Welcome to the

Barnsley TSA

Innovation, Research &

Development Network

Launch

What’s it all about?

Building collaborative learning

opportunities

Finding creative solutions to the

issues in your classrooms

Spreading the use of evidenced

based practise

Last year’s R and D project:

• What are the strategies which lead to

low attaining children making at least

expected progress in writing?

• How can we adapt these strategies to

accelerate learning in our school?

The process:

• Identified pressing issue of getting pupils to write through talking with teachers

• LA Data identified pupils to focus on at key stage 2, 3 and 4

• Colleagues with issues around writing with low attaining pupils met to develop focused enquiry questions in small themed groups

Getting started…

• Chose particular pupils to focus on

• Identified baseline evidence that would also show an impact after the intervention

Qualitative:

Questionnaires with pupils and staff

Pupils’ work

Rubric designed around pupils’ learning dispositions

Quantative:

Academic and other data

Professional Learning phase

Colleagues were facilitated to upskill

themselves in order to close the gap

through:

• Observing in other settings

• Training with experts in their focus area

• Sharing ideas with colleagues from

different settings

Implementation phase

• Colleagues reflected on their enquiries

• The enquiry evolved as colleagues

realised what they thought was the issue

was something else

• There was a tangible positive energy in

the class and school as shifts were made

• Focusing in on particular pupils and

closing the gap created more reflective

practice

FindingsTentative findings of what helps low achieving pupils to make progress in writing:

1. Positive trusting relationships

2. Deep knowledge of the pupil, their needs and appropriate strategies

3. Practical, engaging, fun activities around writing

4. Active learning approaches

5. Discrete practise of skills along with incorporation in learning

6. A scaffolded sequenced approach to writing

7. Learners to have a voice in the process

Tangible outcomes• Dough gym

• Whole school training on scaffolding

for writing

• Extended writing learning sequence

• Writing handbook

• Talk for Writing processes developed

• Immersive learning developed

• Active grammar sessions

Today we will:

• Identify issues and themes for potential

projects

• Develop ideas into focused enquiry

• Explore different types of baselines and

what will be the right ones for your

enquiry

Proposed structure for this year:

• Session one term 2a:Identifying issues, focus in on an enquiry question

• Session two term 2b:Design an enquiry and evidence needed to show impact

• Session three term 3a 19th May:

Gather data and look at impact

• Session four term 3b 30th June:

Share findings

Surface, Explore and clarify a professional

issue

Collaboratively explore and learn more about that

issue and design an ‘intervention’

Try the intervention in practice with

focused study/observation

Explore what you have learned and

what that means for next practice.

BaselineResearch/Explore/

EnquirePlan for impact

What’s bugging you?

What are the issues and problems of

practice that are preventing some

pupils closing the gap?

Turning a problem of practice into an effective enquiry question:

Given the time frame keep the question specific and

focused!Some Examples:

What are the things we need to do to ensure our classrooms are set up for

independent learning?

What strategies might we employ to ensure our classrooms are places where

children engage in cooperative learning?

How do we ensure success criteria really do help learners reflect upon and

improve their learning?

What is the challenge and what evidence do you have

about it?

What do you want to be different and what do you think might make things

better?

So what is the research question you want to

explore?

Evidence Difference Question

Baseline Data – What do you know already?

What are learners achieving/feeling/doing/saying now?

What evidence tells you this?

How might you capture it?

What’s practice like now?

What are you/other staff doing/feeling/saying?

What evidence tells you this?How might you capture it?

Thinking about your question:

Models of enquiry

The type of enquiry you use depends on where you are

starting from! What’s the right model for you?

When you know there’s a problem but you aren’t

sure what it is.

Lesson study starts in the classroom with what is

currently going on.

A small group work together to plan, deliver

and analyze a lesson; construct a hypothesis and

look for solutions.

When you’ve got an Idea but you don’t know if it’s

making a difference or not.

RTCs measure the impact of an intervention.

Set up a trial testing two random groups – one with

intervention and one without. What’s the

impact? What difference does it make?

When the problem is clear but you need some

inspiration

Collaborative enquiries get you into other classrooms

and talking to other practitioners

Group size can vary but a focus is agreed. Observe

practice and discuss what you see. What are the

implications for you and your class?

Lesson Study RTCCollaborative

Enquiry

Collaborative Enquiry

Focus for enquiry is discussed & agreed

An initial place of enquiry is identified by the facilitator or

by the group

Enquiry walk takes place with discussion on what is seen and

how is resonates with the group

Key learning points are distilled and

actions for back in own setting identified

Further questions are identified and focus

refined. A second venue is agreed

Enquiry walk takes place with discussion on what is seen and

how is resonates with the group

Key learning points are distilled and

actions for back in own setting identified

Impact of changes to practice is reflected

upon

Lesson Study

A problem is identified.

Group plan a session together. Teacher predicts what will happen to provide

context

Identified learners are observed through the lesson - do they behave in the way

predicted?

Learners are interviewed on their

response to the learning/lesson

Analysis of the lesson is shared &

hypothesis of learners needs is

created

Suggestions made or further research

carried out. Identify actions to implement

New lesson is planned

collaboratively and delivered – what is

the difference?

Randomized Control Trial

Full Group are split into 2

smaller random groups

Control group carry on as normal

Intervention is applied to trial group

Outcomes for both are measured and compared

Models of enquiry

Plan your enquiry – where might you start?

When you know there’s a problem but you aren’t

sure what it is.

Lesson study starts in the classroom with what is

currently going on.

A small group work together to plan, deliver

and analyze a lesson; construct a hypothesis and

look for solutions.

When you’ve got an Idea but you don’t know if it’s

making a difference or not.

RTCs measure the impact of an intervention.

Set up a trial testing two random groups – one with

intervention and one without. What’s the

impact? What difference does it make?

When the problem is clear but you need some

inspiration

Collaborative enquiries get you into other classrooms

and talking to other practitioners

Group size can vary but a focus is agreed. Observe

practice and discuss what you see. What are the

implications for you and your class?

Lesson Study RTCCollaborative

Enquiry

Dates so far:

Tuesday 19th May – data collection

Tuesday 30th June – sharing findings

Identify any gaps in

professional learning

• Contact us between now and

the next meeting with any

gaps in professional learning