How did we conduct the research to better understand our own practice?

The improvement of our own practice evolved from looking at the evidence of what has happened in a series of lessons in various schools in the North West of England and North Wales. In each case, data was collected from 3 sources:

• Lesson transcripts;
• Book work from classes; and
• Interviews between some students and their teachers.

Evidence of learning (or lack of learning) were triangulated between the 3 sources to confirm (or refute) what was actually happening. For example, if a student said “I’ve got it now!” and this cross checks with correctly completed work in their exercise book, then desired learning can be said to have happened, particularly if this further cross-checks with a test later on. If at interview the student identifies issues with that topic and / or a lack of enthusiasm for that class or topic, then it might not be possible to confirm the learning. In this case, it is likely that the transcript and book work will identify what the student actually engaged with, which may not have been the intended learning.

So, we sought to understand the practice that actually emerged: with this knowledge and the understanding, it then became clearer to see what could be improved and changes to practice identified that could be implemented.

Significant research is undertaken in an ongoing attempt to understand and then improve the practice that emerged in those classes. We also sought to apply understood strategies appropriately to other classes too. This made the considerable effort needed to conduct this research much more valuable.