Priority 2:

Raising the quality of education through the use of

learning analytics and learning semantics

Konstantin Scheller DG Education and Culture – Unit B.3)

Priority 3:

Promoting innovative collaborative teaching and learning

Karianne Helland DG Education and Culture – Unit B.2)

• Education and Training 2020 – European benchmarks: • Bring the share of low-achieving 15-year olds in

reading, maths and science below 15% • Bring the share of early leavers from education and

training below 10% • Disadvantaged students more at risk • Demands knowledge-based, innovative efforts!

Policy background

Collaborative learning entails working together toward a common goal; the concept definition includes cooperative learning, peer/team learning, collaborative learning communities (CLCs) - which all incorporate group work

(Caena 2014)

Definitions

Collaboration embracing the whole process of learning requires two conditions: • participants are responsible for one another's learning as

well as their own (positive social interdependence, individual and group accountability);

• reaching the goal implies that participants have helped each other to understand and learn (promotive interaction).

(Caena 2014)

Definitions

• Research studies have demonstrated that pupils in collaborative learning environments perform significantly better than those in competitive and individualistic situations.

• Collaborative approaches to teaching and learning have proved effective in improving student engagement and student achievement for all learners – and specifically for disadvantaged.

The case for collaborative learning:

In a context of increasing migration and mobility within and into the EU, collaborative approaches can contribute to recognising and validating the cultural and linguistic diversity of learners. Teaching methodologies like reciprocal learning can make education more socially inclusive and effective, and raise the engagement of learners.

Learner diversity:

1. Teachers’ competence

• Teachers need the necessary knowledge and skills, including relational expertise for establishing collaborative partnerships with peers as well as with other professionals and actors outside the school boundaries.

• Finding innovative ways of integrating the competences to create and work in collaborative settings into teacher education (initial teacher education and induction, as well as CPD)

What is necessary for collaborative teaching and learning practices to be effective?

2. Relevant assessment methods

• Forms of assessment that are consistent with the learning objectives and which will foster the learners' involvement

• Innovative diagnostic and assessment tools combining both summative and formative approaches, that allow teachers to monitor and respond rapidly to what children are learning in a collaborative way.

What is necessary for collaborative teaching and learning practices to be effective?

2. Relevant assessment methods

• Solutions for how to inform parents, schools and policy makers about progress made by learners.

• Solutions for incorporating new assessment tools into existing evaluation and verification paths, in order to ensure coherence of education systems and allow for permeability between schools.

What is necessary for collaborative teaching and learning practices to be effective?

• Research also highlights the benefits of collaboration among teachers, both for their own professional development and for the development of a school culture based on shared responsibilities and values.

• For example, the OECD background report to the International Summit of the Teaching Profession highlights enhanced teacher-student relations stemming from a collaborative school climate

Not just learners:

Teachers working as part of teaching teams report higher levels of skills variety in working, knowledge of students, professional commitment, group helpfulness and effectiveness, internal motivation, and teaching efficacy. (Pounder 1999) Collaborative professional development has a positive impact on teachers' self-efficacy and self-esteem, as well as on adapting instructional practices and strategies to students' needs. (Cordingley et al. 2003).

Teacher collaboration:

Longitudinal studies suggest that students of teachers engaged in whole-school, sustained and collaborative professional development show significant learning gains (e.g. in science scores), if compared with students of schools without this type of professional communities. (Johnson et al. 2007). Students taught by collaborating teachers show higher satisfaction levels about school and classroom climate. (Pounder 1999)

Teachers' collaboration has impact on the pupils:

The Council Recommendation on policies to reduce Early School Leaving suggests, among intervention policies, developing schools into learning communities, based on a vision shared by all stakeholders, as well as networking with parents and other actors outside school (Council of the European Union 2011). The importance of collaborative governance and leadership in schools is confirmed by TALIS findings, which highlight the relevance of teachers' relationships with their school leaders and other members of the school community. (OECD/TALIS 2013).

The collaborative school

• out-of-school activities more systematically integrated in the curriculum, which implies establishing stable contacts with a wide range of actors around the school;

• involvement of the broader surrounding community as a partner in children's education

• collaboration between different levels of education to help ensure continuity and ease transition into the next educational stage.

The collaborative school

Teachers’ capacity to collaborate with and draw on the expertise of other professionals and partners outside the school is also acknowledged as essential to mitigate the impact that multiple and cumulative disadvantage can have on people's educational experience, and prevent early school leaving (ESL). (Caena 2014)

Addressing disadvantage through collaboration:

Thank you!

Some relevant reference documents: • Council Recommendation on policies to reduce early school leaving

(Council of the European Union, 2011) • TALIS – the OECD Teaching and Learning International Survey (OECD,

2014) • Francesca Caena: Supporting collaborative learning environments –

from Initial Teacher Education to professional school practice (European Commission, 2014)