“Research based innovation – understanding its potential though

tackling writing and literacy”

Philippa CordingleyThe Centre for the Use of Research and Evidence in Education (CUREE)

This session

• A case study of research based innovation in literacy• A buzz - unpicking what might have been

important• Filling in details from what we know about

what works in research based innovation• Discussion/ next step• A metaphor

A working litmus test?

• Think of a pupil whose learning is being significantly limited because of literacy challenges.

• Which of the big literacy building blocks is the most immediate problem for that pupil in your context?

• Is it, for example phonics, fluency, vocabulary, comprehension spelling, text structure or grammar?

• Keep thinking about this student throughout the session so you can consider how you might put what you learn here to work.

Bentley Wood School Harrow• Bentley Wood is a Teaching School and participated in

research based innovation as part of the Close the Gap Test and Learn programme

• 3 days training, spread over 6 weeks for target teachers and a school champion; plus 15 weeks of intervention

• Up front training focussed on • Close case analysis of needs of target pupils• Selection of interventions from a research based menu• Strategic choices re intensity of intervention and support of

school champion in planning/ tracking progress to adjust this.

• Aim - close gaps for vulnerable learners in 2 y7 & 8 classes

Bentley Wood School Harrow• NGRT tests used diagnostically and analysed via a Close Case

Analysis tool, helped staff select (4-6) focus students from each class whose needs drove the choice of the interventions

• Interventions chosen from a research based menu and implemented several times a week mid Autumn to end January

• Congruence in patterns of literacy challenges prompted 3 whole class interventions • passage comprehension through a collaborative, reading age based

partnerships/seating plan (PALS).• Self- talk using writing frameworks to increase passage comprehension.• Home-school pack: reading age targeted homework, based on Kensuke’s

Kingdom

Close Case Analysis Tool

Other activities

• Choosing and refining the level of intensity and frequency – with support from a Champion and in light of evidence re pupils’ responses

• Contextualising interventions in classroom resources and activities in different subject contexts

• Accessing key underpinning knowledge• Engaging parents and carers via• high status holiday tasks that sets high expectations• celebrating success

Bentley Wood results

• Target students significantly narrowed reading comprehension Gap • Whole year group showed a very small, statistically significant,

effect size (ES), target students had a very large ES • Target group progressed in reading comprehension by more

than double the expected progress in 3 months.

• Target students significantly narrowed reading ability gap - moderate ES for whole year, large for target group• Target group progressed in reading ability by more than two

thirds more than the expected progress in months

What’s interesting or unusual?What’s interesting or unusual?

• Exchange thoughts with a neighbour about what strikes you as interesting or unusual about this R&D based innovation in literacy

• How might this affect the pupil you have in focus? For example • What might close case analysis reveal? • How can you find out which literacy building blocks are

missing?• How do these affect learning in different subjects? For

example, is vocabulary and fluency an issue in applying literacy skills in other subjects?

Two worlds?

What is the core of effective, research What is the core of effective, research based innovation?based innovation?

• Structured, work based professional learning

• A combination of aspirations for pupils, structured support, sustained learning through exploring evidence from research and from practice

• Research re use of research and effective CPDL align closely

http://www.curee.org.uk/content/sauce-goose-learning-entitlements-work-teachers-well-their-pupils

Review findingsReview findingsCharacteristics of effective CPDL - TimeCharacteristics of effective CPDL - Time

• Substantive development sustained over time- 2 terms plus• A sustained rhythm of regular bite sized episodes following initial

“instruction” is better than intense “hits” ( 3 days plus regular sessions with Champion)

• Time for multiple, iterative activities and opportunities to refine/adapt practice in multiple contexts in light of pupils’ responses ( RTI principles reinforced this)

• Summary and full report here. http://www.curee.co.uk/news/2015/06/developing-great-teaching-new-report-effective-teachers-professional-development

Participants:Participants:Need:• individual starting points to be recognised • to develop a collective sense of purpose• to focus on aspirations for pupils and how they

learn/ progress in response to teachers’ learning• to explore and challenge/ refine existing theories,

beliefs ( eg re role and nature of literacy within different subjects) side by side with practice

Relevance matters - but neither that nor volunteering (vs being conscripted) matter as much as aligning environment / time /peer learning/ pupil focus

CPDL ApproachesCPDL Approaches• Need for external input (Eg via menu and CCA) to:• Challenge orthodoxies supportively• Expand possibilities • Extend internal capacity.

• Expertise needed to support subject/ content, evaluation and CPDL processes ( embedded in menu of approaches and resources in RTI )

• Peer support - learning and exploring evidence about changes together with peers matters; reciprocal vulnerability speeds up risk taking

Coe, Cordingley, Greany, Higgins, Teacher Development Trust, forthcoming

AFL for teachers• Formative assessment is key – approaches need to be

(and in RTI were) contextualised in AFL tools• The team needs to keep on revisiting evidence re how

pupils are responding to their learning to review intensity and interventions ( via review meetings with Champions)

• Teachers need to be prompted to design AFL tools/ activities for their subject context ( central to RTI for literacy)

• AFL for CPDL is an input, a process, an output and an evaluation tool for exploring outcomes

Approaches• The approaches need to set out deliberately to

develop teachers’ meta-cognitive control eg by:• Developing classroom materials to contextualise the

interventions in different subject contexts

• School leaders/ champions at lots of levels need to create the conditions for this - resources, modelling and challenge including, for example, exchanges with other schools

• No single element or process works – crucial to combine them, align them with goals – effectively! Banarama principle

What doesn’t work?

• Generic pedagogic CPD – contextualisation for subjects and sub groups of pupils is crucial

• Telling teachers what to do or providing materials without chance to develop skills and explore impacts

• Failing to provide a strong focus on aspirations for pupils or exploring links between teacher and pupil learning - formatively

• Providing time and or frequent support without structured opportunities to engage with, understand and reflect on the implications of new approaches/ practices for specific pupils

• So how might this affect the pupil you have in focus? For example • What might close case analysis reveal? • How can you find out which literacy building blocks are

missing?• How do these affect learning in different subjects? For

example, is vocabulary and/or fluency an issue in applying literacy skills in other subjects?

A metaphor

Contact Detailsphilippa.cordingley@curee.co.uk

www.curee.co.uk

Centre for the Use of Research and Evidence in Education

8th FloorEaton House

Eaton RoadCoventry

CV1 2FJ024 7652 4036

• @PhilippaCcuree • @curee_official