WHAT TO TEACH TEACHERS FOR IBSE TO HAPPEN? A Diagnostic Tool for CPD Providers
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Transcript of WHAT TO TEACH TEACHERS FOR IBSE TO HAPPEN? A Diagnostic Tool for CPD Providers
WHAT TO TEACH TEACHERS FOR IBSE TO HAPPEN? A Diagnostic Tool for CPD Providers
Wynne HARLEN Susana BORDA CARULLA
Fibonacci European Training Session 5, March 21st to 23rd, 2012
Agenda
What is the IBSE Diagnostic Tool for CPD providers?
Why an IBSE Diagnostic Tool?The content of the toolHow and when to use itTaking action: how to help?
What is the IBSE Diagnostic Tool for CPD Providers?
List of criteria for judging the implementation of IBSEThrough observation and analysis of classroom
practicesSpecific interactions that indicate IBSEDOES NOT cover all aspects of good practice, only
those SPECIFIC to IBSEK-9 (children ages 5-13)
Why an IBSE Diagnostic Tool?DIAGNOSE CPD requirements, NOT score teachersIdentify strengths and weaknesses in IBSE
implementationProvide feedback to CPD providers concerning
teachers’ training requirements when designing a CPD programmeduring or after the implementation of a CPD
programme (pre-test post-test) Help DEFINE what we mean by IBSE in terms of
teaching and learning practices
The content of the tool: instructions on planning and coordinating an evaluation
Deciding on the objective of the evaluation
Selecting and training the observers
Planning the class visits
Gathering the dataAnalyzing the data and
taking action
The content of the tool: forms for data collectionLINES Interview with the teacher
The observer The session The class The teacher The topic and objective of the session
Section A: Teacher-Pupil Interactions Building on pupils’ ideas Supporting pupils’ own investigations Guiding analysis and conclusions
Section B: Pupil Activities Carrying out investigations Working with others
Section C: Pupils’ Records Any records pupils make of their work Written record
COLUMNS (sections A, B, C) : Explanations and examples for each item Making a judgement (Yes, No, NA) Complementary information
Using the tool: planning an evaluationRead the instructions carefully!Decide on the objectives of your evaluation
Diagnosis or assessment of impact?Are pre-requisites for inquiry in place?
Are basic material needs covered? (materials, books, classroom space)Select and train the observers
Your observer’s profile How will you interpret each item within your IBSE programme? Training observers as a formative process
Plan the class visits Decide on appropriate time of school year for observations Decide on number of consecutive sessions to observe:
at least 2 sessions ideally a full sequence
Using the tool: gathering the data
Explain the purpose of your visit to the teacher: NOT to score them but to identify training needs
Before or after the session: interview with the teacher, record data directly on the form
During the session: take notes on a separate sheet of paper, record data on the form only AFTER the session
Record data on the form quickly after your observation
Using the tool: recording the data on the form (Sections A, B, C)
2. Provide qualitative evidence to support all NO and NA judgements
1. Make your judgement for each item:YES means the practice:
• occurredAND
• is relevant in the context of the observation
NO means the practice:• did not occur at all
or only rarelyAND
• is relevant in the context of the observation
NA means the practice • did not occur
AND• is not relevant in
the context of the observation (Content of session? Age of pupils?)
Using the tool: examples for NA judgements
Items 4e – 4i on the execution of an experimental design: NA for a session where pupils did not actually carry out the experiment because it will happen in the next session
Items 7ª - 7e on pupils’ written records: may be NA for kindergartners
Analyzing the dataIdentifying high “No” and “NA” frequencies for each
itemHigh “No” frequency: need for attention within the CPD
programmeHigh “NA” frequency: are teachers not creating the
necessary opportunities for this aspect of IBSE to occur? Need support in building teaching plans?
Qualitative data is the key to interpreting quantitative data
Analyzing the dataGrouping items for analysis
Group items according to: The priorities of your CPD programme Actions already undertaken in your CPD programme
i.e.: group items 1a, 2a, 2b to focus on appropriate use of questions by teacher and pupils
Comparing teaching and learning practicesIdentify corresponding items in sections A and B (i.e.:
items 2e and 4d on “fair testing”) Do “No” judgements correspond? If not, what does this
mean?
What’s next?
Becoming familiarized with the items: “Preparing to observe IBSE”
Observing a class session to recover “real” dataAnalyzing class visits: what can we do with this data?
What are the specificities of IBSE in different levels of schooling?
Should the tool be used in the same manner in all levels?
This is still a work in progress!
Any questions?
Please focus on questions concerning the use or the general structure of the tool. Questions on specific items and examples will be dealt with in the following workshop.
THANK YOU!