MappingInnovativePedagogy-Bridge21andtheIPTSFramework

BrendanTangney theUniversityofDublin,TrinityCollegeDublinConor Galvin UniversityCollegeDublin

CarinaGirvantheUniversityofCardiff,KevinMarshallMicrosoftIrelandJohnLawlor,ClaireConneely,theUniversityofDublin,TrinityCollege

Dublin

ECER2016– Dublin- slideshare.net/tangney

Bridge21Supporters– Since2007

PeopletoThank

Aibhín Bray, Sharon Kearney, Lorraine Fisher, Louise Merrigan, Danielle O’Donovan, Grace Lawlor, Katriona O’Sullivan, Elizabeth Oldham, Michelle O’Kelly, Cliona Hannon, Megan Kuster.

Kevin Sullivan, Ciarán Bauer, Jake Byrne, Rónán Smith, Keith Johnston, Damian Murchan Joseph Roche.

Bibliography

• Anderson,T.andJ.Shattuck(2012)."Design-BasedResearch:ADecadeofProgressinEducationResearch?"EducationalResearcher41(1):16-25.Bocconi,S.,Kampylis,P.G.,&Punie,Y.(2012a).

• Innovatinglearning:KeyelementsfordevelopingcreativeclassroomsinEurope.JointResearchCentre–InstituteforProspectiveTechnologicalStudies.EuropeanCommission.PublicationsOfficeoftheEuropeanUnion:Luxembourg.doi,10,90566.

•Bocconi,S.,Kampylis,P.G.,&Punie,Y.(2012b).InnovatingTeachingandLearningPractices:KeyElementsforDevelopingCreativeClassroomsinEurope.eLearningPapersNo.30;September2012.

• DedeC.(2010).ComparingFrameworksfor21stCenturySkills.InJ.Bellanca&R.Brandt(Eds.),21stCenturySkills (pp.50-75).Bloomington:SolutionTreePress.

• Fullan,M.andM.Langworthy(2014).Arichseam:Hownewpedagogiesfinddeeplearning,London:Pearson:

• Kampylis,P.,Bocconi,S.,&Punie,Y.(2012).TowardsamappingframeworkofICT-enabledinnovationforlearning.JRCScientificandPolicyReports.

SelectedBridge21Publications1. GirvanC., Conneely C., TangneyB.,Extendingexperientiallearninginteacherprofessionaldevelopment. Teaching

andTeacherEducation58:129-139, August2016. DOI:10.1016/j.tate.2016.04.0092. SullivanS.,MarshallK.,TangneyB.,Teachingwithoutteachers;peerteachingwiththeBridge21modelfor

collaborativetechnology-mediatedlearning,JournalofITEducation:InnovationinPractice– 2015,(14),63-83.3. LawlorJ.,MarshallK.,TangneyB.,Bridge21– Exploringthepotentialtofosterintrinsicstudentmotivationthrougha

team-based,technologymediatedlearningmodel,Technology,PedagogyandEducation,2015,p1-20.4. Conneely,C.,Girvan,C.,Lawlor,J.,Tangney,B.,AnExploratoryCaseStudyintotheAdaptionoftheBridge21Model

for21st CenturyLearninginIrishClassrooms,ineditor(s)Butler,D.,Marshall,K.,Leahy,M., ShapingourFuture:Howthelessonsofthepastcanshapeeducationaltransformation,Dublin,LiffeyPress.2015,pp348-381.

5. JohnstonK.,ConneelyC.,MurchanD.,TangneyB.,EnactingKeySkills-basedCurriculainSecondaryEducation:LessonsfromaTechnology-mediated,Group-basedLearningInitiative,Technology,PedagogyandEducation,2014,pp1-20.

6. Tangney,B.,Oldham,E.,Conneely,C.,Barrett,E.,Lawlor,J.,Pedagogyandprocessesforacomputerengineeringoutreachworkshop– theB2Cmodel,IEEETransactionsinEducation,2010,vol53no1,pp53-60.

1. LouiseMerrigan,CarinaGirvan,KevinMarshallandBrendanTangney(2013).TeacherAttitudesToAssessment,AfLandICTforAssessmentinBridge21Schools,CaseStudyReportfortheNCCA,(p51),Dublin:CentreforResearchinITinEducation,TrinityCollegeDublin.

2. CarinaGirvan,CiaránBauerandBrendanTangney(2013)Integratingthe Bridge21Modelfor21stCenturyLearninginIrishSecondLevelClassrooms.CaseStudyReportfortheNCCA.(pp.49).Dublin:CentreforResearchinITinEducation,TrinityCollegeDublin.

AreaofInterest“Innovative/Creative”EducationScaleandSystemWideChange

InnovativePedagogies• 21st CenturySkills (Dede2010).• ‘CreativeClassrooms’areconceptualizedas‘innovativelearningenvironmentsthatfullyembedthepotentialofICTtoinnovateandmodernizelearningandteachingpractices’(Bocconi,Kampylis,andPunie,2012,p.7).

• “The‘newpedagogies’arenotjustinstructionalstrategies.Theyarepowerfulmodelsofteachingandlearning,enabledandacceleratedbyincreasinglypervasivedigitaltoolsandresources,takingholdwithinlearningenvironmentsthatmeasureandsupportdeeplearningatalllevelsoftheeducationsystem.‘Deeplearning’…developsthelearning,creatingand‘doing’dispositionsthatyoungpeopleneedtothrivenowandintheirfutures.FullanandLangworthy(2014,p1)

Educationalinnovationisnoteasytoaccomplish• “educationalinnovationisnoteasytoaccomplish;informaleducationsettings,itisoftenregardedasahighlydemandingchallengethatusuallymeetsresistancebecauseofitsintrinsiccomplexity(OECD/CERI,2009).Asitalsoimpliesaslowprocessofchange,innovationfrequentlyfailstobecomesystemicortoyieldasustainableoutcome(Fullan,2011a,2011b;Hannon,2009;Levin,2008;Shapiro,etal.,2007),thoughtrueeducationalinnovationsarethose“…products,processes,strategiesandapproachesthatimprovesignificantlyuponthestatusquoandreachscale”(Shelton,2011).”

• (Kampylis,Bocconi,&Punie,2012)

TheIrishContext

TheIrishSecondarySchoolContext

10

Year1• Age~13– JuniorCycle

Year2• Age~14– JuniorCycle

Year3• Age~15– JuniorCycle• StateExamination– JuniorCertificate

Year4• Age~16– TransitionYear- (optional)– flexibilityincurriculum

Year5• Age~17– SeniorCycle

Year6• Age~18– SeniorCycle• HIGHSTAKESSTATEEXAMINATION• Gradesaresolerequirementforentryto3rd level

~700secondaryschoolsinIreland

CurrentReformProcessJuniorCycle

11

http://jct.ie/

IPTSAsawayofframingtheconversation

SCALECCRProject• Firstofanewgenerationofpolicy-settingstudiesrunbytheEUthroughtheIPTS– itsin-houseresearchcentre

• SCALECCRProject(2011- 2013)wasconstructed,essentially,asaninquiryintohowcreativity andinnovation canbeencouraged,sustainedandup-scaledinEuropeaneducationsettings– byandthroughextensionstopracticewhichcontemporarydigitaltechnologiesmadepossible.

• Intention?Adeviceforclusteringrecommendationsonkeyareasofpolicyactionsvalidatedthroughtheworkoftheproject…

• …usefulasameansofanalysingandmakingsenseofinnovativeaction.

IPTSFramework(8areas28referenceparameters)

Bocconi,Kampylis,&Punie,(2012b;p3)

Bridge21

Bridge211.apedagogicalmodel2.alearning

laboratory3.aDBRproject(designbased

research)

1,2– themodel&thelearningspace

Bridge21aPragmaticModelof21st CenturyTeachingandLearning

(LawlorJ.,MarshallK.,TangneyB.,2016)

3– asaDBRproject

Bridge21tosupportjuniorcyclereform

Operatingatmultiplelevels

SystemEvidencebasethroughpublishedresearchReportsforpolicymakersNetworkingwithpolicymakersandotherinfluencers

Schools

Bridge21schools

TeachersIntroductiontoBridge21workshopsFreeCSworkshopsAccreditedCPDin21CT&LandCodingInschool“LessonStudy”CPDcycles

Students

IntroductoryworkshopstoBridge21Advancedactivities,e.g.LanguageLearning,PeerTeaching,CodePlus

Bridge21Statistics 2015/16 2014/15 07-'14 Totals

SchoolsparticipationinBridge21PartnershipProgramme 9 12 32 53

StudentsTheTransitionYearProgramme: 225 220 8,450 8,895IntroductiontoBridge21: 200 812 1,012

ComputerScienceTransitionYearWorkshops: 125 99 402 626PrimarySchoolProgramme: 200 250 750 1,200CodePlus(GirlsCoding) 285 90 375

Total 1,035 1,471 9,602 12,108

Teachers

TeacherWorkshopsinBridge21Schools: 12 15 25 52

TeachersparticipatinginBridge21workshops 205 129 251 585

Trinity’sNewProfessionalMastersinEducation: 130 140 130 400Totals 217 144 276 637

TrinityAccess21(TA21)STEMPostgraduateCertificate: 80 87 167UnaccreditedCSworkshops 84 212 296

Totals 164 299 463Teachers- Total 933

Students- Total 12,108

IPTSAnalysisCurriculumandContent

SampleBridge21Lesson

• Brainstorm– everythingyoucandowiththisobject

• BrainstormalltheeventsyoucanfromWWIandplaceonatimeline

• Selectthenamesofthreesoldiersfromalocalmonument

• Researchusingmultipleprimary&secondarysources

• Preparetotellonestorywithavideoandtwoonpaper– addalloftheinformationtothetimeline

SkillsDevelopment

• JohnstonK.,ConneelyC.,MurchanD.andTangneyB.(2015)."Enactingkeyskills-basedcurriculainsecondaryeducation:lessonsfromatechnology-mediated,group-basedlearninginitiative."Technology,PedagogyandEducation 24(4):423-442.

• LawlorJ.,MarshallK.,andTangneyB.,Bridge21– Exploringthepotentialtofosterintrinsicstudentmotivationthroughateam-based,technologymediatedlearningmodel. Technology,PedagogyandEducation,2015:p.1-20.

CurriculumCovered– CreativeTeaching• Maths- Bray,A.andB.Tangney(2015)."Enhancingstudentengagementthroughtheaffordancesofmobile

technology:a21stcenturylearningperspectiveonRealisticMathematicsEducation."MathematicsEducationResearchJournal:1-25.

• Coding - TangneyB.,OldhamE.,ConneelyC.,BarrettS.andLawlorJ.(2010)."Pedagogyandprocessesforacomputerprogrammingoutreachworkshop—Thebridgetocollegemodel."Education,IEEETransactionson53(1):53-60.

• Physics - WickhamC.,GirvanC.andTangneyB.(2016).Constructionismandmicroworldsaspartofa21stcenturylearningactivitytoimpactstudentengagementandconfidenceinphysics.Constructionism2016.SipitakiatA.andTutiyaphuengprasertN.Bangkok,SuksapattanaFoundation:34-43.

• Peerlearning- SullivanS.,MarshallK.,TangneyB.,Teachingwithoutteachers;peerteachingwiththeBridge21modelforcollaborativetechnology-mediatedlearning,JournalofITEducation:InovationinPractice– 2015,(14),63-83.

• History - http://1641.tcd.ie/learning/• Newliteracies- KearneyS.,O'DonovanD.andTangneyB."Makingit“real”:Theeffectsofauthenticliteracy

tasksonadolescents’engagementinliteracylearning."Inpreparation

IPTSFramework(8areas28referenceparameters)

Bocconi,Kampylis,&Punie,(2012b;p3)

Covering

TeacherProfessionalDevelopment

GirvanC., Conneely C., TangneyB.,Extendingexperientiallearninginteacherprofessionaldevelopment. TeachingandTeacherEducation58:129-139, August2016.

Responsibilityforlearning

TeacherInfluence

Studentresponsibility

SelfDirectedStudent

TeacherOrchestrated

DependentStudent

TeacherLead

TeachingStyle/StudentGrowth

Conneely,C.,Girvan,C.,Lawlor,J.,Tangney,B.,AnExploratoryCaseStudyintotheAdaptionoftheBridge21Modelfor21st CenturyLearninginIrishClassrooms,ineditor(s)Butler,D.,Marshall,K.,Leahy,M., ShapingourFuture:Howthelessonsofthepastcanshapeeducationaltransformation,Dublin,LiffeyPress.2015,pp348-381.

Data/Cohorts• JohnstonK.,O'SullivanK.,RocheJ.,KusterM.andTangneyB.(Underreview)."TeacherExperiencesofTA21CPD."

Confidence- 21st CenturyTeachingPractices

Conclusion

• TheBridge21pedagogicalmodelisapowerfulonefor“teachingcreatively”andfor“deeplearning”.

• TheoverarchingDBRprojectaddressesmanyoftheissuesintheIPTSframework.

• Bridge21isinapositiontomakecontributiontoeducationalreforminIreland

•……..andbeyond……..