May 17, 2025 • 12 mins
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jocelyn (00:00):
Hi there, welcome to the Structured Literacy Podcast
recorded here in Tasmania, thelands of the Palawa people.
In this episode, I want toexplore a topic that might sound
a little controversial at first, and that is why an
evidence-based literacy blockmight not be the best goal for
your school's improvementjourney.
(00:20):
I've been thinking about thisafter giving a conference
presentation recently where Ichallenged some assumptions we
make in education.
Now, before you worry that I'veabandoned my commitment to
evidence-informed practice, letme clarify, this isn't about
dismissing research evidence atall.
It's about reframing our goalsto focus on what truly matters.
(00:45):
Let's start by unpacking whyimplementing an evidence-based
literacy block might not be themost effective goal for your
school improvement journey.
Firstly, this goal assumes thatthere's direct research
evidence for every decision wemake about instruction.
The reality?
(01:06):
There isn't.
When we talk about research ineducation, particularly in
literacy, much of it comes fromsmall-scale intervention trials
conducted under controlledconditions with small numbers of
students.
As Jared Cooney Horvath andDavid Bott point out in their
book 10 Things Schools Get Wrongand How We Can Get Them Right,
(01:29):
research is abstract, idealisedand value-free, whereas
real-world practice is highlycontextualised, grounded in
reality, and it can't beidealised.
It's also value-laden.
Now what does that mean for usas educators?
It means that practices shownto be effective in research
(01:53):
settings don't always translatedirectly into every single
classroom without adjustment.
We need to view researchfindings as tools that will
require some adaptation to ourparticular context, not by
thinking we know better than theresearchers, but by applying
(02:14):
the tools thoughtfully as wepursue strong student outcomes.
Yes, we have broad generalguidance from research about
what and how to teach literacy,explicit phonics taught
cumulatively, reading andspelling words together,
providing ample practiceopportunities.
Those things are the mainstayof phonics instruction.
(02:37):
But we don't have researchdriven details for every aspect
of literacy instruction acrossevery context and student
population.
The second issue with focusingsolely on an evidence-based
literacy block is that it setsus up to expect that programs
(02:59):
and sets of resources will solveour instructional problems.
They won't.
I've seen schools investthousands of dollars in programs
only to be disappointed whenstudents' outcomes don't improve
.
Now why does this happen?
It's because at the heart ofstrong student outcomes is
(03:21):
teacher capacity, not programs.
Programs are written by peoplewho don't know your students.
They're designed as generalsolutions for general
populations, but your classroomisn't general.
It's specific, with uniquechildren who have unique needs.
(03:49):
Please don't misunderstand me.
I am not talking about taking alesson structure and cherry
picking bits, or about addingother things in that don't lead
to outcomes.
We need consistency, 100%, butteachers need to be the ones who
understand the students andrespond to what they see.
What we need, instead of simplyfollowing a program blindly, is
(04:13):
to build the capacity of ourteachers to respond skillfully
and thoughtfully to the needs ofthe students in front of them.
This means developing a deepunderstanding of how children
learn to read and write, how torecognise the signs of
difficulty and how to know howto adjust instruction
(04:34):
accordingly.
We're looking at makingdecisions like, are we ready to
move on in the sequence oflearning?
Have we conducted a check forunderstanding to make sure that
students really have nailed whatwe've just done?
Do we need to go back?
Do we need extra repetition?
If we need extra repetition,what should we be focusing on?
(04:56):
These are the decisions thatlead to strong student outcomes,
because it's not about justdelivering the program and
ticking the boxes.
The third problem with focusingon creating an evidence-based
literacy block is that it makesthe actions of the adults the
focus of the improvement journey, when they shouldn't be.
(05:19):
With such emphasis on programs,systems and training, it will
be easy to think that studentdata and outcomes are just side
considerations rather than themain focus.
I believe student outcomesshould be the ultimate and most
important element.
We have to keep our eye on theprize.
(05:39):
Otherwise, we can be workingincredibly hard, implementing
programs with fidelity, tickingall the boxes, but our job isn't
done until every child islearning at an appropriate rate.
If we're delivering a programexactly as prescribed, but our
students aren't learning, whatis it we're really doing?
(06:03):
When we say we want anevidence-based literacy block,
what we usually mean is that wewant research- backed
instruction focusing on theright content for the optimal
amount of time to ensure strongstudent learning, and that's a
really worthy aim, but achievingthe outcomes we desire relies
on using professional judgementjudgment at the school grade and
(06:27):
teacher level.
In order to use that judgment,though, we have to have deep
knowledge of student needs atvarious points in the journey,
as well as the knowledge andexperience to meet those needs .
, We we need to be flexible,adaptable and responsive.
So what might be a better goal?
(06:47):
Well, here's my suggestion.
How about this?
Every child growing andlearning at an appropriate rate.
That means we have a clearpicture as a team about what
appropriate learning should looklike.
How many graphemes should beconsolidated per term?
What should we be seeing inwriting samples?
(07:10):
What should students be able todo at the end of each grade?
And I don't mean using fluffygoals like"students students
should understand or studentshave explored.
I mean what are they actuallyable to do independently?
This shifts our focus from whatthe adults are doing to what
(07:30):
the children are experiencing.
It requires us to look closelyat individual student progress,
identify barriers to learningand adapt our instruction
accordingly.
It absolutely acknowledges thatwhile research guides our
general approach, the specificimplementation must be
(07:51):
responsive to the unique contextof each classroom and child.
Instead of trying to tick allthe boxes on an evidence-based
literacy block.
I think we and our studentswould be better served by aiming
for evidence-informedinstruction.
The Australian Institute forFamily Studies defines an
(08:11):
evidence-informed approach topractice as the integration of
research evidence alongsidepractitioner expertise and the
people experiencing the practice.
So this definition recognisesthat knowledge comes from
multiple sources, includingresearch, but practitioner
(08:31):
expertise from people who havedemonstrated they know how to
get results is also important.
But none of that is moreimportant than the experiences
of those being served.
In this case, it's the studentsand their families.
So, by bringing together whatwe have found from research and
remembering that our stories donot trump the research, but the
(08:56):
research is there to guide usand we need to adhere to it.
But we bring that and blend itwith our professional expertise
as we evaluate the impact onstudents, that feels really
workable.
The inclusion of research inevidence-informed decisions is
really important because itmakes sure we're being rigorous
(09:17):
and protects us from bias.
In schools, the end users arestudents and their families, and
their experiences, feedback andoutcomes must inform the
approach.
So we have to be regularlycollecting and analysing data on
student learning, but alsoattending to wellbeing and
engagement.
So what might this look like inpractice?
(09:40):
What's the reality of someshifts that we could make?
So, from "our goal is toimplement an evidence-based
literacy block with fidelity toour goal is for every student to
make at least one year's growthin reading and writing for each
school year.
There's some things that needto happen.
(10:00):
This doesn't mean that weabandon structure or ignore
research evidence.
Quite the opposite, and I knowI'm repeating myself right now,
but it's really important.
What I'm talking about is weuse research as a foundation for
what we do, but we build uponit with our professional
expertise.
So, as you think about yourschool's improvement journey, I
(10:23):
encourage you to look beyond thegoal of just implementing an
evidence-based literacy block.
Instead, focus on the outcomesyou want for students.
Use research to inform andguide decision making, but don't
be constrained by it, becauseit cannot attend to every one of
(10:45):
our contexts.
We draw on our professionalexpertise and use knowledge of
students to create instructionthat truly meets their needs.
When we see the data grow, whenwe understand cognitive load
theory, information processingand how our brains learn, when
(11:06):
we combine this with what theresearch tells us about literacy
, we will see the outcomes we'relooking for.
But there is no one-stepsolution.
There is no cookie cutter popit into your school and
everything will be ok.
plan Plan.
Our ultimate goal isn't toimplement a perfect literacy
(11:28):
block.
It's to help every child becomea confident, capable reader and
writer who really does lovelearning.
This is possible,.
we We can make it happen, butnone of us can do it on our own.
Until next time, happy teachingeveryone.
Bye.
Hi there, welcome to the Structured Literacy Podcast
recorded here in Tasmania, thelands of the Palawa people.
In this episode, I want toexplore a topic that might sound
a little controversial at first, and that is why an
evidence-based literacy blockmight not be the best goal for
your school's improvementjourney.
(00:20):
I've been thinking about thisafter giving a conference
presentation recently where Ichallenged some assumptions we
make in education.
Now, before you worry that I'veabandoned my commitment to
evidence-informed practice, letme clarify, this isn't about
dismissing research evidence atall.
It's about reframing our goalsto focus on what truly matters.
(00:45):
Let's start by unpacking whyimplementing an evidence-based
literacy block might not be themost effective goal for your
school improvement journey.
Firstly, this goal assumes thatthere's direct research
evidence for every decision wemake about instruction.
The reality?
(01:06):
There isn't.
When we talk about research ineducation, particularly in
literacy, much of it comes fromsmall-scale intervention trials
conducted under controlledconditions with small numbers of
students.
As Jared Cooney Horvath andDavid Bott point out in their
book 10 Things Schools Get Wrongand How We Can Get Them Right,
(01:29):
research is abstract, idealisedand value-free, whereas
real-world practice is highlycontextualised, grounded in
reality, and it can't beidealised.
It's also value-laden.
Now what does that mean for usas educators?
It means that practices shownto be effective in research
(01:53):
settings don't always translatedirectly into every single
classroom without adjustment.
We need to view researchfindings as tools that will
require some adaptation to ourparticular context, not by
thinking we know better than theresearchers, but by applying
(02:14):
the tools thoughtfully as wepursue strong student outcomes.
Yes, we have broad generalguidance from research about
what and how to teach literacy,explicit phonics taught
cumulatively, reading andspelling words together,
providing ample practiceopportunities.
Those things are the mainstayof phonics instruction.
(02:37):
But we don't have researchdriven details for every aspect
of literacy instruction acrossevery context and student
population.
The second issue with focusingsolely on an evidence-based
literacy block is that it setsus up to expect that programs
(02:59):
and sets of resources will solveour instructional problems.
They won't.
I've seen schools investthousands of dollars in programs
only to be disappointed whenstudents' outcomes don't improve
.
Now why does this happen?
It's because at the heart ofstrong student outcomes is
(03:21):
teacher capacity, not programs.
Programs are written by peoplewho don't know your students.
They're designed as generalsolutions for general
populations, but your classroomisn't general.
It's specific, with uniquechildren who have unique needs.
(03:49):
Please don't misunderstand me.
I am not talking about taking alesson structure and cherry
picking bits, or about addingother things in that don't lead
to outcomes.
We need consistency, 100%, butteachers need to be the ones who
understand the students andrespond to what they see.
What we need, instead of simplyfollowing a program blindly, is
(04:13):
to build the capacity of ourteachers to respond skillfully
and thoughtfully to the needs ofthe students in front of them.
This means developing a deepunderstanding of how children
learn to read and write, how torecognise the signs of
difficulty and how to know howto adjust instruction
(04:34):
accordingly.
We're looking at makingdecisions like, are we ready to
move on in the sequence oflearning?
Have we conducted a check forunderstanding to make sure that
students really have nailed whatwe've just done?
Do we need to go back?
Do we need extra repetition?
If we need extra repetition,what should we be focusing on?
(04:56):
These are the decisions thatlead to strong student outcomes,
because it's not about justdelivering the program and
ticking the boxes.
The third problem with focusingon creating an evidence-based
literacy block is that it makesthe actions of the adults the
focus of the improvement journey, when they shouldn't be.
(05:19):
With such emphasis on programs,systems and training, it will
be easy to think that studentdata and outcomes are just side
considerations rather than themain focus.
I believe student outcomesshould be the ultimate and most
important element.
We have to keep our eye on theprize.
(05:39):
Otherwise, we can be workingincredibly hard, implementing
programs with fidelity, tickingall the boxes, but our job isn't
done until every child islearning at an appropriate rate.
If we're delivering a programexactly as prescribed, but our
students aren't learning, whatis it we're really doing?
(06:03):
When we say we want anevidence-based literacy block,
what we usually mean is that wewant research- backed
instruction focusing on theright content for the optimal
amount of time to ensure strongstudent learning, and that's a
really worthy aim, but achievingthe outcomes we desire relies
on using professional judgementjudgment at the school grade and
(06:27):
teacher level.
In order to use that judgment,though, we have to have deep
knowledge of student needs atvarious points in the journey,
as well as the knowledge andexperience to meet those needs .
, We we need to be flexible,adaptable and responsive.
So what might be a better goal?
(06:47):
Well, here's my suggestion.
How about this?
Every child growing andlearning at an appropriate rate.
That means we have a clearpicture as a team about what
appropriate learning should looklike.
How many graphemes should beconsolidated per term?
What should we be seeing inwriting samples?
(07:10):
What should students be able todo at the end of each grade?
And I don't mean using fluffygoals like"students students
should understand or studentshave explored.
I mean what are they actuallyable to do independently?
This shifts our focus from whatthe adults are doing to what
(07:30):
the children are experiencing.
It requires us to look closelyat individual student progress,
identify barriers to learningand adapt our instruction
accordingly.
It absolutely acknowledges thatwhile research guides our
general approach, the specificimplementation must be
(07:51):
responsive to the unique contextof each classroom and child.
Instead of trying to tick allthe boxes on an evidence-based
literacy block.
I think we and our studentswould be better served by aiming
for evidence-informedinstruction.
The Australian Institute forFamily Studies defines an
(08:11):
evidence-informed approach topractice as the integration of
research evidence alongsidepractitioner expertise and the
people experiencing the practice.
So this definition recognisesthat knowledge comes from
multiple sources, includingresearch, but practitioner
(08:31):
expertise from people who havedemonstrated they know how to
get results is also important.
But none of that is moreimportant than the experiences
of those being served.
In this case, it's the studentsand their families.
So, by bringing together whatwe have found from research and
remembering that our stories donot trump the research, but the
(08:56):
research is there to guide usand we need to adhere to it.
But we bring that and blend itwith our professional expertise
as we evaluate the impact onstudents, that feels really
workable.
The inclusion of research inevidence-informed decisions is
really important because itmakes sure we're being rigorous
(09:17):
and protects us from bias.
In schools, the end users arestudents and their families, and
their experiences, feedback andoutcomes must inform the
approach.
So we have to be regularlycollecting and analysing data on
student learning, but alsoattending to wellbeing and
engagement.
So what might this look like inpractice?
(09:40):
What's the reality of someshifts that we could make?
So, from "our goal is toimplement an evidence-based
literacy block with fidelity toour goal is for every student to
make at least one year's growthin reading and writing for each
school year.
There's some things that needto happen.
(10:00):
This doesn't mean that weabandon structure or ignore
research evidence.
Quite the opposite, and I knowI'm repeating myself right now,
but it's really important.
What I'm talking about is weuse research as a foundation for
what we do, but we build uponit with our professional
expertise.
So, as you think about yourschool's improvement journey, I
(10:23):
encourage you to look beyond thegoal of just implementing an
evidence-based literacy block.
Instead, focus on the outcomesyou want for students.
Use research to inform andguide decision making, but don't
be constrained by it, becauseit cannot attend to every one of
(10:45):
our contexts.
We draw on our professionalexpertise and use knowledge of
students to create instructionthat truly meets their needs.
When we see the data grow, whenwe understand cognitive load
theory, information processingand how our brains learn, when
(11:06):
we combine this with what theresearch tells us about literacy
, we will see the outcomes we'relooking for.
But there is no one-stepsolution.
There is no cookie cutter popit into your school and
everything will be ok.
plan Plan.
Our ultimate goal isn't toimplement a perfect literacy
(11:28):
block.
It's to help every child becomea confident, capable reader and
writer who really does lovelearning.
This is possible,.
we We can make it happen, butnone of us can do it on our own.
Until next time, happy teachingeveryone.
Bye.
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