By: Harry Fletcher Wood
(1) We can look for evidence of our impact
A beautifully simple example from Stephen Lockyer exemplifies this: he thought his students were moved to ask for a tissue by seeing the box at the front of his classroom. Moving it out of their eyesight, to the back of the classroom, he measured how much longer a box of tissues laster. The answer: at the back of the classroom a box lasted seven times longer. With this in mind, he started sticking rulers to his board, to act as a reminder to use them.
Essentially, I’m repeating Hattie here – ‘know thy impact.’ But this doesn’t have to mean effect sizes and Randomised Controlled Trials. As teachers, the simplest and most powerful way to use evidence in the classroom is to design tiny tests of the impact of our own actions. So, I can design small (and not necessarily robust) ways to satisfy myself that changes to the way I introduce lesson objectives or my marking practices are having an impact. It’s a small tweak, but a powerful one in how we approach making decisions about our classroom practices.” To read further please click here: