“The research strongly points to X, but in my personal experience of teaching I’ve done Y and I believe it’s been really successful. Should I change what I think is working?”
This is a question we often encounter here at InnerDrive from educators during our CPD workshops. In our quest to come up with a really good answer, we recruited the help and wisdom of the President and Founder of Translate the Brain, Andrew Watson.
This intersection between teaching practice and academic research has sparked substantial debate. In conversation with Bradley Busch, Andrew Watson unravel this complex issue, offering teachers a blend of insight, evidence-informed strategies and encouragement to judiciously apply findings from educational research in your practice.
Read more to learn about:
- The intersection between research and practice
- The challenges of aligning teaching practice with research
- How to balance judgement and evidence
- How to apply research in the classroom
The intersection of research and practice
At the heart of effective teaching lies a commitment to student success – a mission that necessitates continuous learning, adaptation and refinement of teaching methods. Research in education provides a rich repository of insights and strategies that have the potential to transform teaching practices. But as Andrew points out, teachers’ “daily classroom experience is an important, valid and essential part of this conversation” as well. However, the translation of these findings into the classroom is not always straightforward.
Understanding the challenges
One of the inherent challenges in aligning teaching practice with research is the measurement of success in the classroom. As Andrew highlights, traditional metrics such as test scores and grades offer a limited perspective, often overlooking the nuances of individual learning experiences and long-term comprehension.
Furthermore, “research has found very consistently… that people are actually really bad at knowing what actually helps”. This means that students may not always recognise what teaching methodologies work best for them, making it difficult to base pedagogical decisions solely on student feedback.
Balancing judgement with evidence
The matter lies in striking a balance between professional judgement and research evidence. While research offers valuable insights, as Andrew tells us, it should serve as an “offering” rather than a “power grab.” In other words, research should augment and inform teachers’ professional judgement without overshadowing it.
Renowned educator and researcher, John Hattie emphasises the importance of teachers becoming evaluators of their impact. Hattie argues that teachers should not only apply research-informed strategies but also critically assess their effectiveness in their specific classroom contexts.
From research to classroom practice
How then can you effectively integrate research into your teaching practice without losing sight of your intuition and experiential knowledge? Here are a few strategies:
1. Selective integration
Focus on research that aligns with your teaching goals and the specific needs of your students. Not all research findings will be pertinent or practical for your classroom. Prioritise studies that offer clear, actionable insights and have been tested in similar educational contexts.
2. Collaborative exploration
Engage with colleagues in discussing and experimenting with research-informed strategies. Collaboration can provide a richer understanding and more nuanced implementation. By sharing experiences and insights, you can collectively refine your approach and gain different perspectives on how best to apply research in your classroom.
3. Feedback and reflection
Implement new strategies on a trial basis and seek feedback from your students. Reflect on what works and why, adapting your approach based on observed outcomes and student responses. Continuous reflection ensures that teaching methods evolve in response to real-world classroom dynamics, making them more effective and relevant.
4. Professional development
Participate in workshops, seminars and courses that focus on translating educational research into practice – continuous learning is key to staying informed and effective. Engage with professional development opportunities that offer hands-on experiences and practical applications of research findings, enabling you to build your skills and knowledge over time.
Final thoughts
While research is indispensable in informing effective teaching practices, it should not dictate them. Teachers are urged to approach research findings as tools rather than prescriptions, as assets that can enhance their professional judgement and enrich their teaching repertoire – or, as Andrew puts it, “inform but not replace” your teaching practices.
By thoughtfully incorporating evidence-informed strategies into your practice, you can foster environments where your students not only achieve academically but also develop a lifelong love for learning.
Thanks again to Andrew Watson for sharing his expertise with us. Do you want your staff to learn more from him and an all-star line-up of experts as part of your in-house professional development? Join the Teacher CPD Academy today!
