go through Terry Heick
Looking for the best source of educational research?
People with real data, practical research, and a large number of participants and possibilities?
How about your own classroom?
More and more pressure is research-based and data-based pressure. or “based on research foundations” and guided by “data-based decision-making.”
On the surface, none of these warnings are incorrect, but as I said “It’s not about thought,’The soundness of an idea depends on the quality of its effect.
“I like the idea of mobile learning, so I would bring a positive feeling to it, which could distort my cognitive downstream, where I oversimplify its functionality or disastrously cause us to continue to misunderstand its potential in education. I support it, but “IT” (in this case mobile learning) is just an idea. IT+context is different. This is chemistry.
Think of it as a pattern: IDEA->Integration->Effects.
As a visual or artistic question only, this idea is only useful. As an academic or intellectual exercise. As a playful dialogue or a good vintage bench racing.
Integration is a problem of design and engineering (the two ideas of designers and engineers are teachers).
Of course, there are all issues of thought, integration and effect, but this is also recursive: one affects the other, the idea of integration, the idea of integration affects the effect, the effect, and thus creates a new light on the idea.
All the data advocates here have a lesson.
Administrators provide teachers with feedback on courses
A few years ago, I remembered creating a unit and submitting it to “approve” the administrator.
Again, this is not a terrible idea – experienced administrators and informed district officials analyze program teaching, providing useful feedback, strengthening teaching practices and tightening workflows; teacher competence is improved, while leaders and students will benefit. In the application, it’s less efficient – at least from my point of view.
I would submit an organization, ask if I worked with other teachers on the creation of the unit, and tell the unit that it failed to meet the “unnegotiable” form (as opposed to content or quality), and always ask where the study supports almost all the design challenges I made. It looks like this:
Management Unit-wide management notes: You are using critical thinking stems to support the discussion. Where is the educational research that supports this decision, and what data do you use to decide that critical thinking stemming is the best choice? How has this data been recently? Please contact me at the end of the day and get a response.
On paper – these issues are legal and completely reasonable, but the impact of these issues is problematic. I have to rush to find research to support “decision making” and data to support research and research that says data is legitimate, or I can read educational research and then identify “more appropriate” strategies and then raise them to “research-based” where others are not. The course is already planned backwards from the topic and standards rather than from the beginning strategies. It all has to work together – research, topics, standards, strategies students are accustomed to, what they are not, how long the course is, and so on.
So now, after the Sunday night battle, I will “resubmit” my plan. Not only is this a lot of work for the administrator, it usually keeps me up until late at night, or sends me to school the next day to modify my courses (and then my unit, as the course changes).
None of these did anything to improve the lives of students.
Research-based teaching is not the goal
(The idea of approving all courses and units in real time) is great. The effect is terrible. So, let’s review the entire idea study.
exist ‘6 questions Hatty didn’t ask, but yes,“I want to know what it means to say “effective” in education, and I pushed the idea further’What plays a role in education, how do we know? ”
In short, while research helps us understand what works, what doesn’t, and why, the meaning of “work” is vague, the extent to which the results of this study apply to your classroom and the students’ thoughts is uncertain at best. The idea that there is data to show that they may work makes more sense than the opposite, but suggesting data and research on people and effects is a blindness in business, industry, and more recently education.
There is a significant shift in research-based ideas. This means that something that is “effective” within the scope of the study or any research scope will “work” for your students. It will “transfer”. Research-based is not a goal, but a strategy to achieve it. The goal is to change the lives of students as well as the health and members of the community. How exactly was this research done? What about those strategies that have not yet been peer-reviewed for it? What is the relationship between strategy and content and children? Shouldn’t elegance and logic win here?
So the point of my guess is: the research is just to some extent validate work that works under some kind of review. Data just means quantification of something, probably some quality.
So, why can’t we use schools and classrooms as the basis for research? Test theory? Experiment, play and push boundaries? A study conducted in 2004 at some universities shifted the transfer of specific reading strategies to your classroom. Therefore, the transfer is reduced. Take ideas that are spread throughout academic research and neurology, as well as many other ideas like Hattie, Marzano, and Stiggins, use those ideas and test them yourself.
(No, that’s not what I’ve seen – what most “data teams” do.)
The best source of data is your students
If your school and your classroom (and the courses, assessments, and all other parts) are designed to be used as research labs and produce data on lab quality, then everything goes from push to pull.
Research is at best a prediction of future applications. In other words, the study said: “This works this way and should work in a similar way because we tested it.”
It’s just a prediction of quality. If you are doing research, the gap between here and there is very small. There are no major “predictions”. From the well to the table and back to the well, there was no pale paleness. You bring the well to the table.
(Or the table becomes a well or the well becomes a table. That’s OK.)
So the biggest idea is this: teach like parents, or at least like humans, but plan like researchers, and reflect like a person.
The best source of data is the students in front of you, because ultimately, this is the only important data.
