1. Research-Led Approaches to Increasing Pupil Learning Robert Coe Capita Conference: Implementing the Pupil Premium Newcastle, 8 July 2013

2. ∂ Outline  How can we use school resources to get the biggest increases in learning?  What can research tell us about the likely impact of different strategies?  How do we implement these strategies?  What else do we need do to make it likely that attainment will rise? 2 Improving Education: A triumph of hope over experience http://www.cem.org/attachments/publications/ImprovingEducation2013.pdf

3. Evidence about the effectiveness of different strategies 3

4. ∂ Toolkit of Strategies to Improve Learning The Sutton Trust-EEF Teaching and Learning Toolkit http://www.educationendowmentfoundation.org.uk/toolkit/

5. ∂ Impact vs cost Cost per pupil Effect Size (months gain) £0 0 8 £1000 Meta-cognitive Peer tutoring Early Years 1-1 tuition Homework (Secondary) Mentoring Summer schools After school Aspirations Performance pay Teaching assistants Smaller classes Ability grouping Promising May be worth it Not worth it Feedback Phonics Homework (Primary) Collaborative Small gp tuition Parental involvement Individualised learning ICT Behaviour Social www.educationendowmentfoundation.org.uk/toolkit

6. ∂  Some things that are popular or widely thought to be effective are probably not worth doing –Ability grouping (setting); After-school clubs; Teaching assistants; Smaller classes; Performance pay; Raising aspirations  Some things look ‘promising’ –Effective feedback; Meta-­cognitive and self regulation strategies; Peer tutoring/peer ‐ assisted learning strategies; Homework Key messages

7. ∂ Clear, simple advice:  Choose from the top left  Go back to school and do it 7 For every complex problem there is an answer that is clear, simple, and wrong H.L. Mencken

8. ∂ Why not?  We have been doing some of these things for a long time, but have generally not seen improvement  Research evidence is problematic –Sometimes the existing evidence is thin –Research studies may not reflect real life –Context and ‘support factors’ may matter  Implementation is problematic –We may think we are doing it, but are we doing it right? –We do not know how to get large groups of teachers and schools to implement these interventions in ways that are faithful, effective and sustainable 8

9. So what should we do? 9

10. ∂ Four steps to improvement  Think hard about learning  Invest in good professional development  Evaluate teaching quality  Evaluate impact of changes

11. 1. Think hard about learning

12. ∂ Impact vs cost Cost per pupil Effect Size (months gain) £0 0 8 £1000 Meta-cognitive Peer tutoring Early Years 1-1 tuition Homework (Secondary) Mentoring Summer schools After school Aspirations Performance pay Teaching assistants Smaller classes Ability grouping Promising May be worth it Not worth it Feedback Phonics Homework (Primary) Collaborative Small gp tuition Parental involvement Individualised learning ICT Behaviour Social www.educationendowmentfoundation.org.uk/toolkit

13. ∂ 1.Which strategies/interventions are very surprising (you really don’t believe it)? 2.Which strategies/interventions can you explain why they do (or don’t) improve attainment? 3.Which strategies/interventions o you want to know more about? 13

14. ∂ Poor Proxies for Learning  Students are busy: lots of work is done (especially written work)  Students are engaged, interested, motivated  Students are getting attention: feedback, explanations  Classroom is ordered, calm, under control  Curriculum has been ‘covered’ (ie presented to students in some form)  (At least some) students have supplied correct answers (whether or not they really understood them or could reproduce them independently) 14

15. ∂ Learning happens when people have to think hard A simple theory of learning

16. ∂ Hard questions about your school  How many minutes does an average pupil on an average day spend really thinking hard?  Do you really want pupils to be ‘stuck’ in your lessons?  If they knew the right answer but didn’t know why, how many pupils would care? 16

17. 2. Invest in effective CPD

18. ∂ How do we get students to learn hard things? Eg  Place value  Persuasive writing  Music composition  Balancing chemical equations Explain what they should do Demonstrate it Get them to do it (with gradually reducing support) Provide feedback Get them to practise until it is secure Assess their skill/ understanding

19. ∂ How do we get teachers to learn hard things? Eg  Using formative assessment  Assertive discipline  How to teach algebra Explain what they should do

20. ∂  Intense: at least 15 contact hours, preferably 50  Sustained: over at least two terms  Content focused: on teachers’ knowledge of subject content & how students learn it  Active: opportunities to try it out & discuss  Supported: external feedback and networks to improve and sustain  Evidence based: promotes strategies supported by robust evaluation evidence What CPD helps learners?

21. 3. Evaluate teaching quality

22. ∂ Every teacher needs to improve, not because they are not good enough, but because they can be even better. Dylan Wiliam

23. ∂ Sources of evidence: 1.Colleagues (peers, SLT) observing lessons 2.Trained outsiders observing lessons 3.Pupils’ test score gains 4.Progress in NC levels (from teacher assessment) 5.Pupils’ ratings of teacher/lesson quality 6.Teacher qualifications 7.Tests of teachers’ content knowledge 8.Parents’ ratings 9.Ofsted ratings 10.Colleagues’ (including SLT) perceptions 11.Teachers’ self-evaluation Identifying the best teachers

24. ∂ Next generation of CEM systems …  Assessments that are –Comprehensive, across the full range of curriculum areas, levels, ages, topics and educationally relevant abilities –Diagnostic, with evidence-based follow-up –Interpretable, calibrated against norms and criteria –High psychometric quality  Feedback that is –Bespoke to individual teacher, for their students and classes –Multi-component, incorporating learning gains, pupil ratings, peer feedback, self-evaluation, … –Diagnostic, with evidence-based follow-up  Constant experimenting 24

25. 4. Evaluateimpact of changes

26. ∂ 1.Wait for a bad year or choose underperforming schools to start with. Most things self-correct or revert to expectations (you can claim the credit for this). 2.Take on any initiative, and ask everyone who put effort into it whether they feel it worked. No-one wants to feel their effort was wasted. 3.Define ‘improvement’ in terms of perceptions and ratings of teachers. DO NOT conduct any proper assessments – they may disappoint. 4.Only study schools or teachers that recognise a problem and are prepared to take on an initiative. They’ll probably improve whatever you do. Mistaking School Improvement (1) (Coe, 2009)

27. ∂ 5.Conduct some kind of evaluation, but don’t let the design be too good – poor quality evaluations are much more likely to show positive results. 6.If any improvement occurs in any aspect of performance, focus attention on that rather than on any areas or schools that have not improved or got worse (don’t mention them!). 7.Put some effort into marketing and presentation of the school. Once you start to recruit better students, things will improve. Mistaking School Improvement (2) (Coe, 2009)

28. ∂  Clear, well defined, replicable intervention  Good assessment of appropriate outcomes  Well-matched comparison group EEF DIY Evaluation Guide Key elements of good evaluation

29. ∂ 1.Think hard about learning 2.Invest in good CPD 3.Evaluate teaching quality 4.Evaluate impact of changes 1.Think hard about learning 2.Invest in good CPD 3.Evaluate teaching quality 4.Evaluate impact of changes Summary … Robert.Coe@cem.dur.ac.uk@ProfCoe www.cem.org