WALLACE ON...


feedback and data on student actions and performance, then behaviour becomes more positive and progress accelerates;


• When peer assessment and assessment for learning (AfL) are consistently utilised, then student engagement, learning and achievement accelerates;


• When teachers use cooperative group structures/techniques to mediate between whole class instruction and students carrying out tasks, then the academic performance of the whole class will increase as well as the spirit of collaboration and mutual responsibility. Because the Theories of Action


emerging from the instructional rounds were so similar, irrespective of context, we decided to publish them in an accessible form – hence the Curiosity and Powerful Learning Booklet (Hopkins, Craig and Knight 2015/17). Our colleague, John Hattie, generously


encouraged us to use his work to illustrate the likely effect size associated with each of the theories of action (Hattie 2009). This helped deepen the view among principals and teachers that although significant progress had been made, the possibilities were boundless if the Theories of Action were applied with precision. It was also becoming clear that, when applied together, there is a shift in the culture of teaching and learning in the school, college or training provider. This is the consequence of the realisation that Theories of Action have both a meta-cognitive as well as achievement effect, and together have a profound impact on incubating and developing curiosity in our students. Thus the twin goals of developing learning skills and raising student achievement can be met at the same time.


... REFLECTIVE ACTION RESEARCH


By Susan Wallace Picture this. You’re timetabled to teach two parallel groups of learners. They have the same age, gender and attainment profile. They are working towards the same qualification and their required learning outcomes are identical. You assume that the session you plan for one should work equally well for the other. But, although you present them in an identical way, you find that activities which have fired one group with enthusiasm fail to ignite the interest of the other.


Sounds familiar? Most teachers and trainers will have experienced this at one time or another and have puzzled over it. Whether it’s something simple like the time of day or a more complex issue about group characteristics, you can’t remedy it unless you can discover what it is. And exploring such questions through structured enquiry of some kind is an essential part of the teacher’s professional practice. It’s the teacher in the role of researcher, even though we may not always put that name to it. Professional researchers provide valuable suggestions, based on


wide-ranging data, about ways in which we can most effectively support our learners, raise their achievement, engage their interest. The Theories of Action which David Hopkins presents (left) are an example of this. But each session, whether in the classroom or the workplace, has


its own internal dynamic, its idiosyncratic needs and anxieties; and this means that as teachers we cannot rely solely on large-scale research to tell us what makes this particular group of individuals tick, what gives them confidence and what engages them. We have to find that out for ourselves. One very effective way is through


Professor Susan Wallace is emeritus professor of education at Nottingham Trent University. She is an author and expert on behaviour and learner management.


reflection-led action research. Or we can pursue our enquiry in other ways, by listening to what the learners have to say, for example. Our findings are unlikely to be generalisable as the Theories of Action are. But they will tell us how best to support this specific group of learners, and – in doing so – enhance our own professional development.


REFERENCES


• Susan Wallace (2013) Doing Research in Further Education and Training. Sage/ Learning Matters


MEMBER OFFER Susan’s new book, Getting Behaviour Management Right in a Week, was published by Critical Publishing in January. It is part of a series that also includes Getting Mentoring Right in a Week by Jonathan Gravells and Getting Lesson Planning Right in a Week by Keith & Nancy Appleyard.


SET members will be eligible for a 20 per cent discount on these titles when ordered via Critical Publishing goo.gl/ghZiuJ using code IAWLIT1216. The offer is valid until 30 April, 2017.


INTUITION ISSUE 27 • SPRING 2017 19


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