Why use research? An analogy and two minute illustration
Early in the film Robin Hood: Prince of Thieves, Robin and Azeem, his Moorish companion pause at what they hope is the end of a long chase, pursued by the Sheriff of Nottingham. They have tried every trick in the book to lose their pursuers, including sending one horse without rider to create a false trail across the countryside. The track behind them appears empty. Azeem stands on the wall and draws from his elegant robes a tube of leather with a glass ball in one end. He puts this to one eye, pauses and passes the tube to Robin indicating that he should do the same thing. Robin does so and immediately draws his sword and flexes his knees. He is ready to fight the pursuer he imagines to be in the immediate vicinity because of the telescopic effect of the tube and orb.
In the context of professional development, research can help you in the same way the telescope helps Robin and Azeem. Research can reveal information that isn't obvious in every day practice and enable teachers to learn to plan and to teach more effectively. Research isn’t a substitute for teaching and learning any more than the telescope provides safety - but it is a resource for developing informed professional judgement.
A two minute illustration
Let's start with something quick and practical. Draw a circle and identify within it the proportion of CPD activity that you think:
- is explicitly linked to research about CPD, about teachers or about learning;
- has some connection with research;
- has no connection with research; and
- the proportion where you aren't sure whether there is a connection with research.
You can download an example at the bottom of this page.
Do the results surprise you? Would you like to change that proportion? If you answered yes, the rest of this material is designed to help you.
Go to:
The first page
How do I know if these materials have been effective?
Getting started - what are the components of the guidelines?
Downloads:
