Importance of following guidance, rigour & full commitment
Posted: Tue Jul 28, 2015 2:24 pm
This thread is about the importance of following the guidance of evidence-based, and research-informed, programmes and practices.
It is very frustrating (indeed upsetting) to have worked very hard to create supportive and effective programmes and practices if the people delivering them are less-than-prepared to heed the guidance (or, in some cases, to READ the guidance in the first place) - and this can also lead to misrepresentation of a programme's effectiveness because the delivery of the resources and practices are too far removed from the original material/guidance/training.
The prevailing 'conditions' or 'arrangements' for delivery of a programme is fundamentally important, and without understanding the issue of 'equality of conditions', the teaching profession will continue to muddle along with less-than-ideal circumstances for their learners.
This is sometimes through no fault of the teachers themselves, but sometimes it is because of a lack of will or professional understanding regarding the provision.
More recently, I drew up a graphic (based on the 'Simple View of Reading' format) to illustrate the dangers of mis-use of phonics programmes and practices here - on the basis that 'Phonics Provision' equates to the core phonics programme and the delivery (or practice) of that programme:
http://www.phonicsinternational.com/Sim ... chools.pdf
It is very frustrating (indeed upsetting) to have worked very hard to create supportive and effective programmes and practices if the people delivering them are less-than-prepared to heed the guidance (or, in some cases, to READ the guidance in the first place) - and this can also lead to misrepresentation of a programme's effectiveness because the delivery of the resources and practices are too far removed from the original material/guidance/training.
The prevailing 'conditions' or 'arrangements' for delivery of a programme is fundamentally important, and without understanding the issue of 'equality of conditions', the teaching profession will continue to muddle along with less-than-ideal circumstances for their learners.
This is sometimes through no fault of the teachers themselves, but sometimes it is because of a lack of will or professional understanding regarding the provision.
More recently, I drew up a graphic (based on the 'Simple View of Reading' format) to illustrate the dangers of mis-use of phonics programmes and practices here - on the basis that 'Phonics Provision' equates to the core phonics programme and the delivery (or practice) of that programme:
http://www.phonicsinternational.com/Sim ... chools.pdf