from Terry Haik
Are you looking for the best source of educational research?
The one with authentic data, practical research and wealth of participants and opportunities?
How about your own classroom?
Increasingly, it is pressure to be based on research and data based. Or “research -based” and led by “Deconment -based decision -making.
On paper, none of these warnings is incorrect, but as I said in “It’s not about thinking“The sound of an idea depends on the quality of its effect.
“I love the idea of mobile training, so I apply positive feelings to it that can lead me to cognitive distortions downstream, where I simplify its function or crash my constant misunderstanding for its potential in education. I support it, but” this “(mobile training in this case) is just an idea. The IT + context is different. This is chemistry.
Think about it as a model: IDEA -> Integration -> Effect.
Only the idea is only useful as a matter of vision or artistry. As an academic or intellectual exercise. As a matter of playful dialogue or good old -fashioned bench competitions.
Integration is a matter of design and engineering (designer and engineer are two minds of a teacher).
Ideas, integrations and effects, of course, “all this is also recursive: one affects the other, the idea affects the integration, the integration affecting the effect, the effect shines a new light on the idea. “
There is a lesson here for all data champions there.
Administrators give teachers’ feedback on lessons
A few years ago, I remember creating a unit and sent it for “approval” from the administrators.
Again, this is not a terrible administrators experienced by the idea and informed district officers analyzing the planned instructions, providing useful feedback, strengthening teaching practices and tightening the workflow; Teachers’ capacity improves as leaders lead and students reap the benefits. In the app, it was less effective – at least from my point of view.
I would send a unit to be asked if I cooperated with other teachers in the creation of the unit, I said where the unit did not manage to meet the form “unprofessional” (unlike content or quality) and, invariably, I asked where the study was supported by almost every choice of design I had made. Will look something like that:
Margin Administrator’s Note per unit: You use critically thinking stems to support a discussion. Where is the educational study in support of this decision and what data do you use to decide that critical thinking stems are the best choice? How soon are this data? Please return to me by the end of the day with an answer.
While – these issues – these issues were legal and completely reasonable, the effect of these issues was problematic. I will have to rush or find research to support “solutions” and data in support of research and research, which say the data were legal, etc., or I could read educational research and then identify “more appropriate” strategies and then do not put them in the lesson because they are “based”. The lesson was already scheduled back by the topic and a standard, not by the Strategy to begin. Everything has to work together – the research, the topic, the standard, what strategies were used to the students and to whom they were not, how long the lesson was, etc.
So now, after a lot of shaking on Sunday night, I would “send” my plans. Not only was it a huge amount of work for the administrator, but he often left me late at night, or sent me early to school the next day to review his lessons (and then my unit, because the lesson changed).
And none of that did anything to improve the life of students.
Teaching based on research is not the goal
The idea (to approve all real -time lessons and units) was good; The effect was terrible. So, let’s go back to the research of ideas as a whole.
In –6 Questions Hatti did not ask but could have.,“I was wondering what it meant to say something” works “in education and I pressed this idea further in”What works in education and how do we know? “
In short, while research helps us understand what works and what is not and why, what it means to work is unclear and how well the results of this study apply to your classroom and the minds of the students in it are at the best case uncertain. The use of ideas for which there are data to suggest that they can work is more meaningful than the opposite, but the implementation of data and research on people and the effect is a type of blindness inherent in business, industry, and recently education.
There is a significant transfer in the idea of being based on research. It is understood that since something “works” in the scope of a study or any aggregation of studies, it will “work” for your students. That he will “transfer”. Being based on research is not the goal, but a strategy to achieve a goal. The goal should be to change the life of students and health and membership in their communities. How exactly was this study done? How about strategies that have not done reviewed studies on them? What about the relationship between strategy and content and child. Shouldn’t the elegance and the logic win here?
So, the whole moment I guess is this: the study simply means partly to check something that works in some control. The data simply mean the quantitative determination of something, probably of some quality.
So why can’t we use schools and classrooms as a research base? Testing theories? Experiment and be playful and press boundaries? The 2004 survey transfer to some university on the quality of a specific reading strategy in your classroom is significant. So reduce this transfer. Take the ideas that penetrate academic research and neurology and the work of Hatti and Marzano and Stiggins and so many others – take these ideas, then test them yourself.
(No, this is not – from what I have seen – what most “data teams” do.)
The best source of teaching data is your students
If your school and your classroom (and the curriculum and evaluation and all other bits and pieces) are designed to function as research laboratories-to produce laboratory quality data-then everything changes from pressing to pull.
At best, research is predictable for future application. To put it another way, research is said that “This worked this way and it probably has to work in a similar way for you because we tested it.”
It’s just a predictive quality. If you do the study, there is less gap between here and there; There is no significant “forecast”. There is no transfer of pale from the well to the table and again to the well. You bring the well to the table.
(Or the table becomes a well or the well becomes the table. It doesn’t matter.)
So, the big idea is this: teach as a parent – or at least as a person, but plan as a researcher and reflect as one.
The best source for data is the students in front of you, because in the end these are the only data that matters.
