But are we making a difference?
We might be busy?
LOGIC Models and Education
Don
Equipment
Research base
Resources from UWEX
Situation: There an increasing expectation from the public that public services can demonstrate a social return on the investment
2 hour training
•Interactive activities
•Group work
•Practice
•Q and A
Increase knowledge of logic models
Increase ability to create a meaningful logic model
Increase confidence in using logic models
Use logic models in planning and evaluation – in your own work
Link to implementation of ACfE
Improved planning –achieve positive results
Improved evaluation – demonstrate that you are making a difference
INPUTS OUTPUTS OUTCOMES
HTs
Why the hype? What’s
the benefit? • Focus on and be accountable for
what matters – OUTCOMES• Provides common language• Makes assumptions EXPLICIT• Supports continuous improvement • Promotes communication
What does a logic model look like? • Graphic display of boxes
and arrows; vertical or horizontal– Relationships, linkages
• Any shape possible– Circular, dynamic
– Cultural adaptations; storyboards
• Level of detail
• simple
• complex
• Multiple models
Assumptions
Assumptions underlie much of what we do. It is often these underlying assumptions that hinder success or produce less-than-expected results. One benefit of logic modelling is that it helps us make our assumptions explicit.
•Teachers cannot be trusted with something as important as curriculum innovation.•There should be a uniformity of opportunity and pupil experience in all schools.•Development of the curriculum is essentially a “top down process”.•The key to improvement is to ensure a proper flow of information down to teachers.•Teachers need to be“told” what to do.•The role of Local Authorities is to promote that flow of information and to ensure proper implementation by schools.•The key unit of curriculum creation are national bodies and local authorities.•School leaders have a responsibility to ensure that teachers implement the programme as planned.•Professional Development is based upon a deficit model whereby teachers’ perceived lack of knowledge is addressed by providing them with materials and “instructions” for implementation.•There is a need to “teacher proof” the system by ensuring that teachers cannot interfere with the contents or the delivery model.
ASSUMPTIONS ABOUT IMPLEMENTATION (1)
ASSUMPTIONS ABOUT IMPLEMENTATION (2)
•Teachers are professionals who want to make a positive difference to children’s lives;•Where teachers are empowered to work together they can create outstanding learning environments for children and young people;•Teachers naturally want to talk and learn from each other about their practice;•Teachers want to engage in dialogue about their own educational practice with a view to improving their craft.•The school is the key unit of curricular creation and professional development.•Schools should be encouraged to create curricular models which suit their own context•School leaders can create environments where teachers want to learn.•Teams of teachers working collectively towards a common purpose can have a more positive impact upon practice than any other strategy.•Teachers are partners in the curriculum development process.
• IF we develop a Learning and Teaching Policy, •THEN it will lead to better teaching, •and IF teaching is improved, •THEN better learning will take place, •and IF better learning takes place •THEN there will be an improvement in educational outcomes, •and IF we can improve educational outcomes •THEN we can improve the children’s life chances.
If/Then causal relationships based upon assumptions
We can see the flaws in the assumptions outlined above
How will activities lead to desired outcomes? A series of if-then relationships
We invest time and money
Students struggling academically can be tutored
They will learn and improve their skills
They will get better grades
They will move to next grade level on time
IF then IF then IF then IF thenWe can
provide tutoring 3 hrs/week for 1 school year to 50 children
IF then
Tutoring Example
Simplest form
INPUTS OUTPUTS OUTCOMES
HUNGRY
Feel betterFeel betterGet foodGet food Eat food Eat food
Everyday example
A bit more detail
INPUTS OUTPUTS OUTCOMES
Program investments
Activities Participation Short Medium
What we invest
What we do
Who we reach
What results
SO WHAT??
What is the VALUE?
Long-term
OUTPUTS What we do Who we reach
ACTIVITIES
•Train, teach•Deliver services•Develop products and resources•Network with others•Build partnerships•Assess•Facilitate•Work with the media•…
PARTICIPATION
•Participants•Clients•Customers•Agencies•Decision makers•Policy makers
Satisfaction
Outputs vs.outcomes Example: Number of patients discharged from state mental hospital is an output. Percentage of discharged who are capable of living independently is an outcome
Not how many worms the bird feeds its young,
but how well the fledgling flies
OUTCOMESWhat results for individuals, families, communities..…
SHORTLearning
Changes in
• Awareness• Knowledge• Attitudes• Skills• Opinion• Aspirations• Motivation• Behavioral intent
MEDIUMAction
Changes in
•Behavior •Decision-making•Policies•Social action
LONG-TERMConditions
Changes in
ConditionsSocial (well-being)HealthEconomicCivicEnvironmental
C H A I N OF O U T C O M E S
Staff
Money
Partners
Develop parent ed’ curriculum
Deliver series of interactive
sessions
Parents increase knowledge of child dev
Parents better understanding their own parenting style Parents use
effective parenting practices
Improved child-parent relations
Research
INPUTS OUTPUTS OUTCOMES
Facilitate support groups
Parents gain skills in effective parenting practices
Example: parent education and support initiative
Parents identify appropriate actions to take
Strong families
Targetedparentsattend
:
Situation: Some parents reported that they were having difficulty parenting and felt stressed as a result
EVALUATION: check and verify
What do you want to know? How will you know it?
PLANNING: start with the end in mind
Input-Output-Outcome Terminology
Question 1: Teenagers learned new leadership skills.
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Input-Output-Outcome Terminology
Question 1: Teenagers learned new leadership skills.
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 2: 200 home economics teachers attended the conference
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 2: 200 home economics teachers attended the conference
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 3: Teachers applied the new skills in their classrooms
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 3: Teachers applied the new skills in their classrooms
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 4: Health, education and social work formed a partnership
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 4: Health, education and social work formed a partnership
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 5: Headteachers who participated learned how to develop a logic model
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 5: Headteachers who participated learned how to develop a logic model
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 6: Health and safety procedures were taught to support staff
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 6: Health and safety procedures were taught to support staff
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 7: Schools who participated in the project saw a reduction in the achievement gap between those children with FME and the rest
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 7: Schools who participated in the project saw a reduction in the achievement gap between those children with FME and the rest
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 8: Teachers reported that they had found the course very useful
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 8: Teachers reported that they had found the course very useful
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 9: Parents reported that their children were doing more homestudy
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 9: Parents reported that their children were doing more homestudy
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 10: Newsletters are distributed in three languages
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Question 10: Newsletters are distributed in three languages
Possible Answers:
Input OutputShort-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
Logic Model…limitations
• Represents reality, is not reality
• Focuses on expected outcomes
• Challenge of causal attributionMany factors influence process and outcomes
• Doesn’t address: Are we doing the
right thing?
Don
Equipment
Research base
Resources from UWEX
Situation: There an increasing expectation from the public that public services can demonstrate a social return on the investment
2 hour training
•Interactive activities
•Group work
•Practice
•Q and A
Increase knowledge of logic models
Increase ability to create a meaningful logic model of program
Increase confidence in using logic models
Use logic models in planning and evaluation – in your own work
Link to implementation of ACfE
Improved planning –achieve positive results
Improved evaluation – demonstrate that you are making a difference
INPUTS OUTPUTS OUTCOMES
HTs
Staff
Money
Time
Spend an INSET day on how to promote successful learning
Involve teachers and students in developing a Logic Model
Teachers learn how help pupils
Teachers gain confidence to encourage independent learning
Learners report that they are much more confident about learning new things
Young people are successful learners ready to make their next transition
Research
INPUTS OUTPUTS OUTCOMES
Teachers develop partnerships with pupils and parents
Example: parent education and support initiative
Strategies are observed in the classrooms
The achievement gap is closed
Target parents of lower achievers
:
Situation: Young people (especially the less able) do not have a range of strategies to help them be independent and successful learners
Devise a co-created plan with teachers, parents and pupils Levels of
attainment improve
Teachers pupils, parents