1) I’ve read a bit recently critiquing the approach of the ‘meta-analysis’. So I’m trying to look into it. Stop one, Gene Glass’ 1976 paper ‘Primary, secondary, and meta-analysis of research’. Here’s what he’s saying. pdfs.semanticscholar.org/e990/a41e8f09e…
2) Meta-analyses are necessitated by the sheer volume of research that’s out there now (‘now’ being 1976). And then-current methods weren’t up to scratch. (but note how he himself suggests that combining 500 studies will ‘defy simple summary’)
3) As an aside, a pretty funny characterisation of those then-current methods.
4) Then he makes some really interesting comments regarding his thoughts about studies with design and analysis flaws. I feel like further discussion is needed to work out exactly what he means by this...
5) He moves on to then highlight the value/importance of summarising the research, and getting it out there.
6) Some interesting comments are made regarding how early meta-analyses were approached. Curious to know into what level of detail that recent meta-analyses go to in order to separate studies based upon design quality, significance of results, contextual factors, etc.
7) Now, here it starts to get interesting. By my reading, Glass suggests that it doesn’t make sense to compare studies that don’t have the same contexts, and, in order to compare A and B, settles on a meta-analytic approach that ONLY includes A,B,C studies (‘c’ being control).
8) Then he makes a funny comment.
9) Wraps up with a great word I've never heard before...
10) Short but very interesting paper. Provides an interesting historical context for the birth of the meta-analysis.
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1. What I’m most excited about from the report 2. Outline (then rebut) one common argument against the report 3. Discuss two challenges to implementation that we face, then 4. Finish with some ideas for how we can all play a role in improving ITE in Aus
To address the first question if whether it's any good. the answer is Yes, it's excellent.
The 14 recommendations in the final report are eminently practical, and based on a large consultation and analysis of the major barriers that people wanting to enter the profession face!
Last year I was part of a team who supported our year 12 students to achieve the highest ever results in Further Mathematics.
A thread on what I think was the active ingredient of our success: A collective approach
In recent years, we've really focused on aligning our teaching approaches, resources, and assessments. This is a journey that was started by our head of department about five years ago, and it's taken place through shared curriculum documents, success criteria, quizzes and tests.
Building on this foundation, this year we implemented three collective initiatives that we feel helped to drive achievement even higher.
• Starters for every lesson, consisting of 4 to 5 past exam questions
Sometimes it can be tricky to turn a curriculum standard into a learning intention.
Luckily, Explicit Direct Instruction has some concrete and practical advice to help teachers do this.
Here's what I learnt from John Hollingsworth of @TeachEduceri fame about how to do it...
John started out by pointing out what an Explicit Direct Instruction learning intention contains. As John and Silvia write:
'A Learning Objective contains Concepts (big ideas, nouns), Skills (measurable behaviours, verbs), and sometimes Context (restricting conditions)'
Based upon this, John suggests the following: Take a curriculum standard, such as the following, and draw a squiggly line under any verb (highlight the skills) and circle any nouns (identifying the concepts to be taught).
Experts have situation-action pairs stored in their long-term memories. A situation-action pair represents an automated response (action) that an expert has to a given scenario (situation).
A 🧵 on the power of scripting in teaching (inc. an audio clip of an example!)
This automated response represents an action that has a high probability of producing the desired outcome.
Some examples:
• The footballer instinctively selects the appropriate kick for their current velocity and position.
• The musician automatically plays an appropriate note for the key and mood during their solo.
• The salesperson intuitively uses just the right phrase to close the deal
𝐓𝐚𝐤𝐞𝐚𝐰𝐚𝐲 𝟏: 𝐑𝐞𝐡𝐞𝐚𝐫𝐬𝐚𝐥 𝐩𝐥𝐚𝐲𝐬 𝐚 𝐤𝐞𝐲 𝐫𝐨𝐥𝐞 𝐢𝐧 𝐡𝐚𝐛𝐢𝐭 𝐛𝐫𝐞𝐚𝐤𝐢𝐧𝐠 𝐚𝐧𝐝 𝐟𝐨𝐫𝐦𝐚𝐭𝐢𝐨𝐧: As @mikehobbiss, @DrSamSims, and @profbeckyallen (2021) have written, habits in teaching form fast and are hard to break.
Thus, ‘professional development should involve repeated practice in realistic settings in order to overwrite and upgrade existing habits.’ (Hobbiss et al., 2021)