School based professional development for Teachers to support the implementation of the New National...

School based professional development for Teachers to support the implementation of the New National

Curricula Professor Tony Townsend

Chair of Public Service, Educational Leadership and Management

School of Education,

University of Glasgow

Pedagogical InstituteCyprus

March 2012

Topics consideration today

Part 1: Perception

Part 2: Understanding our concepts

Part 3: Change and education

Part 4: Making Schools more effective

Part 4: A look at learning

Part 5: Leading Learning

PerceptionOur view of the world is a product of what we are looking at, where we are standing when we are looking at it and how we feel about ourselves and the thing we are looking at.

FABULOUS FILES ARE FREQUENTLY THE RESULT OF YEARS OF SCIENTIFIC

STUDY FOLLOWED BY THE KEEPING OF FULL

FINDINGS.

PerceptionOur view of the world is a product of what we are looking at, where we are standing when we are looking at it and how we feel about ourselves and the thing we are looking at.

We can, however, change people’s perceptions of the world by providing them with new information, by educating them.

THE NEW CURRICULUM:

UNDERSTANDING OUR CONCEPTS

Randall Clinch

A concept is...

...an idea that is opinion based and experience supported. It is a living thing and can grow over time. Often the opinion is inherited.

What is my concept of school?

Safe environment to learn and gain new skills

Somewhere where you learn and make friends where students learn how to survive

Struggling students Successful students

Thing

dunnow

drive through brainwash centre drive through office

Sh*t

a piece of beeeep

What is my concept of teacher?

Thing

dunnow

hate them all, DIE

a b*tch

some are good some aren’t

teachers are here to teach us not scream at the class

To teach and be a mentor

Someone who teaches you different things Helps you with knowledge

Someone who respects students


What is my concept of student?

To learn and put effort in

Someone who learns what the teacher is teaching

People who would like to learn - can be any age

Someone who respects other students and teachers


Thing

Dunnow

Students should learn what they need not all this crap

Sh*thead

A well mannered kid (not bloody likely)

What is my concept of learning?

Thing

dunnow

a piece of rubbish that the government can stick up their a**es

getting work stuck in your head

there is no learning

To take in everything and put it into my life

Knowing stuff in all topics

Something everyone goes through every day

To get smarter


What is my concept of my future?

Thing

a better one if I leave this hole in year 10

crap

If I continue to go to this school I won’t have a future

I don’t have a future

To go to university and study medicine

Determined by how much I learn at school

Good job, great family


What is my concept of myself?

Thing

dunnow

I failed

I can learn

I don’t know

Willing to learn and take everything in

I am a good and nice person, sensible, smart, clever

I am OK

A balanced girl 50% good – 50% bad


What do you think?

Discuss the following concepts as they apply to the new curriculum. Can we come to a common understanding of what these mean?

New curriculum

Teacher ownership

teacherengagement

Success

leadership

CitizenshipProfessionaldevelopment

THE CHANGE CONTEXTOUR CHANGING WORLD

How quickly things change

How many things as you can think of in the next 2 minutes that a 15 year old can do or experience today that you could not do or experience when you were 15.

Make a list

Categories of change

• Technology

Thomas Watson, Chairman, IBM

I think there is a world market for maybe 5 computers

1943

Popular Mechanics, 1954

Make a list


• Technology• Environment

Global Warming

Make a list


• Technology• Environment• Health

New ways of living

Hans Rosling on Changes in Health

http://www.youtube.com/watch?v=jbkSRLYSojo

www.Gapminder.org

Make a list


• Technology• Environment• Health• Wealth

Gini Coefficient

GINI Indexes (the spread of wealth across a country)

COUNTRY CIA Gini Index COUNTRY CIA Gini Index Sweden 23 Australia 35.2 Denmark 24 New Zealand 36.2 Slovenia 24 Indonesia 36.3 Austria 26 India 36.8 France 28 Vietnam 37 Germany 28 Japan 38.1 Norway 28 Russia 41 Croatia 29 Cambodia 41.7 Cyprus 29 Thailand 42 Finland 29.5 Singapore 42.5 Pakistan 30.6 Philippines 44.5 Netherlands 30.9 United States 45 South Korea 31.3 Malaysia 46.1 Ireland 32 People's Republic of China 46.9 Spain 32 Nepal 47.2 Canada 32.1 Sri Lanka 50 Italy 33 Hong Kong 52.3 Taiwan 33 Chile 54.9 Bangladesh 33.4 Brazil 56.7 Switzerland 33.7 Zimbabwe 56.8 United Kingdom 34 South Africa 57.8 Laos 34.6 Namibia 70.7

Income per head and life-expectancy: rich & poor countries

Source: Wilkinson & Pickett, The Spirit Level (2009)

Make a list


• Technology• Environment• Health• Wealth• Employment

Employment 1970’s

High SkillHigh Skill

Low SkillLow Skill

Employment 1990’s


Low SkillLow Skill

Semi SkillSemi Skill

Employment 2020


Low SkillLow Skill

Semi SkillSemi Skill

Make a list


• Technology• Environment• Health• Wealth• Employment• Society/Population

1900 2000 2100

4762

77

21

124

62

14 18

107

120

100

80

60

40

20

Age

Start Working

End Working

Longevity

Make a list


• Technology• Environment• Health• Wealth• Employment• Society/Population• Culture

Cultural changes

Make a list


• Technology• Environment• Health• Wealth• Employment• Society/Population• Culture• Relationships

What does ‘family’ mean to you?

Make a list


• Technology• Environment• Health• Wealth• Employment• Society/Population• Culture• Relationships• Values

Are we changing out values?

Make a list


• Technology• Environment• Health• Wealth• Employment• Society/Population• Culture• Relationships• Values• Education

The Surgeon and the Teacher...the impact of change

So what does this mean?

• The students we are teaching today see the world differently to the way in which we see it. They learn new things in entirely different ways than we did. We might even say they are a completely different species to us.

• If we teach them the way in which we were taught ourselves there will be a mismatch between our teaching and their learning.

• Implementing a new curriculum by teaching it in the same way we taught the old curriculum will lessen its chance of being successful.

We are preparing youngpeople for jobs thatdon’t yet exist…

requiring technologiesthat haven’t yet beeninvented…

to solve problems ofwhich we are not yetaware.

And even more difficult….

We should be helping them tolead purposeful and fulfilledlives…

in circumstances changing atunprecedented andaccelerating speed….

in ways that affect custom and belief as well as materialsurroundings.

Your turn

• What are some of the changes that have happened in the past twenty years that directly affect teaching and learning in Cyprus?

• What issues are primary/secondary teachers facing in schools today that we need to consider when introducing the new curriculum?

MAKING SCHOOLS MORE EFFECTIVE:

A CORE PLUS APPROACH

Townsend, 1994

The core-plus curriculum ensures that both:

The CORE areas, those areas identified by the state as being so important that every child should learn and know them,

AND

The PLUS areas, those areas identified by the school community as being important to their children, are given the time, attention and resources necessary for those skills, attitudes and knowledge to be planned for, learned and evaluated.

Flexibility in the new curriculum

• What are some areas of the new curriculum where schools and teachers have some flexibility?

• How can we help primary/secondary teachers to use this flexibility to design activities for students?

How do we make teachers willing to implement the new curriculum?

Talk amongst yourselves

• What are three major benefits of the new curriculum for Cyprus?

• What are three major benefits of the new curriculum for students?

• What are three major benefits of the new curriculum for teachers?

McGaw, Banks &Piper, 1991: 15

There is no definitive how of effective schools and so there can be no one recipe for every school to try.

Schooling is too complex a business for a recipe.

Townsend, 1994:48

An effective school is one that develops and maintains a high quality educational programme designed to achieve both system-wide and locally identified goals. All students, regardless of their family or social background, experience both improvement across their school career and ultimate success in the achievement of those goals, based on appropriate external and school-based measuring techniques.

Catchphrases to school improvement

• Shared goals - ‘we know where we’re going’• Responsibility for success - ‘we must succeed’• Collegiality - ‘we’re working on this together’• Continuous improvement - ‘we can get better’• Lifelong learning - ‘learning is for everyone’

(from Stoll, 1997: 12-13)

Catchphrases to school improvement

• Risk taking - ‘we learn by trying something new’• Support - ‘there’s always someone there to help’• Mutual respect - ‘everyone has something to offer’• Openness - ‘we can discuss our differences’• Celebration and humour - ‘we feel good about

ourselves’

(from Stoll, 1997: 12-13)

Stoll & Fink, 1997

Moving Schools• boost student progress

• work together to respond to changing context and to keep

developing

• know where they’re going

• have the will and skill to get there

Stoll & Fink, 1997

Cruising Schools• appear to possess many qualities of

school effectiveness

• usually are high SES schools

• pupils achieve in spite of teaching quality

• not preparing students for a changing world

Stoll & Fink, 1997

Strolling Schools• neither particularly effective nor

ineffective

• moving at an inadequate rate to cope with the pace of change

• ill-defined and sometimes conflicting aims inhibit improvement

Stoll & Fink, 1997

Struggling Schools• ineffective and they know it

• expend considerable energy trying to improve

• willing to try anything

• will ultimately succeed

Stoll & Fink, 1997

Sinking Schools• ineffective, are isolated, use blame

and self-reliance

• staff, through ignorance or apathy, are unable to change

• often low SES and blame parenting

• need dramatic action and significant support

Stoll & Fink (1997)

Effective

Ineffective

Improving Declining

Moving

Struggling Sinking

Cruising

Strolling

What school is your school?

• Moving (effective and improving)Moving (effective and improving)

• Cruising (effective but declining)Cruising (effective but declining)

• Strolling (OK but not going anywhere)Strolling (OK but not going anywhere)

• Struggling (not effective but getting better)Struggling (not effective but getting better)

• Sinking (not effective and getting worse)Sinking (not effective and getting worse)

What school is your school?

• Student achievement• Staff-student relationships• Student welfare• Literacy attainment• Numeracy attainment• Balanced curriculum• Student responsibility• School facilities and environment• Parent involvement• School leadership• Professional development• Fund raising• Marketing the school• Staff-administration relationship• Communication to parents• Relations with the wider community

• Extra curricular activities• Sporting achievement• Staff health and well-being• Student attendance• Staff involvement in decisions• Financial management• Student behavior• School ethos and climate• Curriculum development• Assessment of student progress• Reporting to parents• Relations with region/department• Staff cooperation• Inducting new staff• Student group learning• Celebrate achievement

THE LEARNING CONTEXT

Question for today…

Where is the ONE PLACE in school where learning happens?

Not one of the places, or even the most

important place, but the one place?

The voice of authority

Teachers teach and children learn. It is as simple as that.

(Chris Woodhead, Class Wars)

Sir Winston Churchill

‘I am always ready to learn, but I do not always like being taught.’

School and Class Effects

Percent of Variance in Value-Added Measures of English and Mathematics Achievement Accounted for by School and Class Effects

Class (%) School (%)

EnglishPrimary 45 9

Secondary 38 7

MathematicsPrimary 55 4

Secondary 53 8

Peter Hill, 1997: 9

Research Evidence

Prof John Hattie (Uni Auckland): Meta-analysis of over 50,000 studies

What are the effect sizes of various aspects of student learning? What are the most important things we can do to change student learning?

• Reference: Hattie, J. (2003). ‘Teachers Make a Difference: What is the Research Evidence?’, http://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference.php

The Effects of Quality Teaching: accounting for variance in student achievementThe Effects of Quality Teaching: accounting for variance in student achievement

~5-10%

~50%

~5-10%

> 30%

John Hattie ( 2003, 2007)

What Helps Students Learn?

Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993/1994, Educational Leadership, pp 74-79)

Analyzed 179 chapters, conducted 91 research syntheses, interviewed 61 educational researchers, considered 11,000 findings. Identified 28 areas grouped into 6 categories

1. Classroom Management2. Metacognitive processes3. Cognitive processes4. Home Environment/Parental Support5. Student/Teacher social interactions6. Social/behavioural attributes7. Motivational/Affective attributes8. Peer Group9. Quantity of Instruction10. School Culture11. Classroom Climate12. Classroom Instruction13. Curriculum Design14. Academic Interactions

15. Classroom Assessment16. Community Influences17. Psychomotor skills18. Teacher/Administrator Decision Making20. Parent Involvement Policy21. Classroom Implementation and Support22. Student demographics23. Out of Class Time24. Program Demographics25. School Demographics26. State Level Policies27. School Policies28. District Demographics

Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993/1994)


Student Aptitude54.7Classroom Instruction/Climate 53.3Context 51.4Program Design 47.3School Organisation 45.1State/District Characteristics 35.0



student

classroom

home/community

programschool

district/system



Hattie (2003):

It is what teachers know, do, and care about which is very powerful in this learning equation.

1. Classroom Management

2. Metacognitive processes

3. Cognitive Processes

4. Home environment/parental support

5. Student/Teacher social interactions



1. The curriculum and how it is presented, the classroom and how it is managed

2. The ability of the student to think and to decide what they think about

3. The relationships that are established between the teacher and the student,

the parent and the student, the parent and the teacher and the student and

learning


Four elements

• Curriculum

• Pedagogy

• Assessment

• The Learning Environment

CURRICULUM ISSUES

Peter Schrag: 1988

The longest distance in the world is between an official state curriculum policy and what goes on in a child’s mind.

THE INTENDED CURRICULUM- expectations about learning outcomes

and standards to be achieved

- content and skills to be taught and learned




THE IMPLEMENTED CURRICULUM- what teachers do in classrooms- teaching and learning practices

- pedagogy




THE IMPLEMENTED CURRICULUM- what teachers do in classrooms- teaching and learning practices

- pedagogy

THE ATTAINED CURRICULUM- demonstration of learning outcomes by students

- actual achievement of students in

relation to standards

The Global Classroom

Townsend and Otero, 1999, Hawker Brownlow, Australia

The Four Pillars of the Global Classroom

• Education for Survival

• Understanding our place in the world

• Understanding community

• Understanding our personal responsibility

• Literacy and Numeracy• Technological Capabilities• Communication Skills• Development Capability• Awareness of one’s choices• Critical Thinking Skills and Problem Solving• Decision Making• Healthy optimism*

Education for Survival

Townsend and Otero, 1999* Added recently

• Exchange of Ideas• Work Experience and Entrepreneurship• Awareness and Appreciation of Cultures• Creative Capability• Vision, Adaptability and Open Mindedness• Social, Emotional and Physical Development• Development of Student Assets• Managing Anxiety*

Understanding our Place in the World


• Teamwork capability• Citizenship Studies• Community Service• Community Education• Global Awareness and

Education• Goal Setting*

Understanding Community


• Commitment to Personal Growth through lifelong learning

• Development of Personal Value System• Leadership capabilities• Commitment to community and global

development• Commitment to personal and community

health• Self-management*

Understanding Our Personal Responsibility


Scotland’s Curriculum for Excellence

What are the skills we want our students to acquire?

• Inquirer• Thinker• Communicator• Risk-Taker• Knowledgeable• Principled• Caring• Open-Minded• Well-Balanced• Reflective

Primary Years Program, International Baccalaureate

What are the attitudes and attributes that characterise a democratic citizen?

• List 5 attitudes or attributes that we want every student to have by the time they finish primary/secondary school.

• What are some behaviours that we associate with having these attitudes or attributes?

• What are some specific activities we can include into the new curriculum that allows students to demonstrate these behaviours?

PEDAGOGICAL ISSUES

Student as Subject

• Student to Self• Student to content• Student to teacher• Student to peers• Student to community

We will need to focus on five relationships:

Basic Premise

Assume indifference...

Work to create interest

The RelationaLearning Model (Otero and Sparks, 2000)

Isolated Learners

Engaged Learners

Interactive/Introspective Learners

Global Self-regulatedLearners

RECOGNISINGAwareness

Facts for Forgetting

UNDERSTANDINGAdaptability

Concepts for Analyzing

VALUINGInteraction

Ethics for Discussion

RELATINGInterdependenceOptions for Positive Action

Survival Values in Learning

Attitudes and feelings about subjects, studies, self100%

80%

70%

50%

35%

10%

Thinking skills and processes

Motor skills

Conceptual schemes

Factual material

Nonsense syllables

Per cent of usefulness retained assuming 100% original effectiveness

Elapsed time (months)0 6 12

Strategies for engaging young people

• Learning occurs best when success is the expectation

• Fear is not an effective motivator

• Change is possible

• Control is an illusion

• Interdependence is crucial to success

How do we know when a student is engaged?

• List five characteristics of a student that is actively engaged in learning

• What are the ones you have in common with those around you?

ASSESSMENT ISSUES

The Curriculum of the Future

We need to move from valuing what we measure to measuring what we value

to count, compute

(something done to schools)

Accountability Versus Responsibility

Accountability

to be responsive; response-ability

(an internal drive for continuous

improvement)

Responsibility

Stu

den

t Pop

ula

tion

Student Smartness

Sorting Students

VERY DUMB

SORTA SMART

VERY SMART

SORTA DUMB

A - Advanced

P - Proficient

NI - Needs Improvement

W - Warning

Serving Students

Be careful of the questions you ask

Asking Questions to Better Serve Students

• How are we doing?

• What are we doing well?

• How can we amplify our successes?

• Who isn’t learning?

• Who aren’t we serving?

• What can we do to improve?

• How do we know if it worked?

• What do we do if they don’t learn?

Assessment for Learning (Sims, 2006: p 6)

Assessment for learning seeks to develop learners through handing over to them areas of teaching and learning that have traditionally been regarded as the intellectual property of the teacher…The use of open questioning techniques, formative assessment models and peer- and self-assessment all help schools to shift the emphasis from teaching to learning.

Teacher:Student RelationshipPe

rson

alis

atio

n of

Lea

rnin

g

Teacher Directedness

Pers

onal

isat

ion

of L

earn

ing


High

Low

Low High

Assessment OF Learning

SummativeTeacher designs learning

Teacher collects evidence

Teacher judges what has been learnt (and what has not)

Teacher:Student Relationship

Pers

onal

isat

ion

of L

earn

ing


High

Low

Low High


Assessment FOR Learning

Teacher designs learning

Teacher designs assessment with feedback to students

Teacher judges what has been learnt

(Student develops insight into what has not)


Pers

onal

isat

ion

of L

earn

ing


High

Low

Low High



Assessment AS Learning

Teacher and student co-construct learning

Teacher and student co-construct assessment

Teacher and student co-construct learning progress map


Pers

onal

isat

ion

of L

earn

ing


High

Low

Low High



Assessment AS Learning

Assessment IN Learning

Student at the centre of learning

Student monitors, assesses, reflects on learning

Student initiates demonstrations of learning (to self and others)

Teacher as coach and mentor


Your turn

• Apart from tests, what are some things that teachers might use to show that students are learning?

• What are some other ways in which a teacher might judge whether they are being successful?

THE LEARNING ENVIRONMENT

The Three Dimensions of learning

• The types of resources we use for learning (ie curriculum)

• The way in which these materials are presented (ie pedagogy)

• The climate in which these materials are presented (ie the assessment regime)

Clinch 2001

There are two types of teachers, the tellers and the askers.

FOCUS ON FACTS/TASKS

TEACHERSUPPORTING/INVOLVING

TEACHERMANAGING/ASSESSING

A

B

C

D

EF H

Teacher Behaviours and Student Responses

TEACHERTELLING

TEACHERASKING

FOCUS ONCONCEPTS/PROCESSES

G

How much time do you spend in each quadrant?

Teacher Behaviours and Student Responses Townsend, 2009

Management Teacher’sapproach

Content Focus Student Response

A Teacher asking Teacher supporting Focus on concepts/processes

Understanding

B Teacher asking Teacher supporting Focus on facts/tasks Knowledge

C Teacher asking Teacher managing Focus on concepts/processes

Self-doubt

D Teacher asking Teacher managing Focus on facts/tasks Guilt

E Teacher telling Teacher supporting Focus on concepts/processes

Self-belief

F Teacher telling Teacher supporting Focus on facts/tasks Clarity

G Teacher telling Teacher managing Focus on concepts/processes

Unquestioned belief

H Teacher telling Teacher managing Focus on facts/tasks Memorisation

FOCUS ON FACTS/TASKS

TEACHERSUPPORTING/INVOLVING

TEACHERMANAGING/ASSESSING

A

B

C

D

EF H

Teacher Behaviours and Student Responses

TEACHERTELLING

TEACHERASKING

FOCUS ONCONCEPTS/PROCESSES

G

DEFIANTCOMPLIANCE

COOPERATIVE LEARNING

Discussion

• Can you think of a classroom you have seen where the teacher spends a lot of time telling students what to do and another one where the teacher uses lots of questions? How are they different?

LEADING THE LEARNING

We all know what leadership is until someone asks us to define it

A working definintion of leadership

Persuading other people to set aside, for a period of time, their individual concerns and to pursue a common goal that is important for the responsibilities and welfare of the group

Avolio and Lock, 2002

Discussion

• How can teachers be leaders of learning?

• What can you do to support teachers to think this way?

If you would like more details contact

ProfessorTony Townsend:

School of Education

University of Glasgow

Phone: +44(0)141 330 4434

Fax: +44(0)141 330 5451

email: [email protected]

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