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TrinityCollegeDublin,TheUniversityofDublin
Bridge21- AnApproachTo21st CenturyTeaching&LearningInIrishSecondarySchoolClassrooms
BrendanTangneyTrinityCentreforResearchinITinEducation
SchoolofComputerScience&StatisticsandSchoolofEducation
[email protected]/tangney
STERLINGNETWORKFORCURRICULUMSTUDIES
9TH NOVEMBER2016
“Thepurposeofpubliceducationisnottoservethepublicbuttocreateapublic”.ThomasJefferson
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TrinityCollegeDublin,TheUniversityofDublin
Educationalinnovationisnoteasytoaccomplish
“educationalinnovationisnoteasytoaccomplish;informaleducationsettings,itisoftenregardedasahighlydemandingchallengethatusuallymeetsresistancebecauseofitsintrinsiccomplexity(OECD/CERI,2009).Asitalsoimpliesaslowprocessofchange,innovationfrequentlyfailstobecomesystemicortoyieldasustainableoutcome(Fullan,2011a,2011b;Hannon,2009;Levin,2008;Shapiro,etal.,2007),thoughtrueeducationalinnovationsarethose“…products,processes,strategiesandapproachesthatimprovesignificantlyuponthestatusquoandreachscale”(Shelton,2011).”(Kampylis,Bocconi,&Punie,2012)
http://juniorfellow.ewb.ca/systemic-change/
TrinityCollegeDublin,TheUniversityofDublin
PublicationsITheModel1. SullivanS.,MarshallK.,TangneyB.,Teachingwithoutteachers;peerteachingwiththe
Bridge21modelforcollaborativetechnology-mediatedlearning,JournalofITEducation:InovationinPractice– 2015,(14),63-83
2. LawlorJ.,MarshallK.,TangneyB.,Bridge21– Exploringthepotentialtofosterintrinsicstudentmotivationthroughateam-based,technologymediatedlearningmodel,Technology,PedagogyandEducation,2015,p1-20.
3. LLawlorJ.,ConneelyC.,TangneyB.,Towardsapragmaticmodelforgroup-based,technology-mediated,project-orientedlearning– anoverviewoftheB2Cmodel,Proceedingsofthe2010TechEducaConference,Athens,May,2010,pp602-609.
4. TangneyB.,BrayA.,OldhamE.,RealisticMathematicsEducation,MobileTechnology&TheBridge21ModelFor21stCenturyLearning– APerfectStorm,in MobileLearningandMathematics:Foundations,Design,andCaseStudies,CromptonH.,&TraxlerJ.,(Eds)Routledge,pp96-105.
ComputerProgramming1. Tangney,B.,Oldham,E.,Conneely,C.,Barrett,E.,Lawlor,J.,Pedagogyandprocessesfora
computerengineeringoutreachworkshop– theB2Cmodel,IEEETransactionsinEducation,2010,vol53no1,pp53-60.
2. Sullivan,K.,Byrne,J.R.,Bresnihan,N.,O'Sullivan,K.&Tangney,T.CodePlus - DesigninganAfterSchoolComputingProgramme forGirls. 45thAnnualConferenceFrontiersinEducation(FIE),21- 24October2015ElPaso,USA,pp5.
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TrinityCollegeDublin,TheUniversityofDublin
PublicationsIITeacherCPD1. GirvanC., Conneely C., TangneyB.,Extendingexperientiallearninginteacherprofessionaldevelopment.
TeachingandTeacherEducation58:129-139 · August2016. DOI:10.1016/j.tate.2016.04.0092. Fisher,L.,Byrne,J.R.&Tangney,B.(2015)ExploringTeacherReactionsTowardsa21StCenturyTeachingand
LearningApproachtoContinuingProfessionalDevelopmentProgrammeinComputerScience, 7thInternationalConferenceonComputerSupportedEducation(CSEDU),23- 25May2015Lisbon,Portugal,pp22-31
3. Byrne,J.R.,Fisher,L.&Tangney,B.(2015)ComputerScienceTeacherreactionstowardsRaspberryPiContinuingProfessionalDevelopment(CPD)workshopsusingtheBridge21Model ,10thInternationalConferenceonComputerScience&Education(ICCSE),22-24July2015Cambridge,UK,inpress
4. Byrne,J.R.,Fisher,L.&Tangney,B.(2015)EmpoweringTeacherstoTeachComputerScience- AsocialconstructivistapproachusingtheBridge21ModelforCSCPD.,45thAnnualConferenceFrontiersinEducation(FIE),21- 24October2015ElPaso,USA,9pp.
UseinSchools1. Conneely,C.,Girvan,C.,Lawlor,J.,Tangney,B.,AnExploratoryCaseStudyintotheAdaptionoftheBridge21
Modelfor21st CenturyLearninginIrishClassrooms,ineditor(s)Butler,D.,Marshall,K.,Leahy,M., ShapingourFuture:Howthelessonsofthepastcanshapeeducationaltransformation,Dublin,LiffeyPress.2015,pp348-381.
2. JohnstonK.,ConneelyC.,MurchanD.,TangneyB.,EnactingKeySkills-basedCurriculainSecondaryEducation:LessonsfromaTechnology-mediated,Group-basedLearningInitiative,Technology,PedagogyandEducation,2014,pp1-20.
3. ConneelyC.,MurchanD.,TangneyB.,&JohnstonK.(2013).21CenturyLearning–Teachers’andStudents’ExperiencesandViewsoftheBridge21ApproachwithinMainstreamEducation.ProceedingsofSocietyforInformationTechnology&TeacherEducationInternationalConference(SITE),5125-5132.
4. LouiseMerrigan,CarinaGirvan,KevinMarshallandBrendanTangney(2013).TeacherAttitudesToAssessment,AfLandICTforAssessmentinBridge21Schools,CaseStudyReportfortheNCCA,(p51),Dublin:CentreforResearchinITinEducation,TrinityCollegeDublin.
5. CarinaGirvan,CiaránBauerandBrendanTangney(2013)Integratingthe Bridge21Modelfor21stCenturyLearninginIrishSecondLevelClassrooms.CaseStudyReportfortheNCCA.(pp.49).Dublin:CentreforResearchinITinEducation,TrinityCollegeDublin.
TrinityCollegeDublin,TheUniversityofDublin
Bibliography
• Anderson,T.andJ.Shattuck(2012)."Design-BasedResearch:ADecadeofProgressinEducationResearch?"EducationalResearcher41(1):16-25.Bocconi,S.,Kampylis,P.G.,&Punie,Y.(2012a).
• Bocconi,S.,Kampylis,P.G.,&Punie,Y.(2012b).InnovatingTeachingandLearningPractices:KeyElementsforDevelopingCreativeClassroomsinEurope.eLearningPapersNo.30;September2012.
•DedeC.(2010).ComparingFrameworksfor21stCenturySkills.InJ.Bellanca &R.Brandt(Eds.),21stCenturySkills (pp.50-75).Bloomington:SolutionTreePress.
• Fullan,M.andM.Langworthy (2014).Arichseam:Hownewpedagogiesfinddeeplearning,London:Pearson:
• Innovatinglearning:KeyelementsfordevelopingcreativeclassroomsinEurope.JointResearchCentre–InstituteforProspectiveTechnologicalStudies.EuropeanCommission.PublicationsOfficeoftheEuropeanUnion:Luxembourg.doi,10,90566.
• Kampylis,P.,Bocconi,S.,&Punie,Y.(2012).TowardsamappingframeworkofICT-enabledinnovationforlearning.JRCScientificandPolicyReports.
• Puentedura,R.(2012).TheSAMRmodel:Backgroundandexemplars.Retrievedfromhttp://hippasus.com/rrpweblog/
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TrinityCollegeDublin,TheUniversityofDublin
TheTeam
Aibhín Bray,CarinaGirvan,Ciarán Bauer,ClaireConneely,Clionna Hannon,GraceLawlor,JakeByrne,JohnLawlor,JosephRoche,Katriona O’Sullivan,KeithJohnston,KevinMarshall,KevinSullivan,LorraineFisher,MeganKuster,MichelleO’Kelly,Rónán Smith,SharonKearney
SupportersSince2007
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TrinityCollegeDublin,TheUniversityofDublin
Beliefs- ICTintheClassroom
TrinityCollegeDublin,TheUniversityofDublin
Technology
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TheSAMRModelforIntegratingICTintotheClassroom
Puentedura,R.(2012)
TrinityCollegeDublin,TheUniversityofDublin
InnovativeLearning
LearningactivitiesattheSAMRredefinitionlayer“donotsitwellwithinaconventionalschoolsystemfeaturingdidacticmethodsofteachingandlearning,aVictorian-styleclassroom(theteacheraddressingrowsofstudents)andshortsingle-subjectclassperiods.Instead,theyaremoreinkeepingwiththewidely-discussed21CLearningapproachtoeducation”.
(Tangney B., Bray A., Oldham E., 2015)
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MotivationIII– The21st CenturySkillsAgenda
TrinityCollegeDublin,TheUniversityofDublin
21st CenturyTeachingandLearning
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MotivationIII– Tacklingeducationaldisadvantage
TrinityCollegeDublin,TheUniversityofDublin
ProgressiontoHigherEducationByDublinPostalDistrict
“deep reservoirs of educational disadvantage, mirroring in large part economic disadvantage, are also part of the Irish higher education story.” (Higher Education Authority, Consultation Paper on the National Plan, 2014).
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Overlap
SocialDisadvantage
Technologyinthe
Classroom
21CTeaching &Learning
Innovative learningenvironmentsNewpedagogies
TrinityCollegeDublin,TheUniversityofDublin
InnovativePedagogies
“The‘newpedagogies’arenotjustinstructionalstrategies.Theyarepowerfulmodelsofteachingandlearning,enabledandacceleratedbyincreasinglypervasivedigitaltoolsandresources,takingholdwithinlearningenvironmentsthatmeasureandsupportdeeplearningatalllevelsoftheeducationsystem. ‘Deeplearning’…developsthelearning,creatingand‘doing’dispositionsthatyoungpeopleneedtothrivenowandintheirfutures.”(Fullan andLangworthy (2014,p1)
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Bridge21AModelof21CTeaching&Learning
TrinityCollegeDublin,TheUniversityofDublin
Bridge21aPragmaticModelof21st CenturyTeachingandLearning
(LawlorJ.,MarshallK.,TangneyB., 2015)(Conneely,C.,Girvan,C.,Lawlor,J.,Tangney,B 2015)
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TrinityCollegeDublin,TheUniversityofDublin
KeyAspects
TrinityCollegeDublin,TheUniversityofDublin
Set-Up
•DivergentThinkingWarmUp
•DefineProblem•Research•ConvergentThinkingInvestigate
•Tasks•Roles•SchedulePlanning
•Create•Review•ReflectCreate
Present
Reflect
Bridge21LessonTemplate
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TrinityCollegeDublin,TheUniversityofDublin
• Brainstorm– everythingyoucandowiththisobject
• BrainstormalltheeventsyoucanfromWWIandplaceonatimeline
• Selectthenamesofthreesoldiersfromalocalmonument
• Researchusingmultipleprimary&secondarysources
• Preparetotellonestorywithavideoandtwoonpaper– addalloftheinformationtothetimeline
SampleLesson– History- WorldWarI
TrinityCollegeDublin,TheUniversityofDublin
STEM– ContextualisedMathsExample
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TrinityCollegeDublin,TheUniversityofDublin
Bridge21StudentNumbers&Impact
• 2015/16 (1,000)– 225 inTYworkshops(weeklong)– 200inIntroductiontoBridge21(1-2days)– 125 CSTYworkshops(weeklong)– 200PrimarySchoolProgram(1day)– 285 CodePlus- girlsonlysecondaryschools(20hourprogramme)
• Since2007(12,000)
• Impact– StudentMotivation(Lawlor,Marshall,Tangney2015)– Computing(Tangneyetal2010,Sullivanetal2015)– PeerLearning(Sullivan,Marshall,Tangney2015)– Maths(Bray,Tangney2015)– Physics(Wickham,Girvan,Tangney2016)– LanguageLearning(Bauer,Devitt,Tangney2015)
TowardsSystemicChange
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CurrentReformProcess- JuniorCycle
19/9/2012 29
Year1•Age~13– JuniorCylce
Year2•Age~14– JuniorCycle
Year3•Age~15– JuniorCycle•StateExamination– JuniorCertificate
Year4•Age~16– TransitionYear– flexibiltyincurriculum
Year5•Age~17– SeniorCycle
Year6•Age~18– SeniorCylce•HIGHSTAKESSTATEEXAMINATION•Gradesaresolerequirementforentryto3rd level
TrinityCollegeDublin,TheUniversityofDublin
Bridge21ModelSupportsJuniorCycleReform
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Assessmentoflearning&
achievement
LearningModel School
DevelopmentActivities
A“21stCentury”School
Theroleoftheteacher
Classroom&schooldesign
Teacher&student
development&trainingneeds
Assimilatingcontent/curriculumforstudent-ledlearning
Embeddingkeyskillswithinsubjectcontent
AdaptingtheBridge21ModelforUseinSchool
Joinedupsolutionsneeded
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CFES Essential Skills for College and Career Readiness
1. Grit: Determination and passion for long-term goalsi
2. Leadership: Problem solving based in problem-based and project-based learningii
3. Teamwork: Collaboration on projects involving communication and problem solvingiii
4. Raised Aspirations: Overcome family and community barriers to setting higher education
goalsiv
5. Perseverance: Toughness and ego strength that helps individuals achieve long term
goalsv 6. Adaptability: Flexibility when working with people with different views and culturesvi
i Duckworth, Peterson, Matthews, & Kelly, 2007. ii Savery, ,2015; Gamage & Pang, 2003. iii Anderson, 2008. iv Referencing informing this definition include Battiste, 2009;James, Jurich, & Estes, 2001; Sinclair, McKendrick, & Scott, 2010. v Bennis & Nanus, 2004; Heckman & Rubinstein, 2001. vi Williams, 2005; Hoff, 1999.
CollegeForEveryStudent- EssentialSkills
TrinityCollegeDublin,TheUniversityofDublin
Alignment of Academic Capital Formation, Noncognitive Variables for College Admissions, and CFES Core PracticesAlignment (with Essential Skills)Academic Capital Formation
Noncognitive Variables (Usedin College Admissions)
CFES Practices
Human Capital Understanding College Costs Understanding Career Pathways
Long Term Goals Knowledge in a Field Positive Self-Concept
College & Career Pathways (Grit) (Raised aspirations)
Cultural Capital College & Career Knowledge Overcoming Barriers Commitment to Cross-Generation Uplift
Realistic Self-Appraisal Handling the System Community Involvement Leadership Experience
Leadership Through Service (Leadership)(Teamwork)
Social Capital Networking Trustworthy Information Navigation of systems
A Strong Support Person
Mentoring • Adult-student • Peer
(Perseverance)(Adaptability)
AcademicCapitalFormation,non-cognitivevariables&CollegeForEveryStudentpractices
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Bridge21- 21stCenturyTeaching
&Learning(400teachers)
ComputerScienceWorkshopsusing
Bridge21(600teachers)
TA21/CFES(1,100students)
Impact&Evaluation
TrinityAccess213YearGoogleFundedProject(2014– 2017)
TrinityCollegeDublin,TheUniversityofDublin
Opportunities/Supports21st CenturySkillsAcademicCapitalFormation
CPDCommunityofPractice
Networks‘WholeCohort’Initiatives
ResearchPublicationsEvidenceBasedPolicy
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COREPRACTICES
TrinityCollegeDublin,TheUniversityofDublin
TeacherProfessionalDevelopment(Girvan, Conneely , Tangney,2016)
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TrinityCollegeDublin,TheUniversityofDublin
Roleoftheteacher
itwasverymuch90%theywereworking,10%me
itlookslikeI'mdoingnothing
Iwouldhavebeenchalkandtalkyouknow,andnowoftentimesIsaynothinginclass
TheotherthingI'dsaywhichIthinkisreallyimportant,frommypointofview,isthekidstaughtmealot
TrinityCollegeDublin,TheUniversityofDublin
Responsibilityforlearning (Conneely ,Girvan,LawlorandTangney2015)
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TrinityCollegeDublin,TheUniversityofDublin
Level9PostgraduateCertificate
PostGraduateCertification
StudentOutcomes• Teamwork• CriticalThinkingSkills• ProblemSolvingSkills
PostGraduateCertificate• Level9- TCDAccredited• Fri/SatModulesinTCD&Google• 6Modules- 30ECTs€400(€1600Saving)
InclusiveEducation
DigitalMediaLiteracy
TeacherasResearcher
Leadership&Change
Management
ComputationalThinking
InformationLiteracy
ContextualMaths
STEMPedegogy
IntrotoScratch
Programming
PythonProgramming
Raspberry-PiComputerSystems
AdvancedScratch
Programming
IndividualWorkshops• Freeforteachers• DeliveredLocally
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TrinityAccess21DataandImpact
TrinityCollegeDublin,TheUniversityofDublin
Year1• Age13• 11Subjects
Year2• Age14• 11Subjects
Year3• Age15• JuniorCertificate
LongitudinalStudy
11ProjectSchools1100Students
andtheirteachers
Year4• Age16• TransitionYear
Year5• Age16/17• 7Subjects
Year6• Age17/18• LeavingCertificate
2014/15
2015/16
2016/17
2016/17
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TheEmergentTheoreticalFramework
TA21 ConstructsConcerns about college costs
NetworksTrust
InformationCultural Capital
Habitual PatternsAgency
Collaboration LearningTechnology Mediated learning
Critical Thinking
Cultural Capital Theory
Human Capital Theory
21st Century SkillsCapabilities
Social Capital Theory
TrinityCollegeDublin,TheUniversityofDublin
ResearchM
etho
dology
DoesTA21-CFESincreaseseducational
aspirationsLongitudinal(3-year)quantitativesurvey
1100TA21students
Aspirations
Experience
Participation250HighControls
200Matchedcontrol
DoesTA21-CFESimprovesstudents
capabilitiesLongitudinal
Qualitativetracking4school10studentsineachover3years
Developmentofcapabilities
Experience
Plansforlife
ParticipationinthePGCertincreases21stCenturyTeaching
practicesQuantitativepreand
postQualitativepost
100teachers(to-date)
21st centuryskills
Confidence
Technologyuse35Controlteachers(noCPD)
ParticipationinAlacarteofferings
increases21st centuryteachingpractices Quantitativeand
qualitativepreandpost
300teachersto-date
Experience
Use ofskills40controlteachers
(noCPD)
Researchquestions Method ParticipantsMeasures
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SampleOutcomes
TrinityCollegeDublin,TheUniversityofDublin
47.1 38.6 27.4 51 44.2 26.6 36.6 29.8 18.5
57
50.3
40.6
52.450.3 50
45
42 42.7
48.3
60 59.5
55.1
51.7
45
54.2
51.1
60
15
20
25
30
35
40
45
50
55
60
65
Pre Year1 Year2 Pre Year1 Year2 Pre Year1 Year2
TA21 TAP High
Plansafterschool
Trade
Furthereducation
Degree
IncreaseinDegree
ReducedfurtherEd
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TrinityCollegeDublin,TheUniversityofDublin
TeacherOutcomes
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Teacherpromotionofcriticalthinking
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Teacherpromotionofcollaboration
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Teacherpromotionofselfdirectedlearning
2
2.4
2.8
3.2
3.6
4
Time1 Time2
Year1 Year2 Control
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TeacherSelfEfficacyinUsingComputerstoTeach
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TrinityCollegeDublin,TheUniversityofDublin
ThePoweroftheAccreditedCertificate
“it(thecert)mademedosomethingIhadwantedtodoforalongtimebutwasn’tconfidenttodo...thefactIwasbeinggradedmademebuildthewebsiteandincorporateitintomyclasses...IamhappynowasIhaveitdone”(Teacher)
TrinityCollegeDublin,TheUniversityofDublin
21CSchoolofDistinctionAwardScheme§ Aimstoidentify,recognise,showcaseanddisseminatetheeffortsofsecondaryschoolsnationwide(particularlythosewithintheDEISscheme)totransformtheirschoolcultureand/ortodevelopinnovativeapproachestoteachingandlearningthroughuseoftechnology.
§ Digitallogo,awardevent,selectionofsmallnumberofschoolsonanequalfooting,selectionofindividualstoparticipateaspanellistsinCFESNationalConference2016,subsidisedplacesonPostgradCert,school-basedworkshopsin21CTeaching&Learning,consultation/supportonareasrequiringfurtherdevelopment.
ProjectExpansionNationalProgramme