1. Researching Your Own Practice: Principled Inquiry for School Improvement
In this interactive workshop, David Daniel and Dylan Wiliam will discuss how teachers can find out what research says about effective teaching (if anything), and how teachers can vet studies and decide what kinds of changes they can make in their teaching to improve classroom practice. They will also discuss how to think about designing and evaluating ideas for practice that emanate from one’s own practice, as well as that of others’. The workshop will go on to discuss a range of approaches that teachers can integrate into their daily teaching to generate useful evidence about the effects of their current practice or promising innovation, how exploratory data analysis can be used to understand any changes produced, and how Artificial Intelligence can be used to determine how likely the observed effects are real, or whether they are just the result of chance variation.
David B. Daniel, PhD, Conference Chair; Professor Emeritus of Psychology, James Madison University; Former Executive Director and Founding Board Member, International Mind, Brain, and Education Society; Former Managing Editor, Mind, Brain, and Education Journal; Recognized in the “Top 1% of Educational Researchers Influencing Public Debate” in the US; Co-Author, “Toward an Ecological Science of Teaching” (2021, Canadian Psychology), “Educational Neuroscience: Are We There Yet?” (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Applied Research in Memory and Cognition); and Dylan A.R. Wiliam, PhD, Professor Emeritus of Educational Assessment, Institute of Education, University of London, UK; Former Dean and Head of the School of Education, King’s College London, UK; One of the World’s Leading Authorities on the Science of Learning; Author, Creating the Schools Our Children Need (2018) and Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed (2016); Co-Author, Making Room for Impact: A De-implementation Guide for Educators (2023)
