At CEN, we are keen to hear from those who are working at the intersection of research and educational practice. We are delighted to introduce Margaret Mulholland, SEND and Inclusion Specialist for the Association of School and College Leaders, former Director of Development & Research at the Swiss Cottage Teaching School Alliance. She shares inspiring resources and insights with us!
How do you keep up-to-date with the latest education research? Is it important to you whether the research uses particular methods (e.g. neuroscience, classroom-based)?
I read a lot and I use Twitter to steer me toward things that are beyond my familiar scope. When I am driving or exercising I enjoy podcasts, I sometimes force the whole family to listen!
I particularly like Ollie Lovell’s Education Research Reading Room (ERRR). It broadcasts a series of podcasts. Try the ones with Dylan William, John Hattie or Jon Sweller (you just can’t escape Cognitive Load Theory at the moment), or Podcast 17 for a real challenge to our infatuation with meta analysis – love it!
Provenance of the evidence is what interests me. As an historian I always ask who wrote this? And why? I listened to the ERRR interview with Daniel Willingham – who’s insights on the lessons of cognitive psychology and neuroscience for the classroom are so very popular in our secondary schools at the moment. Willingham is an advocate for teaching of scientific knowledge, so I was delighted to hear him talk about his wife being a Montessori teacher and his children going to Montessori school. This seemed so incongruent based on where Willingham is positioned on the knowledge skills debate. Looking at provenance here helps to unpick the complexities in his position and not be taken in by the polarised positioning translated through the media. To be honest, it made me more inclined to hear him out – however, I’m not shifting!
Could you tell us how research has influenced your teaching?
My own experience of learning to teach was based on the ‘clinical practice’ model used by Oxford University to frame their teacher training programme. Here, theory and practice is bridged for beginner teachers through working with experts. The model sees the university tutor and the classroom mentor as equals in the process of helping the beginning teacher see the link between the theoretical understanding and their response to pupils in the moment.
In fact so heavily influenced was I by this theoretical framework, that most of my career has been focused on the practice development of new teachers. I was lucky enough early in my very first year of teaching to work with Hazel Hagger and Donald McIntyre on an Esme Fairburn research project on the importance of mentoring. I didn’t see it as research – I saw the relationship with evidence and with the researchers as simply helping me to get better as a teacher.
Over the last few years my work has focused on how we help new teachers recognise vulnerable learners as their starting point when planning for learning, rather than as an afterthought. Learners with Special Educational Needs and Disabilities don’t need resources dumbing down, they need alternative routes in, to access that learning. The work of Florian and Black on the adoption of an ‘inclusive pedagogy’ through their research of teachers and the challenges they plan for, is a must! I love this presentation by Kristine Black Hawkins.
How do you tell if something is working in the classroom?
When I see teachers making confident judgements in their classroom.
Levels of engagement and enjoyment – a sense of ownership – metacognition are all important to me. However, it’s contextual too, a holistic picture. It is important to review all or as many elements against each other to inform planning and actions – triangulating quantitative and qualitative evidence to inform next steps. When I took over my first History Department a simple SWOT analysis showed that GCSE grades were poor yet popularity and passion for the subject were high. Reviewing exam technique and empowering Year 11 to understand the skills of an historian involved them rewriting all their coursework whilst not losing faith in themselves – in fact using that retrograde step to build confidence further, to show them they can control the outcomes, my job is to provide tools to achieve these goals. The results that year were the best the school had ever seen.
What do you think researchers should focus on next (i.e. what are the gaps in our understanding, from a teacher’s perspective)?
Profiling strengths and needs that are specific to a learner and how they learn. Teachers need help to move beyond labels and learn how to profile the learning rather than the learner.
Is there anything you don’t think we should be focusing on?
Let’s not give too much airtime to myth busters (those who are making a living from books about what doesn’t work and why – a focus on Visual, Auditory, Kinesthetic for example). Research is on a journey – understanding it’s weaknesses is part of that journey but currently we give too much time to what is wrong. If we make teachers fearful – we deskill them.
Do you have any suggestions of how communication and collaboration can be improved between teachers and education researchers?
Through celebration and sharing. The work of Learnus has strengthened the dialogue between teachers and researchers. I am on the Association of School and College Leaders (ASCL) Council and delighted that our partnership is supporting this growth. Co-production is an aspiration too; but lots to be done to model how this can work effectively.
If you could share one piece of advice about research-informed practice with other teachers and trainee teachers, what would it be?
Don’t promote absolutes; unequivocally support the development of Inquiry mindedness.
Please could you describe a research-informed idea that you feel has had a positive impact in your classroom, so that others could try it as well if they feel it’s relevant. (e.g. Why did you introduce the idea? What did you do? What impact has it had?)
Early in my career – Chris Watkins – short accessible research summaries about metacognition were real favourites and still influence my practice today.
At a time of workload concerns and retention challenges, working with others in the classroom should be part of every school’s Continuous Professional Development. I have used some of the co-teaching strategies explained so well by Colette Murphy. It is an investment in the staff learning together, and the pupils benefit from having two teachers.
I’ve recently been approached by a publisher to write a book about Inclusive pedagogy and I’m so excited to simply understand better and learn more about how we best include struggling learners to access and engage better.
Thank you very much for your time. We are very much looking forward to this book!
You can follow Margaret on Twitter @MargaretMulhol2
