for it
TB I'm the world is thinking the
I'm October I'm the head of Humanities
I'm also an achievement would like to thank miss have your
against on Hope Comprehensive School in south London
with me speaking to you on the panel
are just pretty jeff is a
political for I'll text such as evidence based teaching
he threw a physics teacher and has also worked with Pete tryna
and written other books such as how to be better creativity
but I would recommend his website just party don't call if you wanna see it was
possible
with the internet because that's what I have anything on
a extremely a useful return
secondly Catherine a custom she
was a originally started as a lot
social skills supervisor on youth employment programs in the late
seventies
then became a teacher trainer I'm
and then moved onto research particularly
on the documentary here which is the teaching and learning research programs
principles and practice which contains some principles of evidence-based
research I'm more famous they are suppose at the moment he's responsible
with Dennis place for this book with dangerous rise up therapeutic education
which does contain a section which discusses the role the evidence
a in this in the awnings about work and finally
got Tony know her Tony or
need to find personal was the General Teaching Council because the sponsoring
the session
thank you for supporting us again attorneys
the research a director I think on the Policy and Research Committee the GTC
he's written a number of books up
including managing value-added which manages to be remarkably humorous
about I dry subject a includes
notes to Australian cricket and the sabots
which Tony means statement so the bleeding obvious
I'm bowed feel free to pick him up or allow him to pick you up if you
make an invoice a and he threw up of myself a lot of experience in teaching
38 years including 25 years in head and deputy head rolls
and he was national president of the sector has Association as well in
2001-2002
I'm just too before we start make sure people recover mobile
us which took place not just on silent
party can interfere with the sound in the room and
we will now begin
evidence-based I the
the session is in in conversations with the week under introduce a session
through some questions
and hope to soon as possible to you bring UN probably go around a couple
times to the three speakers
I'm one thing that struck me in the two days have been here is that a lot of
sessions it might just be because I've been looking for
busing to come down on this question evidence so I'm really happy that we're
discussing it but the question is
is teaching or making a specific issue
evidence-based education is taking a header the going or is it behind the
game
I'm is a what everybody else is doing already I'm teaching sorry just switched
on
or we crack something the other areas have social or
have a go number in thinking about it this question about burdens
I came back to attacks which you may know which begins
will house very early on this statement now what I want is
fax teach these boys and girls nothing but facts facts alone I wanted in life
want nothing else Andrew to everything else you can only for the mines the
reasoning animals upon facts nothing else will ever be
opening service to them this is the principle which I bring up my own
children
on this is the principle on which are bring up these children stick
to parks for exclamation mark people do not realize
growing Charles Dickens 1854 so are we
are we going back to the other night or or is there something distinctive about
evidence-based education
about completely misinterpreted the main states have a fact
on the other hand I think common parlance just something along the lines
up
you don't grow a pig by weighing its I'm
I think that's a some kind of common understanding of the facts about how
education
possibly should work whether it's the comment you know is one of the things
that we're going to try and
explore okay so I'm gonna I'm as we've got Jeff
here with this specific title on it his book
the the question I'm gonna start with this is what to you is evidence-based
education
how important is it I'm what's the states have evidence with enough to know
takeover you're not okay I am well what is it personal its on
I mean that's what's the difference also evidence but that hardest and most
interesting to me
I'm a teacher and researcher a times I'm interested in 10
how to be effective as a teacher and a and the most
powerful evidence for me is randomized control group
trials where you have for this matter your I'm a teacher in your students I
teach
one group control group I'll teach you my normal way
you an experimental group I teacher in exactly the same way apart from one
difference maybe I'll get you smoke your own work
well as i've marked yours myself a
and then we see whether you learn better than you lot I know you know who tried
in a little test
a week or two down the line and if bomb
the the contest the two groups are nearly identical I teach you know that
know that way
the same other time everything on and the only difference is that yourself
assessing and you are not then if the if you do better than you lot
that suggests and that's a self-assessment that's a improve your
results now
there are 300,000 300
that time outta my actions dominant 300,000 experiments about
form where you try to measure the effectiveness of some variable
that might affect a students attainment achievement
I and and many of the things that might affect you might have been tried very
very very many times
I am tens of thousands of times 1000 times if something works a thousand
times
and on average it raises team's performance by two grades at GCSE say
you know if you much in marking and assorted GCSE's tight way
in the trials we've got situations where the control group were
you know still be in the control group get to see had they been put in the
experimental group they would have gotten I
I mean that sorter but a great improvement its is rabbi is there
and there's a number pitching tragedy that and then
much tension is that teachers need to know about those strategies that got
those very high effectiveness
very high fitness been repeatedly found to be highly effective
and then they need to find which ones suit them and then go to the most hard
evidence which is what works in that classrooms
I'm never mind that works in a in a thousand other ones that work in the ass
but try these methods out shoes once a suit that style
choose one that to the students the subject in the whatever
and and move forward in that direction
a one last thing the that the the to everybody's astonishment certainly mine
they founded with the the teaching methods that produced the biggest
improvement in student achievement
the context-free you know their work in a
self-assessment for example will work in a private school classroom
for math or English who work in the secondary school
it'll work in higher education work with people who do PHD's
you know it works and the fascinating about
a the whole idea averaging effect sizes
but the whole process it shows that we find the methods that work
in most contexts and so that's useful evidence
to begin the teachers experimentation on how to improve
thank you very much for good turning now
thank you for coming you must have heard something
XM what what does it mean I was surprised when when reading the
the bits and pieces for this to discover the that evidence-based education has
already acquired the status over
three-letter acronym seats already
EB and about things to me quite bizarre because it's arguable that all education
is evidence-based its evidence based in content
since most teaches believe on the 3rd the truth
what they're teaching and they base that true on evidence
and might think there are some exceptions to that but that's it
a affair generalization I think it's also evidence based in method
in the while most teachers are not star risk and autumn I don't go away at the
end of every performance and write detailed notes on what went well and
what went badly
they do that teaches make mental note
about what successful and what isn't and they didn't base most
over what they do on evidence about thought
so I guess nobody is going to be arguing against the importance that evidence
it's a bit like most people here the lady it's much better than the
alternative
we certainly in the GT saying when we r
one about functions is to give policy advice to
government which they then male may not Houston
take no tell but we would certainly regard it is wholly irresponsible
to give advice which didn't have good evidence
bags so I what I really want to 1 pick the title here I didn't
based education when we talking about evidence
how we actually is just suggested talking purely about
set because there are lots of other forms of evidence
and if we talking about research are we talking purely about well-controlled
field experiment
because there are lots of other homes research
so do you mean evidence so doing research
when we take Bay
do we actually mean that we going to base all our activities
on that so to the evidence and particularly its research evidence
that sufficient first base education on it
what do we actually mean informed doing research informed
education unfold question let me say education do we mean policy or practice
because talk to that teaches using evidence in terms of that practice
but clearly there's an issues to the extent to which politicians use evidence
or fail to use it in determining policy
and not clearly significant since out effects everybody is practice
so I've got two alternatives to reach word I was a math teacher
two times two times to a day we already got a permutations and I suspect you
might have many more
the ones that I'd like to talk about something
are evidence-based policy
and research-based practice because those are the two that thing to me
particularly to be most interesting
but obviously will talk about whatever you want to talk about
or although talk about winter very different
personal order
number crunching mister opener
going on on proper
okay well I want to stop by pointing out that in the current
climate the idea that wouldn't spaced education
which want to opt wasn't about open space education evidence-based teaching
and learning
and we might want to cover me by evidence of course it's a political
claimant it
and on the surface am it's a fairly
good idea that policies and practices are based on
and then we got clearly some with these what we mean by the time high quality
data
fact and theories from robust
a well-designed and well carried out studies so I'm coming at it more from
the claim by government that he wants to base policy and practice
on research and that may or may not
am in other people's minds mean practitioner research but government
certainly has stated
heavily through academic research but not just academic research
book research carried out by a whole host to different people
all claiming to produce evidence so the first things to say it's probably not a
bad idea that
practice should be based on evidence but the course opens up
I'm a ho ho Steve there is that we want to discuss
and so some other if we look at some of the
I'm areas that teachers are now being encouraged
to I'm adopt into their practice
because that is evidence for them we can see
an absolute deluge if things and we've heard a lot about them in different
sessions
over the last two days so amongst the different products an important thing to
say is that
you know they're not always I'm independently produced from research
studies they may be promoted through commercial products
am and people selling them but they are all making the
the claim that they are based on evidence so the they we've got a number
he begot Brain Gym
learning styles perfect particularly be sure to click in acetic untapped I'll
personalize learning learn a voice thinking skills emotional well-being and
that includes things like
circle time philosophy for children the pen resilience program which is being
introduced to America
assessment for learning things like self-assessment
how to give praise have to give feedback how to ask questions
learning to learn and learn in power Nintendo for mental arithmetic fish oil
the importance of not eating carbohydrates before you come into a
class because it lowers your concentration levels
and as we heard this morning an evidence base for
the importance of homework now the the important thing to say here is that
they're not just some stuff back to earth list with all those
interventions and products and they varying quite what they are
op based on the current political faction
to be evidence-based and then that opens up
a whole host to questions about what is the data
what are the Delta where does it come from how well-designed to the studies
that's one set to questions but the second set to
questions that it raises is what it requires the teachers
and how teachers think engage with that evidence because all those interventions
that I've just mentioned
tell teachers in no uncertain terms always using evidence to tell them
this is the authority to thing to do
to change things for the better and or both in some ways the bill to you
fact we know we all have asked the pack things that we think teaches ought to be
doing
but one the current things that we can see
under the guise of evidence-based teaching and learning
is telling teachers what to do what works
and not really allowing actually if you read some other things
as examples really any engagement
with whether it's true what is the nature of the evidence
is that going to work in their contact with the big question about how far
these things is with the cross contact
so it's a politically driven phenomenon at the moment
even if it has some neutrally good
ideas behind it and we need to put into that political context
and to examine what teaches being required to listen to in the name of
that and
thank you I'm the Lawrence could stop thinking already about any questions
they want to come up with
problems can occur with more my next one in order to clarify
because I found myself it's almost like from what he said
sorry for everything is in I'm
in which case nothings in you know what the education possibly but I i suspect
you
are not all the impression of got is
to country you know I'm not really getting the subtleties of it so
can you tell me to controversy what distinguishes evidence-based education
from other approaches I think
Tony decide we've always had evidence on for example is
our exam result evidence or is there something else or
we were mentioning but before we start it is in this israel also
think there was about something else so what was different about it
and what on most what was the content
there is any on and over evidence pointing what distinguishes a
a for me what distinguishes and is that there's an attempt
not just to say we tried some so it worked and as the evidence
that's not evidence-based I
I I wanna know whether it works better then all the alternatives
and so this thing called effect size which is
some how much back to you learn you know take my
going back to my example how much better you learned in attack you know done the
test that you logged on
test on and you can measure I how
on how much better you've done a using a statistical measure
and its cool the effect size is accepted by statisticians
large enough group I'm you can get a measure about whether something
is not just good but brilliant you know as a now
sessions on how to use a there was that when there was experts on this and
another tackle Robert Marzano
professor in states these two havoc collected together all of these some
effect size studies all these random I so studies like the ones I described
and the one and put them on the same measure which is a fact size
and and so you end up with a a wonderfully simplifying table almost to
simplifying perhaps but it's at least two helps make decisions
i'm saying which factors are at the top of the list
in terms of what will affect students achievement and which ones are the
bottom which ones have a negative
effect on student achievement although people thought they would have a
positive
affect now if you get a measure for how effective strategy is
you then have a whole list of strategies with very high effectiveness as a the
order
to grades at GCSE or a level
in the trials not necessarily when a real classroom but that's the measure
over effectiveness in the trials then it seems to me that when the teachers
making a decision about how to teach
if they are not just saying well you know here are
the lookup got one for less than one could go on with it and on with them on
with it
up here are a million things I could try teachers haven't got
the the time to do all those things and the question and this is the big
question for teachers
is what is the most effective use of my time and my students time
%ah now that question i believe is best answered
but first we'll look at the evidence what's what in other people's classrooms
by looking at these effects I studies these rigorous affects our studies which
have
which are ignored by largely ignored by the government love note actually buy
lotto researchers as well
on looking at this can help the teacher see what has the biggest effect on their
on their archie
on the team into the chins it as likely as not
try those out themselves to see late to make them work for themselves
and and therefore their choice now is being no a
it's been hugely improved it now there're
that becoming more effective because they know what's worked elsewhere
so being evidence-based is about comparing it must be about comparing
alternatives
it's not enough to say its work project for johnnie in his classroom
that simply insufficient you know a if you can get from London to Edinburgh via
penzance
that's no way of saying that's the best way we need to know
what has the biggest effect and this is what the you know the research the
%uh there's been some rice patty miles on others a
and and research reviews hundred-numbers research abusive
have done attempt to this comparative thing as well
a that's for me was in space teachings about it's not just about
the teacher arrive looking at evaluating the
that region it's a it involves these trials
okay thank you turning yeah I mean
the gathered from what I said before that I don't believe
evidence-based on the policy practices
is that this thing from from any other film policy or practice I think that
research-based
policy in practice and particularly this onto
research base that the jet no about the very distinct
its it distinct in the thought procedure
what it claims and it climbs with some some mathematical and statistical
justification
the problem with it is its up
while it's perfectly true that the field trials can produce and quite startling
results
the number of situations to which they can be applied
control group he's in the great scheme of things and
an apple to regard that as a base for education
i think is insufficient to regard it is a way of informing
education underway informed peaches I think you
is not only sufficient billion pennies but is necessary
because I think we do need to be working from from a research-based
but there are some real problems it problems that contradictions
and I'm not sure how you how you resolve those contradictions
if you controlled trial froze up a result
which goes against painful up all
empirical evidence that there have been you
not resolve that do you say to yourself well back and that must be right
about that is at such a level that but the statistical effect sizes such that
we must accept it
what do you say on my cooking think just says that how
Iran I'm not that Cal Fitzgibbons were
feature is just just magical and he did a lot of stuff with him
those controlled trial and and and
I'm not Bestival her thing on mentoring
which and was done in on to control conditions and clearly says that
cemented do worse than and those who are not
actually the effect was not statistically significant but they said
it any better
I'm it does fly in the face above all
a whole sense it does appear to fly in the face and one reason only experience
and I am NOT your I'm resolve that situation get enough just to say well
the research must be right thank you
happen
in you asked what the the difference was between
I'm evidence-based teaching and learning from other approaches and and Jeff in a
way
indicated part to be I mean I think there are a number of reasons why it's
come up at the present time
but and what's different from perhaps
approaches in the past where teachers worked out
what to do and what decisions to make and what evidence to prove you wrong
to do that is the it circumvents
teachers doing that and that's what's different for all sorts of reasons
I'm evidence-based teaching and learning and again it's important to say that
this is coming from many different sources that teachers are having to make
send solve all competing for authorities to say
listen to have his effect size to listen to Fitzgibbons
points about mentoring or listen to condemn how
research on learning styles I'm and its or
its all time circumvent the idea that teaches
and teacher educators have got to try and work out what to do
in their own contacts and in their own subject context because the other thing
that characterizes
evidence-based teaching and learning may be different from the past I'm not sure
is that much of the evidence so-called evidence that's coming out
is subject free doesn't actually say
this will work in history it claims to save this will work for genetic
processes
so that's the first thing that's different it takes teaches
go to might claim otherwise because teachers of the do engage with
the guidance and the advice they've given in but it's still
telling teachers what evidence they ought to be listening to
the other thing that it is different from previous approaches
is the also changes what researchers do I'm
because researchers now to get funding
must go into in evidence-based so too
I'm claims and ways of engaging with different Orton 6 actress so
researchers a much less able now to study what they want
with their teachers with the teacher educators who or whatever
and are now required to carry out studies that produce evidence
usually to prove a particular policy initiative is right
and then that raises the whole set of questions about researchers who produce
evidence
that goes against policy I'm always just simply
is ignored so I think what's different is the regulates both practice
teacher decision-making and researchers with the whole lotta
effects that we need to explore thank you so
my impression at the moment is one of the state to
uncertainty but maybe my own
ignorance that the situation soak up going to go out to the audience now
I will in in annual the MacBook control group
I'm gonna see if this or the room ago for a bit more about you
more haa our
time do your research alright you like to know I
this thank you and report the findings right so it was tough to the back
a yeah and the yes that's the one hello
not out about them a couple yep yes it's you
yes yep
yes want
right here
up
were said
who hope
on you'd
wide
nope
NOP
mmm nothing
hope yah min
are you
man
him no
of
we home
knotted
up 10
okay coming forward yet been light blue yeah and then we'll go to the right you
and of the longer
who'd
were good
him
for
cool
people
here red
them more hit
well we r
were
he you murder
up for
ever were
and order
you you what
him
occur no
rule
knowledge going on
you're on the right up
i'd
people
order
the
I'd
go
good are under
yet nope
on
Boyd
up
builder
no good
who'd
review i'd
but it will take a couple more decided already to be unpredictable and break my
research experiment on going to
the right side I'll but the other hand yeah yet of
a will do it separately Tony says freud
is a director a researcher yaa
them
thing
did
go
on were for
receiving
everything pointed
prompted or
wide an
one only help would
good
US not
there
okay yep but
way
menu
good
be all
art ever tried one more than welcome up the phone
yep good
I'd
i'd
no
our country Tony we cannot come up first
to bring this from happening I think two issues that
them I'm picking up a stool the obvious one
that neither evidence nor educational value 3
if we're going to base education
on on succeeding or failing in terms of particular outcome
and who's going to determine the outcome hello
and clearly it's the values and not the evidence that that's going to decide
what to do
desirable outcomes either we can say that the evidence is
value-free although the process that the 10 what
what them the other thing it goes back to where I started the business in fact
research for informed practice his
just as I as I think it's totally unsatisfactory to say there is only one
former evidence and only one home arether
I think it's equally unsatisfactory to say if you can establish something
on a fan statistical basis then you consent
not and your own way I think that with the
should provide information which teaches and badly
means and can interpret through that professional judgment
and that's where we we move away from the businesses research
be all already them and perhaps we moving then don't
policy ground I guess not to quit I'm you
in I want to come back on
the the the interesting question about the ethical duty on teachers
to use evidence because when Frank Caufield anime
to colleagues a did the that
reasonably influential pieces small piece research actually on learning
styles
are evidence not through of CT's
through a very careful and systematic review the studies
and the claims and and the constructs behind particular learning styles
instruments
prove this we thought quite conclusively that pakt
is a really poor way to improve
teaching and learning I think he won't come back to the difference between
evidence-based teaching and learning education because the it's a really
important distinction and and they get lined
but anyway so we we we wanted to show that that was a really
pointless area of pedicle to go and
time after time we spoke to teachers they said were you can tell a soul you
like this it's useless was it works in my classroom
so there's no way I'm going to listen to your research
so I think there's some interesting questions about I'm
the role it teaches in being able to engage with
research that then presents itself as evidence because research is not
necessarily evidence
than those two things at different I'm so it's an interesting questions about
teaches
rollin engaging with set and with
evidence that comes back in part to an
I think Dave perks his point is that the current politicize a shiner that in
space teaching and learning
does claim or implicitly
to just take away teacher's ability to judge the complexity of their own
situations
and their own subject so it doesn't claim to kinda bypass
all those difficult judgments and dennis has
that he wants his teaching to be based on but I think
the point there as well is that sometimes we could be to dehumanize
thing I've
research and evidence because sometimes it's really useful in eliminating
I me some time to really good research study
can explain practice in ways that we couldn't have explained if we hadn't
done the research
and show its impact if we know what will impact we're looking for
so I don't always think that you know carrying out empirical work is a bad
thing
and how to turn that into evidence
and what the evidence is going to be useful is far more complicated process
to these beings just in the current climate
thank you I i certainly don't want to
justify I'm a government's attitude towards that is why I mean they're not
evidence-based storminess
I will come into this but i mean it's just that is completely have
on you know just not a space it'll
on %uh so one but I'd like to address the issues that have been raised about
professionalism about being a master at my own classroom and
and so on on I don't think that term research will ever be able to tell a
teacher how to teach a particular class particular topic at a particular day
all it can do is just things watchin other people's classrooms that doesn't
mean it will necessarily work in their hands
so I think teachers a good a right go to duty and they always
interested in my view a not been to about 200 colleges and
lot run training days on this and their fascinated to learn what does work in
other people's class was what produce these two great lakes
and on sometimes they say %uh that's great but not in a but
it but remember this there aren't very many teaching strategies that will have
this very high
excise and so it's up to them to choose the ones that suit them
for a particular topic and and so on and to abandon some that they don't like
let's go back to the professionalism and so so I think the owners must always be
on the last evidence which is what works in my classroom
and the only person who can answer that question as a teacher and that's a
professional judgment
I including an ethical judgment as well I think but you know as a professional
judgment which I don't think you can ever get rid of because in the end
teaches closed doors and they teach and nope he's got control over them
I mean even if you want to control over them you know is like herding cats you
got no hope
absolutely never but I'd like to I think there's a dangerous interpreting this
evidence based teaching
which is the web I you know this is completely aside from government addict
act and
and sell policy and there's a there's a danger over interpreting he just one
example one teaching method that works exceptionally well
and we know what is actual for two reasons one it comes up really wanted
these trials
attains coho class interactive teaching and I'm got time to go into detail about
just look at the interactivity
approach aside that now wonderful piece research done in this trailer and and
and I'm
the states where they found the teachers who got the very very best value added
six years running there in the top one percent of all teachers and
on their nation right so we're talking really absolute super teachers here and
they went nope served what these teachers did
that well they didn't write lesson plans
but a surprise yeah right secondly they did not teach to the test
they ignore the test they talk they suck it I'm a history teacher
if I think something's important a teacher if eclipse as don't teach it
stuff the curriculum yet that's what they said me sleep very best
takes the mystery oh you know top one percent six years running
the other thing they did was they used a teaching method they use interactive
questioning method which in nearly all classes you don't see
what they did was they asked him questions and they got much work into
some trees to produce an answer to a question
who would group support promote and while something and
and then they would choose which they say you to work so you free working
together
I would as a teacher I would choose which have you free without support your
team
yeah I which is not there what was your team I get the answer and I don't say
well done that's very good
that's very interesting I don't judge says thank you thank you
what do you think thank you would you 30 thank you and what do you think
thank you that somebody you saying this some US time who's right how to read a
now get the most fantastic real historical discussion going on now
and the teacher withholds the answer to the very last moment
and then says well you know not of the close to agreeing on sir
and this happens in mass classes well actually questions but to free up to the
on the board problem
and he says he's got this right because that the car will be right come
you know and these two methods here both the mother same answer completely
different method methods
are they both married in every circumstance what do you think
real mathematical thinking going on here now these teachers
are amongst the best you know in terms i mean okay you might not like value-added
measures
a a you know what i mean it tells you something about a teacher if they take
somebody with really produce yes he scored may end up by would be getting
a's in a little
in you know in two years they transform a student in system is passionate about
mathematics or history
and was going to university study and gets really good results in it
now that's what I call evidence base teaching and the reason is
evidence-based is because we know from trials rigorous trials where that
former contracted questioning a not saying yes well don't know that's not
right but thank thank you
that's a rigorous so have fun trials that
that that's been found to on average re
impressions performance by about two ish grace is not just to sissy
is worth it every level and in a nominees in the great as a measure for
how effective the strategy was used to solve a
a you know a to rocks about you that we all understand to to explain what we
mean by
effectiveness on and we know from the fact that really good excellent teachers
do this
but the interesting thing is that these excellent teachers turn out to be highly
professional
and they don't take the Cretan too seriously they don't teach to the test
they don't even write lesson plans
because they want to have a professional control over discussion and thought
processes that don't wanna miss didn't
and all the other teaching methods that work out to be really good are discussed
it like that
you know that they're very very deep very very interesting teaching
strategies that really gets you into thinking that teach to think too
as well as being effective they're not teaching to the test wrote type stuff at
all that is what up
the if this doesn't work okay thank you on
I'm still confused character
hi our I'm gonna come straight out discover my 0 from 0 to 0 processes on
tronic
out on wonder evidence-based education is
is this something that should guide me I or is it something that
I'm become a philosopher which will be our prison would be dangerous
because that they would be attempt to restrict water
or in a rather than just see it this artifact something which are a type of
it was about a mile
on and do that on I'm confused about
why in that case a you yourself have come up with principals
no evidence but then so the teaching and learning research program at slightly
different but the very similar actually a look if you look at that level lotto
yeah on and what what police I am NOT abroad with him
with several books the back which are 1937
I you know it's got pictures in a a back with child
Iran aa
I well this is drawing buyback would go
okay so looks a bit like this place over there
something on the other a this is a a typically
retarded boy I'm what would stop somebody
as a teacher from reinventing
or doing it all together think this is the evidence or going well
what how do we come back to education rather than
I'm Connor well both ends up in a former labeling but upon
if you think I'm getting it wrong the audience think I'm going roaming what
insight about them
obviously come in cuz what's troubling may serve it
we we've got a mic terrible wanna meet about people going to want
principles on the other hand missile but motions point already evident but it's
supposed to be grounds what people do but
it appears to be a conferee for all same time
not la manana on trouble so okay a.m.
I'll go out rostov overhead
on
I'm I M
up home
homie yeah on
now way I'm thing
going
in
I'm I mean could
no while
home I mean
well morning
well in
yep then
then good
the
and
good so they're yep
yep I'm
I'll a.m.
hell
an
mine them
up yeah I just because I'm not Christian is everybody clear assessment for
learning
I've gotten shaking heads I'm I can try and explain it was revealed
yeah assessment for learning which comes
wire well I am about another rockne I mean comes from
some really quite good research which was actually rooted initially in science
teaching
English literature joke with the another subject in the secondary curriculum and
and it's the idea
which is I've got an example here about how we must use
praise but the originally it was the idea that formative assessment giving
praise and to defuse criticism
asking questions in a certain way promoting and
dialogue in the classroom was party good teaching
and as surely points out what happened is that in various
permutations is it the more it comes away from the original research
it just becomes firstly a formula I'm
advocated very passionately which is also a danger because you cannot pay
anything very passionately believe angelic Kylie
and sway people over you know you might want to
still want people to question whether you're right but assessment for learning
has been one of the most passionately in
an evangelical promoted formula I to tell teachers
how to give praise it's been distorted horribly so you must build self-esteem
confidence you must not criticize
pupils in a way that damages the so is one other example the comes out to quite
good process and in a particular policy contact is completely
distorted into a sec to have very prescriptive
things shows that just doesn't work in some subjects in the way that it does in
others and it's also become subject free
which is infantry you know I think I would just a
complete the clarification not about your the is this assessment which might
previously known as examination
is on the learning process rather than the summative which would be your
traditional exam grade for example so a
an inspector today cross that might come in to this session
it was a school and they would be assessing the progress made in every
minute
that they were in the room which is a different thing to assess
on the be schools that come out and said it recesses at the end
up for some people this the way forward on for others
as you say so it's empty right over here
yep
%um call he
in the
coming up
very good going on
in no think
me Corp
and I'm ed then
up
would
havel getting
oh i'd
up would
person and yep
that null on
would without one why
not walk which than
why what help
no com
them the Homewood
of occurred that we got to
the point brief I'm aware the policy question as well which were holding
and whites or but I'm on times pushing and
if you've got a question anything have been answered let's try and get out
when
good
make good
yet yeah the head
wanted
yah some sort you know how to win
yes Robert I probably be applied
well Boyd
good good
mafia
I'm added
acid
yah I'd
what wide
up more ok yep
in good
icon thank you but bear in mind just starting to it doesn't look like it's
gonna crack but he's under pressure
are the there could be some the owners who want to say that is
evidence-based education is brilliant and that we need those people speak up
in I'm not include I am
the evidence suggests that being inclusive will get me further well
kicking them out yeah factory
I wasn't very
him in
who
ride yet
rude
min
maven policy I
I'm problem is
present here the
right
think and here
meter
red
it is he did
who'll here
Chris who
said you
in Julia who
right way
in im
him
be who'd
min now
a great thank you yep well
on
cool
hopeful
water
them
include that
cool
that
then I'd
mean
on and ok
I knew there wasn't banker yes
on certain yep yep
hop
not
dead
it one
not said
%um being
sign on in