A A I AA A I AConferenceConference

September 2011

The role ofThe role ofteachers and schoolsteachers and schools

in making learning effectivein making learning effective

Professor Charles Desforges OBE

New policy contextNew policy context

more freedom

respect of professionals

direct accountability

less direction

evidence base expected

AimsAims

- confident individuals

- responsible citizens

- successful learners

Expert learners exhibitExpert learners exhibit

- ability to form objectives for learning (self challenging)

- persistence in adversity

- knowledge of learning processes

- the will to learn

- basic skills

- creativity and flexibility (self informing)

achievementachievement

skills

esp:

literacy

attitudes

esp:

responsibility persistence

values

esp:

citizenship learning

lo ach hi

Effective teaching and learningEffective teaching and learning

- cognitive and metacognitive activity

- learning thinking skills

- effect size 0.7 sd

- learner centred

- AfL

Gap closing: school level strategiesGap closing: school level strategies

raise aspirations programatically

engage parents

develop social/emotional competencies

rigorous use of data

strong, visionary leadership

c4eo.org.uk (2011)

Gap closing: classroom strategiesGap closing: classroom strategies

individual coaching in specific strategies

whole class ICT

extensive CPD

quality teaching

1 to 1 tuition

c4eo.org.uk (2011)

Professional learning communitiesProfessional learning communities (Wiliam)(Wiliam)

- flexibility

- choice

- support

- gradualism

- accountability

Lesson Study (1)Lesson Study (1)

- through professional collaboration

- focus on pupil engagement and progress

- to improve learning experiences

Lesson Study (2)Lesson Study (2)

- agree a theme

- agree a focus

- do and review

- create a study group

- collaborate in lesson planning

- be systematic

- go systemic

When does knowledge use fail?When does knowledge use fail?

- knowledge is there but relevance is not seen

- relevance is seen but application strategy not available

- strategy available but commitment lacking

- the knowledge is not there

Teaching for knowledge useTeaching for knowledge use

- application strategies

- ‘can do’ attitude

- authentic activities

- an active knowledge base

Teach:

Learning in and out of schoolLearning in and out of school

in school

individual

general

symbolic manipulation

out of school

shared

specific

contextualised reasoning

“How can schools enable youngstersto connect and draw from all the forces for

learning at their disposal?”

CPD for teachersCPD for teachers

context analysis

horizon scanning

development of next practices

change management

evidence based evaluation

operating community wide partnerships

spreading good practice

ReferencesReferences

About learning (2006) London: Demos: www.demos.co.uk

Burghes, D., and Robinson, D. (2010) Lesson study: enhancing mathematics teaching and learning, www.cfbt.com

Bransford, J.D. et al (1999) How people learn. Washington: National Academy Press

Improving practice and profession through lesson study (2008) www.teachernet.gov.uk/publications

Wiliam, D. (2006) Assessment: learning communities can use it to engineer a bridge connecting teaching and learning. Journal of Staff Development 27, 1, 16-20

www.teachfind.com

www.lessonstudy.co.uk

Charles DesforgesCharles Desforges

c.w.desforges@exeter.ac.uk