Perceptum Education Workshop Istanbul
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Transcript of Perceptum Education Workshop Istanbul
Improving Teachers’ Learning and Classroom Practices Workshop
Professor David Pedder IstanbulMarch 12th 2016
Values about learning
Discuss the following beliefs about learning:
• Learning should be a shared, as much as an individual enterprise
• Learning, knowledge, intelligence should be ‘distributed’ at every level (e.g., between experienced and less experienced teachers, between pupils and teachers etc)
• Collaborative modes of working strengthen both teams and individuals
• An independent, critical perspective, informed by research is vital
• The status quo, received wisdom, entrenched habits of mind should be persistently questioned
Principles for learning
Are these principles evident in the practices of your school or university?
• Maintaining a focus on learning at all levels of the organisation.
• Creating conditions favourable for learning.
• Creating a dialogue about learning.
• Learning involves sharing what we know and what we don’t know.
• Fostering a shared sense of accountability
State of the Nation: Schools and CPD in England: design overview
Literature review. Qualitative research in 9 schools. National survey
• Survey design: Sample: 388 schools (329 primary and 59 secondary)
• Overall return rate at the school level: 39%
• 36% of primary schools and 56% secondary schools
• n=1126 teachers
Forms of CPD activity
Lack of effective CPD practice in terms of the form of CPD activities.
Duration of CPD activityDuration of CPD activities
27
20
8
29
16
0
5
10
15
20
25
30
35
1 day or less 2 days - 1 w eek > 1 w eek but < 1month
> 1 month but < 1year
1 year or more
perc
ent o
f tea
cher
s
Lack of effective CPD practice in terms of the duration of CPD activities.
Comparing teacher learning values and practices: how much dissonance is there in your practice and what can you do about it?
Complete section A of the survey.
Then think through and discuss in relation to your own learning practice:
1. Which values-practice gaps are you comfortable with?
2. Which 3 values-practice gaps do you most want to close?
3. How will you close them?
Effective Teacher Learning Orientations
Factor 1: Internal OrientationLocus of control for changing practice in the light of learning is with the teacher. I am learning because I want to change my practice. My learning is embedded in my classroom practice.
• Factor loadings
• I modify my practice in the light of feedback from my pupils..755
• I modify my practice in the light of evidence from self-evaluations of my classroom practice. .666
• I experiment with my practice as a conscious strategy for improving classroom teaching and learning. .597
• I consult pupils about how they learn most effectively (practices).533
• I reflect on my practice as a way of identifying professional learning needs. .462
Factor 2: Research Orientation
Research is an important influence on my practice and my learning.
Factor loadings
• I read research reports as one source of useful ideas for improving my practice 796
• I relate what works in my own practice to research findings..777
• I modify my practice in the light of published research evidence..674
Factor 3: Collaborative OrientationShared locus of control for changing practice in the light of learning. We are learning because we want to change our practice. Our learning is embedded in our classroom practice.
Factor loadings
• I engage in collaborative teaching and planning as a way of improving practice. .787
• I engage in reflective discussions of working practices with one or more colleagues. .704
• I carry out joint research/evaluation with one or more colleagues as a way of improving my practice. .601
Factor 4: External OrientationIndividual locus of control for changing practice in the light of learning. I draw on a range of sources external.
Factor loadings
• I use the web as one source of useful ideas for improving my practice .639
• I modify my practice in the light of feedback about my classroom practice from managers or other colleagues. .624
• I draw on good practice from other schools as a means to further my own professional development .410
Whole sample teacher learning orientations - mean values and practices comparisons
Internal orientation Research orientation Collaborative orienta-tion
External orientation0
20
40
60
80
100
Teachers' Professional Learning values and practices: whole sample
n=1126
Practices Values
resc
aled
mea
n fa
ctor
sco
re
Teachers' Professional Learning values and practices: Cluster 1
'Engaged Learners'
0
20
40
60
80
100
Internalorientation
Researchorientation
Collaborativeorientation
Externalorientation
resc
aled
mea
n fa
ctor
sco
re
Practices
Values
Teachers' Professional Learning values and practices: Cluster 2
'Moderate Learners'
0
20
40
60
80
100
Internalorientation
Researchorientation
Collaborativeorientation
Externalorientation
resc
aled
mea
n fa
ctor
sco
re
Practices
Values
Teachers' Professional Learning values and practices: Cluster 3
'Infrequent learners'
0
20
40
60
80
100
Internalorientation
Researchorientation
Collaborativeorientation
Externalorientation
resc
aled
mea
n fa
ctor
sco
re
Practices
Values
Teachers' Professional Learning values and practices: Cluster 4
'Individual Explorers'
0
20
40
60
80
100
Internalorientation
Researchorientation
Collaborativeorientation
Externalorientation
resc
aled
mea
n fa
ctor
sco
re
Practices
Values
Teachers' Professional Learning values and practices: Cluster 5
'Solitary Classroom Learners'
0
20
40
60
80
100
Internalorientation
Researchorientation
Collaborativeorientation
Externalorientation
resc
aled
mea
n fa
ctor
sco
re
Practices
Values
Cluster comparisons of teacher learning orientations: mean values and practice scores
Lesson Study and Pupil Consultation: two powerful professional learning strategies for increasing the effectiveness of classroom practice
• Classical model of professional learning: events outside the classroom
• Assumption: teachers can easily transfer what they learn at such events into the classroom to enhance their teaching practice
• To optimise professional learning: incorporate classroom-based activities
• Assumption: classroom-based professional learning overcomes the transfer problem
Pupil consultation
• Promoting a participative learning culture in your classroom
• Probing the depth of participation
What pupils say about good classroom teaching and learning
• The avoidance of boredom• The pursuit of meaningful learning• The need for togetherness• The aspiration to be autonomous
Range of pupils’ ideas
• Affirmation of their teacher’s practice• Weaknesses identified in their teacher’s practices• Practical suggestions for changing their teacher’s practice
• Pupil ideas accepted by teachers• Pupil ideas developed by teachers• Pupil ideas rejected by teachers• Ideas about which teachers were uncertain
• Promoting a participative learning culture in your classroom• Probing the depth of participation
Pupil consultation practices1. I provide pupils with opportunities to choose between
different kinds of classroom learning activities.
2. I enable pupils to participate in critical discussion about the rules for classroom behaviour.
3. I involve pupils in the development of rules for classroom behaviour.
4. I consult pupils about their different learning preferences and styles.
5. I consult pupils about where they prefer to learn.
6. I enable pupils to choose who they work with.
7. I involve pupils in the planning of classroom learning activities.
8. I adapt my practices in response to what pupils say about their learning preferences.
1. I experiment with different classroom practices in light of what pupils say.
2. I share responsibility with pupils for decisions about classroom activities.
3. I adapt my practices in response to pupils’ views about my teaching.
4. I consult pupils informally about ways in which my teaching helps or hinders their learning.
5. I ask pupils to critically evaluate a lesson or series of lessons.
6. I devote time during lessons to formal consultation with pupils about ways in which my teaching helps or hinders their learning.
7. I consult pupils abut whether my teaching helps or hinders their learning by using questionnaires.
Pupil consultation practices: probing the depth of participation in classroomsCard-based discussionWhich consultation practices worry you the most? Why?
Which consultation practices excite you the most? Why?
Which consultation practices are most helpful for improving classroom teaching and learning?
Which consultation practices are most challenging/least challenging for pupils?
• Which activities do you think would be most helpful in your context for developing consultation and pupil participation?
• What adaptations would you need to make for your classes?• Choose two or three activities that you plan to use at school: What
do you like about the chosen activities? What aims will they help you achieve?
Lesson Study: what is it?
• Collaborative reflective practice
• Classroom-based, curriculum specific professional learning
• Joint professional learning and development
• Joint practice development
Lesson Study processFirst Lesson Study Cycle
Write up/present what you have
discovered. Conduct a public research
lesson.
Initial meeting of LS group to
determine what it is that you want to improve and I.D.
case pupils.
Joint planning of
first research lesson
Teach / observe
first research lesson
RL1
Interview pupils
Post RL1 discussion and initial plans for
RL2
Joint planning of
second research lesson
Teach / observe
RL2Interview
pupils
Post RL2 discussion and initial plans for
RL3
Second Lesson Study Cycle
Joint planning of
3rd research lesson
Teach / observe
RL3
Interview pupils
Post RL3 discussion
and agree overall findings
Third Lesson Study Cycle
N. B. You can have more than 3 cycles
Teachers research methods that might work
Case pupils – usually 3• May be learners who have fallen behind
• May be a sample of typical groups in the class
• May simply be pupils whose learning in the curriculum area in question puzzles you – you need to know more
Look at pupils up close and in detail. Understand better how they learn: understand better how to teach them all.
Lesson Study: benefits to teacher learning and practice
• Teacher collaboration and development of professional learning community
• Development of professional knowledge, practice and professionalism
• More explicit focus on pupil learning
• Improved quality of classroom teaching and learning
Lesson Study has the potential to:• Raise achievement and progress indefinitely
• Close gaps
• Raise expectations
• Create learning communities of teachers with deep and deepening practice knowledge
• Link and transfer classroom learning across schools and local systems of schools
• Transform development of curriculum, schools and teacher learning and development, nationally and internationally
Lesson Study website and materials including handbook for getting started
www.lessonstudy.co.uk
Look for the Lesson Study Handbook on the website.
Reflection: connect-extend-challenge
Connect:
• What ideas, practices and values did you connect with today? What common ground did you find with ideas and people and your current learning and teaching practices?
Extend:
• How has today extended you? What new ideas did you encounter today that you plan to incorporate into your learning and teaching practices?
Challenge:
• What challenged you today? What took you out of your comfort zone? What challenged some of the thinking, values and assumptions on which your learning and teaching practices are based?