1. Using Research Learning Communities to improve teaching and learning
Professor Chris Brown
School of Education and Childhood Studies

2. About me

3. What is research-informed practice?

4. Research-Informed Teaching Practice (RITP)
RITP is the process of educators accessing, evaluating and applying the findings of academic research in order to improve their teaching practice (Walker, 2017).

5. How can research be used to improve teaching and learning?
to aid the design of new bespoke strategies for teaching and learning in order tackle specific identified problems;
to provide ideas for how to improve aspects of their day to day practice by drawing on approaches that research has shown appear to be effective.
educators can use research to expand, clarify and deepen their own understanding of concepts, including the concepts they use to understand students, curriculum and pedagogical practice, and;
Educators may also seek out specific programs or guidelines, shown by research to be effective, which set out how to engage in various aspects of teaching or specific approaches to improve learning.

6. Instrumental, conceptual and symbolic
Instrumental use: “a theory of action in which evidence from research findings directly shape practice decisions” (Penuel et al., 2017: 2).
Conceptual use: “when research changes the way that a person views a problem or the possible solution spaces for a problem” (Ibid)
Symbolic use: Occurs when research evidence is used to validate a preference for a particular decision or to justify a decision already made (ibid).
In our experience the goals of teachers in using research are typically one of the following: 1) to aid the design of new bespoke strategies for teaching and learning that are to be employed as part of their and/or their school’s teaching and learning activity in order tackle specific identified problems; 2) to provide ideas for how to improve aspects of their day to day practice by drawing on approaches that research has shown appear to be effective. For instance research can provide clues for how to respond to pupils during lessons in order to maintain their resilience; 3) teachers can also seek to use research to expand, clarify and deepen their own concepts, including the concepts they use to understand students, curriculum and pedagogical practice, and; 4) teachers and schools may also seek out specific programs or guidelines, shown by research to be effective, which set out how to engage in various aspects of teaching or specific approaches to improve learning (again typically to tackle identified problems). For example, programs which suggest how to begin each lesson in order to minimize disruption or poor behaviour, or specific schemas for providing feedback.

7. Using Research As Part Of An Effective HE Learning Environment
Professional Learning Communities
Learning conversations
Expertise

8. Expertise

9. Expertise

10. Expertise

11. Professional Learning Communities
Diverse perspectives
They have a shared vision and sense of purpose
Members of the PLC consistently take collective responsibility for student learning
Participants collaborate in ways that go beyond mere superficial exchanges of help, support, or assistance
Group, as well as individual, learning is promoted
Participants engage in reflective professional inquiry
A culture of trust and enquiry
They have a shared vision and sense of purpose, centred on improving outcomes for children (Hord, 2004; Andrews and Lewis, 2007). In addition, they also possess a shared value base, which provides a framework for decision making that is both collective and ethical (Louis et al., 1995).
Members of the PLC consistently take collective responsibility for student learning (King & Newmann, 2001; Kruse et al., 1995; Leithwood & Louis, 1998). This helps to sustain commitment, eases isolation and also serves to exert peer pressure and accountability on those who do not do their fair share, and (Newmann & Wehlage, 1995; Cole and Weinbaum, 2010).
Participants collaborate in ways that go beyond mere superficial exchanges of help, support, or assistance (Louis et al., 1995). For example, they might engage in joint review and feedback (Hord, 2004). Collaboration helps to strengthen attachment to and the achievement of shared purpose (Newmann & Wehlage, 1995). Similarly, collaboration increases participants’ feelings of interdependence and collective responsibility: a goal of better teaching practices would be considered unachievable without collaboration, linking together activity and the achievement of shared purpose.
Group, as well as individual, learning is promoted. All teachers are learners with their colleagues (Louis et al., 1995). Collective learning is also evident when the school learning community interacts, engages in serious dialogue and deliberates about information and data, interpreting it communally and distributing it among colleagues.
Participants engage in reflective professional inquiry. This includes: ‘reflective dialogue’ (Louis et al., 1995), conversations about serious educational issues or problems involving the application of new knowledge in a sustained manner; ‘deprivatization of practice’ (Louis et al., 1995), frequent examining of teachers’ practice, through mutual observation and case analysis, joint planning and curriculum development (Newmann & Wehlage, 1995); seeking new knowledge (Hord, 2004); tacit knowledge constantly converted into shared knowledge through interaction (Fullan, 2001); and applying new ideas and information to problem solving and solutions addressing pupils’ needs.

12. Professional Learning Communities
When done well, professional learning in collaborative communities can lead to improvements in both educators’ practice and student outcomes (Stoll et al, 2006; Veschio et al, 2008; Harris and Jones, 2012).

13. Learning conversations
Talking about your knowledge on a given issue
Making them a way of life
Looking at research on a given issue and then how this can be used to produce approaches to teaching and learning
Trialling and embedding these within your school

14. A meaningful cycle of enquiry
Set Vision
Assess current reality
Establish evidence informed action plan
Evaluate success
Adjust action plan
Stoll (2015) argues that a key characteristic for senior leaders to model is having an ‘enquiry habit of mind’: senior leaders actively looking for a range of perspectives, purposefully seeking relevant information from numerous and diverse sources and continually exploring new ways to tackle perennial problems.

15. Networked Learning Communities
Networked Learning Communities (NLCs) have emerged as a means by which educators, can move outside their day-to-day contexts. Doing so means they can engage with a broader scope of ideas and possibilities as part of a cross-departmental PLC (e.g. Earl and Katz, 2006; Harris and Jones, 2012).

16. What are Research Learning Communities (RLCs)?

17. What is a Research Learning Community
Research Learning Communities are networked learning communities that focus on engaging with and in research in order to tackle issues of teaching and learning
RLCs operate in cycles of enquiry
RLCs facilitate capacity building, inter departmental support and intra departmental development
RLCs meet four times a year for a whole-day workshop, supported by facilitators

18. What is a Research Learning Community
Workshop 1: Understand
Int. sess. 1:
Share
Int. sess. 2:
Trial
Workshop 2: Develop
Workshop 3:
Refine
Int. sess. 3: Embed
Int. sess. 4: Share impact
Workshop 4: Take stock

19. What is a Research Learning Community?
Workshops focus on specific issues agreed on in advance (i.e. to look at issues of importance identified by departments/data) and introduce research evidence that investigates ‘what works’ in relation to these issues.
Within the RLC workshop, facilitators use evidence-informed approaches/exercises to enable participants to engage interactively with both research and their own and colleagues’ tacit practice-based knowledge.
Following workshops participants go back to their departments and share and build on what happened in the workshops

20. Knowledge mobilisation
We use a range of both static and interactive methods to bring research and other forms of evidence to life:
Strip activity for literature reviews
Posters
Modelling using props to explore baselines and props
Jigsaw learning
Adopter type cards

21. Trialling and change management

22. Trialling and change management

23. Questions?