11

A work in progress? A work in progress? Going to scale with Going to scale with

Small Class TeachingSmall Class Teaching::

Professor Maurice GaltonProfessor Maurice GaltonFaculty of Education, University of CambridgeFaculty of Education, University of Cambridge

mg266mg266@cam.ac.uk@cam.ac.uk

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2004: Teacher talk during lessons

12%

73%

8%

3%4%

indivindiv-groupindiv-classgroup-no focusclass-no focus

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Some implications of this findingSome implications of this finding

The figure for the average % observation when no The figure for the average % observation when no pupil was in focus was 73% (class) and 12% pupil was in focus was 73% (class) and 12% (group) During this time (85% of the lesson) (group) During this time (85% of the lesson) pupils were eitherpupils were either

Listening to the teacher talk or watching Listening to the teacher talk or watching him/her demonstratehim/her demonstrate

Singing a song or reciting a poem/story/ writing Singing a song or reciting a poem/story/ writing on the board in unisonon the board in unison

Working on a task while teacher monitors Working on a task while teacher monitors activityactivity

In a 35 minute period, there is a maximum of In a 35 minute period, there is a maximum of 5.25 minutes to give individual attention 5.25 minutes to give individual attention ( either alone in a group or as part of the class). ( either alone in a group or as part of the class). With 20 pupils this gives a maximum of 15.75 With 20 pupils this gives a maximum of 15.75 seconds. With 40 the figure is halved (7.9 sec). seconds. With 40 the figure is halved (7.9 sec).

44

And in 2010/11And in 2010/11

The figure for teaching when no pupil is The figure for teaching when no pupil is in the focus of the teacher now in the focus of the teacher now averages around 65%averages around 65%

Most of the increase is due to:Most of the increase is due to: More group and pair workingMore group and pair working Improved questioning during whole class Improved questioning during whole class

Still work to do on feedback designed Still work to do on feedback designed to help pupils work out for to help pupils work out for themselves where they went wrong themselves where they went wrong as opposed to being told their errors. as opposed to being told their errors.

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Where have I been ?Where have I been ?

To 5 week course sessionsTo 5 week course sessions To support sessions back in schoolTo support sessions back in school To course evaluationsTo course evaluations To learning circlesTo learning circles To class lessonsTo class lessons To talk to course managers, school To talk to course managers, school

principals & staffprincipals & staff

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A Partial & Personal ViewA Partial & Personal View

1.1. These visits are a small fraction of the These visits are a small fraction of the total activity.total activity.

2.2. Other evidence exists, most Other evidence exists, most importantly, teacher evaluations.importantly, teacher evaluations.

3.3. There is also the feedback from There is also the feedback from schools and of support staff from EDB.schools and of support staff from EDB.

4.4. By sharing we can create a ‘bigger By sharing we can create a ‘bigger picture’.picture’.

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Some observationsSome observationsTeachers I have talked to have been Teachers I have talked to have been

very positive about the courses they very positive about the courses they have attended, the support back at have attended, the support back at school, the overseas trips and the school, the overseas trips and the importance of learning circles. importance of learning circles.

I have some concernsI have some concerns The variation in the leadership of The variation in the leadership of

learning circles across schoolslearning circles across schools.. The overall balance of the 5 week The overall balance of the 5 week

courses. courses.

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Developing an appropriate pedagogy for maximising the effectiveness of smaller classes

99

Six PrinciplesSix PrinciplesCURRICULUM

LEARNING

OBJECTIVES

PEDAGOGY

PUPIL PARTICIPATION

PAIR/GROUP WORK

QUESTIONING

FEEDBACK

ASSESSMENT

ASSESS-MENT FOR LEARNING

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Justification for the Six Justification for the Six PrinciplesPrinciples

1.1. Empirical: John Hattie’s meta analysis of Empirical: John Hattie’s meta analysis of numerous studies shows that following numerous studies shows that following these principles results in these principles results in considerable considerable gains in attainment, improved gains in attainment, improved motivation and attitudesmotivation and attitudes..

2.2. Theories of learning (particularly social Theories of learning (particularly social constructivist ones) predict many of constructivist ones) predict many of these empirical findings, particularly the these empirical findings, particularly the idea that ‘talk drives learning’.idea that ‘talk drives learning’.

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The meaning of pedagogyThe meaning of pedagogy

The SCIENCE of the ART of teachingThe SCIENCE of the ART of teaching• As a science: the ideas or principles that As a science: the ideas or principles that

underpin how students learn.underpin how students learn.• As an art: the capacity to adapt these As an art: the capacity to adapt these

principles so that they work in practice. In principles so that they work in practice. In the classroom few situations are alike so the classroom few situations are alike so teachers learn these skills through teachers learn these skills through experience and by sharing experience and by sharing craft knowledge.craft knowledge.

Gage , N.(1978) Gage , N.(1978) The Scientific Basis for the Art if Teaching, The Scientific Basis for the Art if Teaching, New York: New York:

Teachers College PressTeachers College Press

1212

Using the 6 PrinciplesUsing the 6 Principles

As a scaffold or As a scaffold or frameworkframework

Not as a Not as a straightjacketstraightjacket

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Some reflections on the use Some reflections on the use of groupsof groups

Many group activities are not sufficiently Many group activities are not sufficiently challenging to be worthwhile and tasks could challenging to be worthwhile and tasks could be better done in pairs or individually.be better done in pairs or individually.

Little use is made of ‘spontaneous grouping’ Little use is made of ‘spontaneous grouping’ (e.g. asking pupils to discuss a question with (e.g. asking pupils to discuss a question with their neighbours).their neighbours).

Teachers often neglect to de-brief class on Teachers often neglect to de-brief class on how well they worked in their group and set how well they worked in their group and set targets for improving next time.targets for improving next time.

Part of the difficulty is lack of time. If group Part of the difficulty is lack of time. If group work is to become a regular feature of work is to become a regular feature of lessons, can the 35 minute period be lessons, can the 35 minute period be sustained? sustained?

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Some reflections on the use Some reflections on the use of class discussionof class discussion

Too little exploration of pupils’ ideas before Too little exploration of pupils’ ideas before beginning instruction (e.g. teacher demonstrated beginning instruction (e.g. teacher demonstrated that weight is judged by the feel rather than the that weight is judged by the feel rather than the size of an object but could have given pupils the size of an object but could have given pupils the objects and asked them to rank them in weight objects and asked them to rank them in weight and then discussed how they did it)and then discussed how they did it)

Too short thinking (wait) times between asking a Too short thinking (wait) times between asking a question and soliciting a responsequestion and soliciting a response

Reluctance to depart from text to make the Reluctance to depart from text to make the enquiry more meaningful to encourage greater enquiry more meaningful to encourage greater participation participation

Again, considerations of time are often given by Again, considerations of time are often given by teachers for limiting extended discussion, hence teachers for limiting extended discussion, hence reinforcing the need to explore the length of a reinforcing the need to explore the length of a typical lesson. typical lesson.

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About the 5-week courses (Teacher Professional Development Course on Enhancing Learning and Teaching in a Small Class Environment )

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What School Principals can do to What School Principals can do to helphelp

The 5 week courses on SCT are designed The 5 week courses on SCT are designed primarily to improve pedagogy. School primarily to improve pedagogy. School Principals can encourage teachers who are Principals can encourage teachers who are confident in their knowledge and practice to confident in their knowledge and practice to take part in them. These teachers can then act take part in them. These teachers can then act as change agents back in school. as change agents back in school.

During the post-course follow up period when During the post-course follow up period when teachers plan with their tutor a sequence of teachers plan with their tutor a sequence of lessons, ensure that the plan incorporates lessons, ensure that the plan incorporates aspects of SCT as well as covering ways in which aspects of SCT as well as covering ways in which the subject knowledge is to be transmitted. the subject knowledge is to be transmitted.

Encourage staff to formulate a set of questions Encourage staff to formulate a set of questions based loosely on the six principles. These can be based loosely on the six principles. These can be used as part of the evaluation/reflection process. used as part of the evaluation/reflection process.

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Some key questions about Some key questions about extended class discussionextended class discussion

How many pupils generally How many pupils generally participated?participated?

Were thinking times sufficient?Were thinking times sufficient? Did the pupils’ responses indicate Did the pupils’ responses indicate

that more than simple recall was that more than simple recall was taking place?taking place?

Did the teacher’s responses help to Did the teacher’s responses help to extend discussionextend discussion??

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Key questions about Key questions about iincreased ncreased cooperation between pupils cooperation between pupils

Was adequate time allowed?Was adequate time allowed? Did the task allow most of the pupils to Did the task allow most of the pupils to

actively participate for most of the time?actively participate for most of the time? Did pupils need reminding about the Did pupils need reminding about the

rulesrules (e.g. taking turns, listening (e.g. taking turns, listening carefully etc.)?carefully etc.)?

Did the class have a chance to Did the class have a chance to discussdiscuss how well they worked as a group/pair?how well they worked as a group/pair?

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Some key questions aboutSome key questions aboutactive pupil participationactive pupil participation

As far as possible was the task As far as possible was the task situated in a context which was situated in a context which was meaningful for the pupils?meaningful for the pupils?

Was there some initial exploration of Was there some initial exploration of the pupils’ ideas before activity the pupils’ ideas before activity began?began?

Was the task sufficiently motivating?Was the task sufficiently motivating? Did pupils demonstrate understanding Did pupils demonstrate understanding

by reaching reasonable conclusionsby reaching reasonable conclusions??

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Key questions in the Key questions in the use of use of the the assessment for learning assessment for learning

approachapproach WeWere the forms of classroom re the forms of classroom

organisation sufficiently flexible to organisation sufficiently flexible to allow groups of pupils with similar allow groups of pupils with similar learning needs to come together?learning needs to come together?

WaWas much of the formative s much of the formative assessment based on what pupils saassessment based on what pupils saidid and dand didid rather than what they wr rather than what they wroote?te?

Does the teacher build these oral Does the teacher build these oral assessments into a pupil profile?assessments into a pupil profile?

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Key questions about balance Key questions about balance between between correctivecorrective and and informinginforming

feedbackfeedback

Did teacher praise effort as well as Did teacher praise effort as well as success?success?

Did teacher’s questions help pupils Did teacher’s questions help pupils to spot where they went wrong or to spot where they went wrong or how they could improve their work?how they could improve their work?

When correcting a piece of workWhen correcting a piece of work,, did did the teacher get the pupil to show the teacher get the pupil to show how s/he arrived at the answer?how s/he arrived at the answer?

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Learning CirclesLearning Circles

Learning Circles Learning Circles have been a big have been a big success (both success (both within school and within school and between schools).between schools).

There are some There are some improvements to improvements to make them even make them even more effective.more effective.

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Communities of PracticeCommunities of Practice

Schools in Hong Kong have not, until recently, been organised as Schools in Hong Kong have not, until recently, been organised as professional learning organisationsprofessional learning organisations…… This is important because the organisation of schools as a This is important because the organisation of schools as a

professional learning community is a key design feature of professional learning community is a key design feature of successful, effective, sustainable innovations.successful, effective, sustainable innovations.

Schools organised as Schools organised as Professional Learning Communities Professional Learning Communities areare characterised by characterised by distributed forms of instructional leadershipdistributed forms of instructional leadership the codification and dissemination of expert teacher the codification and dissemination of expert teacher

knowledgeknowledge appropriate forms of PD that support deep, authentic and appropriate forms of PD that support deep, authentic and

continuous professional learning and capacity buildingcontinuous professional learning and capacity building widespread participation in rich professional conversationswidespread participation in rich professional conversations institutionalised professional normsinstitutionalised professional norms reflective pedagogical practice across the schoolreflective pedagogical practice across the school

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Factors promoting successful Factors promoting successful professional learning communitiesprofessional learning communities

Offers intra- school as well as inter-

school sharing & support

Takes account of contexts

(school environment, pupils, etc)

Involves collaboration with peers, mentors & outside experts

Takes place over a lengthy period

Addresses key issues in curriculum & instruction

Must be linked to specific

content areas

Provides resources &

opportunities to practise new

ideas

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ROLE OF THE LEARNING CIRCLE ROLE OF THE LEARNING CIRCLE COORDINATORCOORDINATOR

Some teachers have been chosen to organise and Some teachers have been chosen to organise and manage the manage the between between schools’ learning circles. schools’ learning circles. These teachers may not get sufficient training for These teachers may not get sufficient training for the task.the task.

They tend to concentrate on subject matter issues They tend to concentrate on subject matter issues and not relate this to generic teaching approaches.and not relate this to generic teaching approaches.

They might lack the organisational and social They might lack the organisational and social skills.skills.

Subject leaders usually run Subject leaders usually run withinwithin school circles school circles Many have not attended the 5Many have not attended the 5--week courses so the week courses so the

emphasis is again on subject matter issues.emphasis is again on subject matter issues.

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The balance in reflective discussionsThe balance in reflective discussionsBecause the learning circles are generally subject basedBecause the learning circles are generally subject based,,

the planning stage usually concentrates on subject the planning stage usually concentrates on subject matter issues (What is it pupils should learn? What are matter issues (What is it pupils should learn? What are the likely misconceptions etc.). This is understandable the likely misconceptions etc.). This is understandable but at the evaluation stage much of the discussion but at the evaluation stage much of the discussion continues to concentrate on similar issues. In the continues to concentrate on similar issues. In the sessions I sawsessions I saw,, comments tend to divide as follows comments tend to divide as follows::

Craft knowledge issuesCraft knowledge issues (‘You spent too little time on (‘You spent too little time on the introduction, You shouldn’t have handed out the the introduction, You shouldn’t have handed out the apparatus until you explained the activity’ etc.) About apparatus until you explained the activity’ etc.) About 60% of comments were of this kind.60% of comments were of this kind.

Subject matter issuesSubject matter issues (Moving all ten units into the (Moving all ten units into the ten’s column confused them. Some thought it ten’s column confused them. Some thought it represented 100). About 30% of all commentsrepresented 100). About 30% of all comments

SCT issuesSCT issues (the discussion would have involved more (the discussion would have involved more of the class if you had asked what they (of the class if you had asked what they (the pupilsthe pupils) felt ) felt rather than asking what the boy in the story felt) About rather than asking what the boy in the story felt) About 10% of all comments10% of all comments

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What School Principals can do to What School Principals can do to helphelp

Too great a concentration on craft knowledge can Too great a concentration on craft knowledge can be unhelpful in that because it is contextual, it is be unhelpful in that because it is contextual, it is often contradictory. The teacher finds it difficult often contradictory. The teacher finds it difficult to decide which bits of advice to use.to decide which bits of advice to use.

Pick teachers who are open to change to Pick teachers who are open to change to participateparticipate..

Discuss regularly with coordinators concerning Discuss regularly with coordinators concerning the management of learning circles (both the the management of learning circles (both the organisation and personality problems, etc).organisation and personality problems, etc).

Help coordinators to scaffold the discussions by Help coordinators to scaffold the discussions by drawing up a list of possible key question, etc. drawing up a list of possible key question, etc.

Make certain the 6 key principles are being used Make certain the 6 key principles are being used as a guide only and not too rigidly imposed. as a guide only and not too rigidly imposed.

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LearninLearningg

LeadershiLeadershipp

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Leadership and LearningLeadership and LearningSchool Principals responses School Principals responses

variedvaried Some provided extra time for Some provided extra time for

planning & reflection.planning & reflection. Some used flexible time-Some used flexible time-

tabling to give several classes tabling to give several classes with same year group.with same year group.

Some varied the size of Some varied the size of classes according to subject/ classes according to subject/ pupil ability.pupil ability.

Some brought back retired Some brought back retired teachers as cover.teachers as cover.

But some said nothing could But some said nothing could be done without more be done without more resources so teachers had to resources so teachers had to surrender their non teaching surrender their non teaching time to participate.time to participate.

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Leaders as learnersLeaders as learners

The most notable trait of great leaders, certainly The most notable trait of great leaders, certainly of great change leaders, is their quest for of great change leaders, is their quest for learning. They show an exceptional willingness learning. They show an exceptional willingness to push themselves out of their own comfort to push themselves out of their own comfort zones, even after they have achieved a great zones, even after they have achieved a great deal. They continue to take risks, even when deal. They continue to take risks, even when there is no obvious reason for them to do so. And there is no obvious reason for them to do so. And they are open to people and ideas even at a time they are open to people and ideas even at a time in life when they might reasonably think—because in life when they might reasonably think—because of their success—that they know everything. of their success—that they know everything. (Hesselbein, et al., 1996, p. 78)(Hesselbein, et al., 1996, p. 78)

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Leadership studiesLeadership studies

School leaders improve teaching and School leaders improve teaching and learning indirectly and most powerfully learning indirectly and most powerfully through their influence on staff motivation, through their influence on staff motivation, commitment and working conditionscommitment and working conditions

School leadership has a greater influence School leadership has a greater influence on schools and students when it is widely on schools and students when it is widely distributeddistributed

Collaborative patterns beyond the school Collaborative patterns beyond the school strengthen the quality of learning and strengthen the quality of learning and teachingteaching(Leithwood, 2006, Mulford, 2003, (Leithwood, 2006, Mulford, 2003, Carmichael, 2006)Carmichael, 2006)

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Leadership is exercised

not at the apex of the

organisational pyramid

but at the centre of the

web of human

relationships.

(Joe Murphy, 1994)

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5 Key Principles5 Key Principles1.1. A focus on learning: learning at the A focus on learning: learning at the

heart of all we doheart of all we do

2.2. Conditions for learning: attending to Conditions for learning: attending to conditions which optimise learningconditions which optimise learning

3.3. Creating a dialogue about learning Creating a dialogue about learning and leadershipand leadership

4.4. Sharing leadershipSharing leadership

5.5. Sharing a sense of accountabilitySharing a sense of accountability

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Student learning

Professional learning

Organisational learning

leadership

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Professor Michael Fullan’s Professor Michael Fullan’s adviceadvice

““It’s no use waiting for theIt’s no use waiting for the [educational] [educational] world to become a world to become a reasonable one: It never will. The reasonable one: It never will. The question we need to ask question we need to ask ourselves is what is it possible to ourselves is what is it possible to do in an unreasonable world?”do in an unreasonable world?”

Michael Fullan & Andy Hargreaves (1991) Michael Fullan & Andy Hargreaves (1991) What’s What’s worth fighting for in your school? worth fighting for in your school? Buckingham: Buckingham: Open University Press.Open University Press.

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The task of leadership is to make visible the how, why and where of learning. It achieves this by conversations and demonstrations around pupil learning, professional learning and learnings which transcend the boundaries of the school. The challenge for leadership is to nurture the dialogue, to make transparent ways in learning interconnects and infuses behaviour. It promotes a continuing restless inquiry into what works best, when, where, for whom and with what outcome. Its vision is of the intelligent school and its practice intersects with the wider world of learning. (MacBeath et al, 2007)

MAKING LEARNING VISIBLEMAKING LEARNING VISIBLE

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A Desired Outcome?A Desired Outcome?

Go to the peopleGo to the people Live among themLive among them Start with what they knowStart with what they know And when the deed is done And when the deed is done The mission accomplishedThe mission accomplished Of the best leadersOf the best leaders The people will sayThe people will say We did itWe did it OurselvesOurselves

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With those sitting near With those sitting near youyou

Share your experience & expertiseShare your experience & expertise

How can learning circles be made more effective?

What can be doneto developleadership for learning throughoutthe school?

Please make one suggestion

How can the period following attendance at 5 week course be best utilised?

Is this analysis correct?