Research-informed practice: Asking the right questions
Written By: Author(s): Gary Jones and Deborah Netolicky
1 min read
What’s the idea?
It’s important to develop well-formulated and answerable questions when you start to look at research so that you use your time efficiently.
What does it mean?
The right question helps you to:
develop effective search strategies
focus on evidence that directly addresses your needs
communicate more clearly with colleagues when requesting support and guidance.
PICOT is one of the most well-known structures to help you develop questions. PICOT is often used in medical and healthcare settings, so we have adapted it for you here:
Pupils/problem. How would you describe the challenge or pupils you are trying to help?
Intervention. What are you planning to do?
Comparison. What is the alternative to your intervention?
Outcomes. What are the desired effects of the intervention?
Time. How long does it take for intervention to achieve the desired outcomes?
What are the implications for teachers?
Consider how the PICOT structure applies to the examples outline
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This article was published in May 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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