliver a broad, balanced and engaging curriculum, focused on developing independent learning skills that will equip students for life, understanding their aspirations and ambitions will be a useful starting point.  This could provide a platform for linking the skills they are developing in the classroom to real-life situations, thus further validating the learning experience.

Do we as teachers know what matters to young people today?  Do we need to raise teenage-aspirations, or do we need to better understand them, supporting our young people to develop strategies to achieve their dreams? Who, sitting in our classes, will become a teacher, a lawyer, a politician, a carpenter, a hairdresser, a tattoo-artist, a business-owner, a care assistant, or even a social-media influencer?

“What do you want to be when you grow up?”  A simple and yet potentially significant question to ask, moving forward.

J Bamsey

How much help or support should teachers provide for their students?  At the outset, the answer to this question seems obvious! Surely students deserve as much support as they require?  However, within this solution, lies the problem which is rooted in the age-old distinction  between “needs” and “wants”. Providing a student with the support they need to master a skill or solve a problem would be considered perfectly acceptable.  However, as anyone who works in a school would know, young people have a tendency to seek solutions that require the least amount of effort to gain the desired result! Therefore,  helping students every time they ask for help, could actually do more harm than good.  Habits develop over time, and behaviours- sometimes damaging behaviours- can be learnt quite quickly.

“Learned Helplessness” is a concept linked to the psychology of dogs, dating back to the 1960’s. However, some educational theorists propose that the same is true of the perceptions in children that a solution is beyond their control.  This could be created by the notion that they are incapable of completing a task, or that the solution is too simple (“the teacher will help if I ask!”). Either way, they give up and stop trying.  Think about this! How often do we  answer a student’s probing question without first challenging them to find the solution on their own? Are we afraid to allow them to make mistakes?  Why? Because we have tasted the bitter pill of failure ourselves, and want to protect them from this?  Do we learn more from success or failure?  Surely we learn equally from both? Doesn’t the experience of “failure” build resilience? (“What doesn’t kill us…..” and all that!).

Use of the term “failure” may seem harsh here, but it has been selected for a reason.  In “over-supporting” our students by providing help the moment they ask, we may in fact be reinforcing their self-perceptions that they are unable to work independently, or why else would we “lend a hand“? Students then attribute the support to the fact that they are incapable of success, and that this is due to their own short-comings!

However – all is not lost!  There are ways to change the mindset of learned helplessness. Research suggests that the following strategies may be of use:

• Encouragement: If students believe they can succeed, they are more likely to try! Try to create a Growth Mindset – I can’t do this – YET!
• Effort Feedback: In focusing on the effort and not the outcome, the language of “success” and “failure” is removed.  Everyone can try their best!
• Individual Goal-setting: Set targets for students relevant to where they are on the continuum of learning.
• Questions For (not about) Learning: Use questioning to encourage metacognition.  E.g. “Why do you think this is true?” or “Have you considered another idea?”
• Stop giving answers!: Help students to develop strategies (e.g. Brain, book, buddy, boss) to work it out themselves.

So let’s teach young people to avoid learned habits to seek a single right answer, in favour of exploring the learning process! Let’s start to empower our students to take control of their learning, accept failure on occasions and develop a positive mindset. Surely, in this way we will be supporting them to become independent resilient learners?

J Bamsey