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School based professional development for Teachers to support the implementation of the New National
Curricula Professor Tony Townsend
Chair of Public Service, Educational Leadership and Management
School of Education,
University of Glasgow
Pedagogical InstituteCyprus
March 2012
Topics consideration today
Part 1: Perception
Part 2: Understanding our concepts
Part 3: Change and education
Part 4: Making Schools more effective
Part 4: A look at learning
Part 5: Leading Learning
PerceptionOur view of the world is a product of what we are looking at, where we are standing when we are looking at it and how we feel about ourselves and the thing we are looking at.
FABULOUS FILES ARE FREQUENTLY THE RESULT OF YEARS OF SCIENTIFIC
STUDY FOLLOWED BY THE KEEPING OF FULL
FINDINGS.
FABULOUS FILES ARE FREQUENTLY THE RESULT OF YEARS OF SCIENTIFIC
STUDY FOLLOWED BY THE KEEPING OF FULL
FINDINGS.
PerceptionOur view of the world is a product of what we are looking at, where we are standing when we are looking at it and how we feel about ourselves and the thing we are looking at.
We can, however, change people’s perceptions of the world by providing them with new information, by educating them.
Randall Clinch
A concept is...
...an idea that is opinion based and experience supported. It is a living thing and can grow over time. Often the opinion is inherited.
What is my concept of school?
Safe environment to learn and gain new skills
Somewhere where you learn and make friends where students learn how to survive
Struggling students Successful students
Thing
dunnow
drive through brainwash centre drive through office
Sh*t
a piece of beeeep
What is my concept of teacher?
Thing
dunnow
hate them all, DIE
a b*tch
some are good some aren’t
teachers are here to teach us not scream at the class
To teach and be a mentor
Someone who teaches you different things Helps you with knowledge
Someone who respects students
Struggling students Successful students
What is my concept of student?
To learn and put effort in
Someone who learns what the teacher is teaching
People who would like to learn - can be any age
Someone who respects other students and teachers
Struggling students Successful students
Thing
Dunnow
Students should learn what they need not all this crap
Sh*thead
A well mannered kid (not bloody likely)
What is my concept of learning?
Thing
dunnow
a piece of rubbish that the government can stick up their a**es
getting work stuck in your head
there is no learning
To take in everything and put it into my life
Knowing stuff in all topics
Something everyone goes through every day
To get smarter
Struggling students Successful students
What is my concept of my future?
Thing
a better one if I leave this hole in year 10
crap
If I continue to go to this school I won’t have a future
I don’t have a future
To go to university and study medicine
Determined by how much I learn at school
Good job, great family
Struggling students Successful students
What is my concept of myself?
Thing
dunnow
I failed
I can learn
I don’t know
Willing to learn and take everything in
I am a good and nice person, sensible, smart, clever
I am OK
A balanced girl 50% good – 50% bad
Struggling students Successful students
What do you think?
Discuss the following concepts as they apply to the new curriculum. Can we come to a common understanding of what these mean?
New curriculum
Teacher ownership
teacherengagement
Success
leadership
CitizenshipProfessionaldevelopment
How quickly things change
How many things as you can think of in the next 2 minutes that a 15 year old can do or experience today that you could not do or experience when you were 15.
GINI Indexes (the spread of wealth across a country)
COUNTRY CIA Gini Index COUNTRY CIA Gini Index Sweden 23 Australia 35.2 Denmark 24 New Zealand 36.2 Slovenia 24 Indonesia 36.3 Austria 26 India 36.8 France 28 Vietnam 37 Germany 28 Japan 38.1 Norway 28 Russia 41 Croatia 29 Cambodia 41.7 Cyprus 29 Thailand 42 Finland 29.5 Singapore 42.5 Pakistan 30.6 Philippines 44.5 Netherlands 30.9 United States 45 South Korea 31.3 Malaysia 46.1 Ireland 32 People's Republic of China 46.9 Spain 32 Nepal 47.2 Canada 32.1 Sri Lanka 50 Italy 33 Hong Kong 52.3 Taiwan 33 Chile 54.9 Bangladesh 33.4 Brazil 56.7 Switzerland 33.7 Zimbabwe 56.8 United Kingdom 34 South Africa 57.8 Laos 34.6 Namibia 70.7
Income per head and life-expectancy: rich & poor countries
Source: Wilkinson & Pickett, The Spirit Level (2009)
Make a list
Categories of change
• Technology• Environment• Health• Wealth• Employment• Society/Population
1900 2000 2100
4762
77
21
124
62
14 18
107
120
100
80
60
40
20
Age
Start Working
End Working
Longevity
Make a list
Categories of change
• Technology• Environment• Health• Wealth• Employment• Society/Population• Culture
Make a list
Categories of change
• Technology• Environment• Health• Wealth• Employment• Society/Population• Culture• Relationships
Make a list
Categories of change
• Technology• Environment• Health• Wealth• Employment• Society/Population• Culture• Relationships• Values
Make a list
Categories of change
• Technology• Environment• Health• Wealth• Employment• Society/Population• Culture• Relationships• Values• Education
So what does this mean?
• The students we are teaching today see the world differently to the way in which we see it. They learn new things in entirely different ways than we did. We might even say they are a completely different species to us.
• If we teach them the way in which we were taught ourselves there will be a mismatch between our teaching and their learning.
• Implementing a new curriculum by teaching it in the same way we taught the old curriculum will lessen its chance of being successful.
We are preparing youngpeople for jobs thatdon’t yet exist…
requiring technologiesthat haven’t yet beeninvented…
to solve problems ofwhich we are not yetaware.
And even more difficult….
We should be helping them tolead purposeful and fulfilledlives…
in circumstances changing atunprecedented andaccelerating speed….
in ways that affect custom and belief as well as materialsurroundings.
Your turn
• What are some of the changes that have happened in the past twenty years that directly affect teaching and learning in Cyprus?
• What issues are primary/secondary teachers facing in schools today that we need to consider when introducing the new curriculum?
Townsend, 1994
The core-plus curriculum ensures that both:
The CORE areas, those areas identified by the state as being so important that every child should learn and know them,
AND
The PLUS areas, those areas identified by the school community as being important to their children, are given the time, attention and resources necessary for those skills, attitudes and knowledge to be planned for, learned and evaluated.
Flexibility in the new curriculum
• What are some areas of the new curriculum where schools and teachers have some flexibility?
• How can we help primary/secondary teachers to use this flexibility to design activities for students?
How do we make teachers willing to implement the new curriculum?
Talk amongst yourselves
• What are three major benefits of the new curriculum for Cyprus?
• What are three major benefits of the new curriculum for students?
• What are three major benefits of the new curriculum for teachers?
McGaw, Banks &Piper, 1991: 15
There is no definitive how of effective schools and so there can be no one recipe for every school to try.
Schooling is too complex a business for a recipe.
Townsend, 1994:48
An effective school is one that develops and maintains a high quality educational programme designed to achieve both system-wide and locally identified goals. All students, regardless of their family or social background, experience both improvement across their school career and ultimate success in the achievement of those goals, based on appropriate external and school-based measuring techniques.
Catchphrases to school improvement
• Shared goals - ‘we know where we’re going’• Responsibility for success - ‘we must succeed’• Collegiality - ‘we’re working on this together’• Continuous improvement - ‘we can get better’• Lifelong learning - ‘learning is for everyone’
(from Stoll, 1997: 12-13)
Catchphrases to school improvement
• Risk taking - ‘we learn by trying something new’• Support - ‘there’s always someone there to help’• Mutual respect - ‘everyone has something to offer’• Openness - ‘we can discuss our differences’• Celebration and humour - ‘we feel good about
ourselves’
(from Stoll, 1997: 12-13)
Stoll & Fink, 1997
Moving Schools• boost student progress
• work together to respond to changing context and to keep
developing
• know where they’re going
• have the will and skill to get there
Stoll & Fink, 1997
Cruising Schools• appear to possess many qualities of
school effectiveness
• usually are high SES schools
• pupils achieve in spite of teaching quality
• not preparing students for a changing world
Stoll & Fink, 1997
Strolling Schools• neither particularly effective nor
ineffective
• moving at an inadequate rate to cope with the pace of change
• ill-defined and sometimes conflicting aims inhibit improvement
Stoll & Fink, 1997
Struggling Schools• ineffective and they know it
• expend considerable energy trying to improve
• willing to try anything
• will ultimately succeed
Stoll & Fink, 1997
Sinking Schools• ineffective, are isolated, use blame
and self-reliance
• staff, through ignorance or apathy, are unable to change
• often low SES and blame parenting
• need dramatic action and significant support
Stoll & Fink (1997)
Effective
Ineffective
Improving Declining
Moving
Struggling Sinking
Cruising
Strolling
What school is your school?
• Moving (effective and improving)Moving (effective and improving)
• Cruising (effective but declining)Cruising (effective but declining)
• Strolling (OK but not going anywhere)Strolling (OK but not going anywhere)
• Struggling (not effective but getting better)Struggling (not effective but getting better)
• Sinking (not effective and getting worse)Sinking (not effective and getting worse)
What school is your school?
• Student achievement• Staff-student relationships• Student welfare• Literacy attainment• Numeracy attainment• Balanced curriculum• Student responsibility• School facilities and environment• Parent involvement• School leadership• Professional development• Fund raising• Marketing the school• Staff-administration relationship• Communication to parents• Relations with the wider community
• Extra curricular activities• Sporting achievement• Staff health and well-being• Student attendance• Staff involvement in decisions• Financial management• Student behavior• School ethos and climate• Curriculum development• Assessment of student progress• Reporting to parents• Relations with region/department• Staff cooperation• Inducting new staff• Student group learning• Celebrate achievement
Question for today…
Where is the ONE PLACE in school where learning happens?
Not one of the places, or even the most
important place, but the one place?
The voice of authority
Teachers teach and children learn. It is as simple as that.
(Chris Woodhead, Class Wars)
School and Class Effects
Percent of Variance in Value-Added Measures of English and Mathematics Achievement Accounted for by School and Class Effects
Class (%) School (%)
EnglishPrimary 45 9
Secondary 38 7
MathematicsPrimary 55 4
Secondary 53 8
Peter Hill, 1997: 9
Research Evidence
Prof John Hattie (Uni Auckland): Meta-analysis of over 50,000 studies
What are the effect sizes of various aspects of student learning? What are the most important things we can do to change student learning?
• Reference: Hattie, J. (2003). ‘Teachers Make a Difference: What is the Research Evidence?’, http://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference.php
The Effects of Quality Teaching: accounting for variance in student achievementThe Effects of Quality Teaching: accounting for variance in student achievement
~5-10%
~50%
~5-10%
> 30%
John Hattie ( 2003, 2007)
What Helps Students Learn?
Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993/1994, Educational Leadership, pp 74-79)
Analyzed 179 chapters, conducted 91 research syntheses, interviewed 61 educational researchers, considered 11,000 findings. Identified 28 areas grouped into 6 categories
1. Classroom Management2. Metacognitive processes3. Cognitive processes4. Home Environment/Parental Support5. Student/Teacher social interactions6. Social/behavioural attributes7. Motivational/Affective attributes8. Peer Group9. Quantity of Instruction10. School Culture11. Classroom Climate12. Classroom Instruction13. Curriculum Design14. Academic Interactions
15. Classroom Assessment16. Community Influences17. Psychomotor skills18. Teacher/Administrator Decision Making20. Parent Involvement Policy21. Classroom Implementation and Support22. Student demographics23. Out of Class Time24. Program Demographics25. School Demographics26. State Level Policies27. School Policies28. District Demographics
Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993/1994)
What Helps Students Learn?
Student Aptitude54.7Classroom Instruction/Climate 53.3Context 51.4Program Design 47.3School Organisation 45.1State/District Characteristics 35.0
Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993/1994)
What Helps Students Learn?
student
classroom
home/community
programschool
district/system
Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993/1994)
What Helps Students Learn?
Hattie (2003):
It is what teachers know, do, and care about which is very powerful in this learning equation.
1. Classroom Management
2. Metacognitive processes
3. Cognitive Processes
4. Home environment/parental support
5. Student/Teacher social interactions
Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993/1994)
What Helps Students Learn?
1. The curriculum and how it is presented, the classroom and how it is managed
2. The ability of the student to think and to decide what they think about
3. The relationships that are established between the teacher and the student,
the parent and the student, the parent and the teacher and the student and
learning
What Helps Students Learn?
Peter Schrag: 1988
The longest distance in the world is between an official state curriculum policy and what goes on in a child’s mind.
THE INTENDED CURRICULUM- expectations about learning outcomes
and standards to be achieved
- content and skills to be taught and learned
THE INTENDED CURRICULUM- expectations about learning outcomes
and standards to be achieved
- content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM- what teachers do in classrooms- teaching and learning practices
- pedagogy
THE INTENDED CURRICULUM- expectations about learning outcomes
and standards to be achieved
- content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM- what teachers do in classrooms- teaching and learning practices
- pedagogy
THE ATTAINED CURRICULUM- demonstration of learning outcomes by students
- actual achievement of students in
relation to standards
The Four Pillars of the Global Classroom
• Education for Survival
• Understanding our place in the world
• Understanding community
• Understanding our personal responsibility
• Literacy and Numeracy• Technological Capabilities• Communication Skills• Development Capability• Awareness of one’s choices• Critical Thinking Skills and Problem Solving• Decision Making• Healthy optimism*
Education for Survival
Townsend and Otero, 1999* Added recently
• Exchange of Ideas• Work Experience and Entrepreneurship• Awareness and Appreciation of Cultures• Creative Capability• Vision, Adaptability and Open Mindedness• Social, Emotional and Physical Development• Development of Student Assets• Managing Anxiety*
Understanding our Place in the World
Townsend and Otero, 1999* Added recently
• Teamwork capability• Citizenship Studies• Community Service• Community Education• Global Awareness and
Education• Goal Setting*
Understanding Community
Townsend and Otero, 1999* Added recently
• Commitment to Personal Growth through lifelong learning
• Development of Personal Value System• Leadership capabilities• Commitment to community and global
development• Commitment to personal and community
health• Self-management*
Understanding Our Personal Responsibility
Townsend and Otero, 1999* Added recently
What are the skills we want our students to acquire?
• Inquirer• Thinker• Communicator• Risk-Taker• Knowledgeable• Principled• Caring• Open-Minded• Well-Balanced• Reflective
Primary Years Program, International Baccalaureate
What are the attitudes and attributes that characterise a democratic citizen?
• List 5 attitudes or attributes that we want every student to have by the time they finish primary/secondary school.
• What are some behaviours that we associate with having these attitudes or attributes?
• What are some specific activities we can include into the new curriculum that allows students to demonstrate these behaviours?
Student as Subject
• Student to Self• Student to content• Student to teacher• Student to peers• Student to community
We will need to focus on five relationships:
The RelationaLearning Model (Otero and Sparks, 2000)
Isolated Learners
Engaged Learners
Interactive/Introspective Learners
Global Self-regulatedLearners
RECOGNISINGAwareness
Facts for Forgetting
UNDERSTANDINGAdaptability
Concepts for Analyzing
VALUINGInteraction
Ethics for Discussion
RELATINGInterdependenceOptions for Positive Action
Survival Values in Learning
Attitudes and feelings about subjects, studies, self100%
80%
70%
50%
35%
10%
Thinking skills and processes
Motor skills
Conceptual schemes
Factual material
Nonsense syllables
Per cent of usefulness retained assuming 100% original effectiveness
Elapsed time (months)0 6 12
Strategies for engaging young people
• Learning occurs best when success is the expectation
• Fear is not an effective motivator
• Change is possible
• Control is an illusion
• Interdependence is crucial to success
How do we know when a student is engaged?
• List five characteristics of a student that is actively engaged in learning
• What are the ones you have in common with those around you?
The Curriculum of the Future
We need to move from valuing what we measure to measuring what we value
to count, compute
(something done to schools)
Accountability Versus Responsibility
Accountability
to be responsive; response-ability
(an internal drive for continuous
improvement)
Responsibility
Stu
den
t Pop
ula
tion
Student Smartness
Sorting Students
VERY DUMB
SORTA SMART
VERY SMART
SORTA DUMB
Asking Questions to Better Serve Students
• How are we doing?
• What are we doing well?
• How can we amplify our successes?
• Who isn’t learning?
• Who aren’t we serving?
• What can we do to improve?
• How do we know if it worked?
• What do we do if they don’t learn?
Assessment for Learning (Sims, 2006: p 6)
Assessment for learning seeks to develop learners through handing over to them areas of teaching and learning that have traditionally been regarded as the intellectual property of the teacher…The use of open questioning techniques, formative assessment models and peer- and self-assessment all help schools to shift the emphasis from teaching to learning.
Pers
onal
isat
ion
of L
earn
ing
Teacher Directedness
High
Low
Low High
Assessment OF Learning
SummativeTeacher designs learning
Teacher collects evidence
Teacher judges what has been learnt (and what has not)
Teacher:Student Relationship
Pers
onal
isat
ion
of L
earn
ing
Teacher Directedness
High
Low
Low High
Assessment OF Learning
Assessment FOR Learning
Teacher designs learning
Teacher designs assessment with feedback to students
Teacher judges what has been learnt
(Student develops insight into what has not)
Teacher:Student Relationship
Pers
onal
isat
ion
of L
earn
ing
Teacher Directedness
High
Low
Low High
Assessment OF Learning
Assessment FOR Learning
Assessment AS Learning
Teacher and student co-construct learning
Teacher and student co-construct assessment
Teacher and student co-construct learning progress map
Teacher:Student Relationship
Pers
onal
isat
ion
of L
earn
ing
Teacher Directedness
High
Low
Low High
Assessment OF Learning
Assessment FOR Learning
Assessment AS Learning
Assessment IN Learning
Student at the centre of learning
Student monitors, assesses, reflects on learning
Student initiates demonstrations of learning (to self and others)
Teacher as coach and mentor
Teacher:Student Relationship
Your turn
• Apart from tests, what are some things that teachers might use to show that students are learning?
• What are some other ways in which a teacher might judge whether they are being successful?
The Three Dimensions of learning
• The types of resources we use for learning (ie curriculum)
• The way in which these materials are presented (ie pedagogy)
• The climate in which these materials are presented (ie the assessment regime)
FOCUS ON FACTS/TASKS
TEACHERSUPPORTING/INVOLVING
TEACHERMANAGING/ASSESSING
A
B
C
D
EF H
Teacher Behaviours and Student Responses
TEACHERTELLING
TEACHERASKING
FOCUS ONCONCEPTS/PROCESSES
G
How much time do you spend in each quadrant?
Teacher Behaviours and Student Responses Townsend, 2009
Management Teacher’sapproach
Content Focus Student Response
A Teacher asking Teacher supporting Focus on concepts/processes
Understanding
B Teacher asking Teacher supporting Focus on facts/tasks Knowledge
C Teacher asking Teacher managing Focus on concepts/processes
Self-doubt
D Teacher asking Teacher managing Focus on facts/tasks Guilt
E Teacher telling Teacher supporting Focus on concepts/processes
Self-belief
F Teacher telling Teacher supporting Focus on facts/tasks Clarity
G Teacher telling Teacher managing Focus on concepts/processes
Unquestioned belief
H Teacher telling Teacher managing Focus on facts/tasks Memorisation
FOCUS ON FACTS/TASKS
TEACHERSUPPORTING/INVOLVING
TEACHERMANAGING/ASSESSING
A
B
C
D
EF H
Teacher Behaviours and Student Responses
TEACHERTELLING
TEACHERASKING
FOCUS ONCONCEPTS/PROCESSES
G
DEFIANTCOMPLIANCE
COOPERATIVE LEARNING
Discussion
• Can you think of a classroom you have seen where the teacher spends a lot of time telling students what to do and another one where the teacher uses lots of questions? How are they different?
A working definintion of leadership
Persuading other people to set aside, for a period of time, their individual concerns and to pursue a common goal that is important for the responsibilities and welfare of the group
Avolio and Lock, 2002
Discussion
• How can teachers be leaders of learning?
• What can you do to support teachers to think this way?
If you would like more details contact
ProfessorTony Townsend:
School of Education
University of Glasgow
Phone: +44(0)141 330 4434
Fax: +44(0)141 330 5451
email: [email protected]