I did not think using educational research in the classroom was anything different until I realised there was no box in my planning template for the section about what research is informing my planning! Then I started thinking, what would happen if every classroom teacher was required to place in their planning the research evidence that informed their practice?
Recently a colleague (after listening to Dianne Christianson and myself present SOLE) picked up the SOLE research and completely turned around her classroom teaching. Our colleague took one good nights sleep to do this! I was so excited about the speed of change, I wondered two things.
1. How do we go about capturing such a process so other teachers may be inspired to try a similar process?
2. How do we instill a culture of 'evidence-informed practice through research in our classroom planning?
I spoke to Ally Bull about questions to best capture classroom teacher thinking. Thanks to Ally who whisked the following questions up in a flash. We are unsure if these are the best questions, however they are something to start with. Do let me know if you know of other questions that really hit the spot.
Questions that may be helpful to you and your colleagues to capture the exciting teaching / learning moment.
(The context for these questions is SOLE. However, change your context and you could be cooking with gas!)
1. What attracted you to the idea of SOLE?
2. How did you think your students would react? How did they react?
3. What benefits can you see in this approach for the students? / For you?
4. What are the down sides?
5. Has exploring with SOLE challenged how you think about other aspects of your practice? If so how?
6. In what ways (if any) does SOLE change the relationships between you and your students / between one student and another?