Presenter:DrMuaviaGallie(PhD)

School Turnaround

Allourlearnerscanandshouldbesuccessfulinourschools.

STF-EMUExcellentSchools

byDesign

www.slideshare.netRegistertodownload– itisfreeSearch– ExcellentSchoolsbrief

ZWELETHEMBAHIGHSCHOOL

TOPICS:1. SUCCESSFORALLLEARNERS– 100%PASS-RATE2. LEARNERDREAMS3. TARGETSETTING4. RISKANALYSIS5. 170DAYSOFTEACHINGANDLEARNING6. TIMETABLETRANSITIONALTIME7. DAILYLESSONPLANS8. NOHOMEWORK,RATHERCLASSWORK9. INTERNALEXAMINATIONPAPERS10. TEST&EXAMPREPARATION11. LEARNERSELF-ASSESSMENT12. DIGITALTEACHINGTIME13. 3Lx4Mx3HQUESTIONS

CHAOSBYDESIGN• Teachersbelieveinthe’normaldistributioncurve’thatsomelearnersaregood,someweakandbulkinmiddle

• Successoflearnersislinkedtosocio-economicstatusoflearners;

• Failureisseenas’normal’.

EXCELLENCEBYDESIGN1.SUCCESSFORALL

• Failureisnotanoptionintheschool– 100%Successisthemotto;• Successofindividuallearnersisapriority;• Earlywarningsignstoidentifyandsupportlearners;• Highperformanceisexpectedfromalllearners,andhardworkisseenasthesolution;• Psycho-socialproblemsareseenassolutionopportunities.

CONSEQUENCE:• Deepunderstandingofthesocio-culturalandeconomicsituationoflearners– 40DevelopmentalAssetsofYouth;

• Understanding’poverty’andhowtoteachlearnerswithpsycho-socialchallenges– E-Book:TeachingwithPovertyinMind;

• Regardingeducation”asthewayoutofpoverty”foralllearners– LearnerDreams;

• Internalmechanismsdesignedto’givelearnersabreak’,withoutcompromisingontheiroverallcommitmentsandtargets– DayPass.

CHAOSBYDESIGN• Learnersattendschoolasaroutineofpastpractice;

• Theyhavelimitedornospecificsenseof’why’(purpose)theyattendschoolotherthan’thatiswhateveryoneelseisdoing’;

• Theyrespondtodailychallengesineducationonanad-hocbasis.

EXCELLENCEBYDESIGN2.LEARNERDREAMS

• Alllearnershaveaclearideaandpurpose’why’theyattendschool;

• Mosthavea’higherintension’,whileothershaveaspecific‘job’or’sector’inmind;

• Theyknowwhenchallengesconfrontthem,thatthesacrificeisworthit;

• Thepurposeis’longterm’ratherthanshortterm,minor’turbulence’driven.

CONSEQUENCE:• Allourlearnersworktowardsan80%Bachelorpass;

• Theyknowthatthrougha’growthmindset’,theycanimprovegraduallytoachievetheirdreams;

• Theyare’self-driven’,andthereforearepreparedtosacrificeshorttermgainsforlongtermdreams;

• Theyknowthatallinsideandoutsideschool,contributeandassistthemtowardstheirdreams,andthereforehaveno’personalagenda’ratherthan’beinginservice’totheirdreams.

CHAOSBYDESIGN• AllormostLearners,TeachersandPrincipalsdon’thaveaspecificTargettheyneedtoworktowardseveryyear;

• Ifyoudon’thaveatarget,youdon’tneedtobeAccountable!

EXCELLENCEBYDESIGN3.TARGETSETTING

Everyone intheschoolhasatargetfortheyear:• Learners – uniquelyidentified,andlinkedtotheirownpreviousperformance,ineverysubject;• Teachers – linkedtotheindividualandcollectivelearnerstheyteach;• HoDs,Deputies&Principal.

CONSEQUENCE:• Everyoneisworkingtowardstargets;• Allassessmentsare’compared’withthe’targets’– measuringprogress,ornot;

• Encouraging’growmindset’(improving):– 40%inGrade8:5%x5years=25%à 65%– 40%inGrade8:8%x5years– 40%à 80%

• ’Effort’and’Commitment’oflearners–heutagogy (self-driven/directedlearning);

CHAOSBYDESIGN• Everyyearisregardedas’new’,asifpreviousyearneverhappened;

• Noorlimitedlearningistakenfromthepreviousyear,andtherefore’mistakes’areduplicated(dragged)fromoneyeartothenext;

• Nopro-activeinterventionsinordertodealwith’known’orpotentialchallenges;

EXCELLENCEBYDESIGN4.RISKANALYSIS

• Staffmembersunderstandthatmostlearnerscomefromchallengingsituations;• Staffmemberspro-activelyanalyse thedifferentrisklevelsofeachlearner;• Typesofrisks:(i)Academic,(ii)Behavioural,(iii)Psycho-social,(iv)Specialneeds,(v)Literacy(languages),and(vi)Household;• Learnersseeschoolasasupportstructure,respondingappropriatelytotheirneeds,wherenecessary.

CONSEQUENCE:• Academicrisk– teachersknowthesubjectswherelearnersneedsupportinfromthefirstdayoftheacademicyear;

• Theirlevelsofriskarepersubject,andthesearerespondedtothroughsupportsessionfrom16h00to17h00daily;

• Thisanalyse isdonequarterlyinordertoensurealevelofmasteryofatleast50%;

• Learnerareawarethatwhentheyperformbelow50%intheirassessmenttasks,theywillhavetogettomasterylevelduringthesupportsessionsofthefollow-upquarter.

CHAOSBYDESIGN• Mostschoolsareonlyofferingbetween100to150schooldaysofteachingandlearning,despiteCAPSrequiring170days;

• AverageinSouthAfricais82days(Chisholm,2005)

EXCELLENCEBYDESIGN5.170DAYSOFT&L

Oftheaverage200schooldayspercalendar,weallocate:• 170DaysforTeachingandLearning(includingtheFATsandRevision);• 27DaysforExaminations;• 3DaysforSports,etc.• Anyother’timeneeded’withbeonSaturdays,holidaysand’afterteachingtime’.

CONSEQUENCE:Teaching&LearningDays

MissingDaysperYear

MissingDaysperPrimary

MissingDaysperSchooling

MissingDaysin

Years(12)

90Days 80 560 960 5,64yrs

110Days 60 420 720 4,23yrs

130Days 40 280 480 2,82yrs

150Days 20 140 160 0,94yrs

160Days 10 70 80 0,47yrs

CHAOSBYDESIGN• The’beginning’and’end’timesofperiodsonthetimetablearethesame;

• No’transitionaltime’intimetable

• Schooldaysendbefore15h00mostdays

EXCELLENCEBYDESIGN

6.TIMETABLETRANSITIONALTIME

• Thereisa5minute’transitiontime’betweenperiods;• Givelearnersand/orteacherstochangeclasses;• Orgivenfoundationphaseteachersto’packaway’theirthingsbeforestartingwithanewarea;• Ensuresthatteachers’get’theirfulltimeasindicatedonthetimetable.

CONSEQUENCE:• Additional45minutesperdaytothe’closingtime;

• Teacherscanfollowtheir50-60minutesdailylessonplans,perminute;

• Learnersgettheirfull5,5hoursperdayor27,5hoursperweek;

• ThepotentialofdecentCLASSWORKcanbestructured,ratherthangivingHOMEWORK,whichIbelieveshouldbebannedfromschools.

CHAOSBYDESIGN• BelievethattheCAPSisdetailedenoughforteacherstoknowwhattoteachereveryday;

• Two-weeklylessonplanonanA4page– mainlyforthedistrictofficials;

• Lessonplanis’vague’statements,andverygeneric;

• Dailyplansarenotactivelyusedduringthelessonimplementation.

EXCELLENCEBYDESIGN7.DAILYLESSONPLANS

• CAPScurriculumisdividedinto140chunks,coveredindailylessonplans;• Other30lessonsareusedforFATSandRevision/Reviews;• Plansarebetween4-8pageslong;• Dailylessonplansare50-60minuteslong;• Atleast15-20minutesclasswork,whichcanbecompletedwithinclass;• Includeworkfor’earlyfinishers’;• Planshaveatleast3low,4middle,and3highlevelquestions.

OutlineofDailyLessonPlan1. Topic2. ConceptsandSkillstobeachieved3. resources4. PriorKnowledge5. ReviewandCorrectionofClasswork(10)6. Introduction(5)7. LessonPresentationDevelopment(20)8. Classwork(20)9. Consolidation,andConclusion(5)

60Minutes

CHAOSBYDESIGN• Timetableperiodsof30-40minutes;

• Givenmostofthetimeto’teaching’,andverylimitedtimeto’facilitationoflearning’;

• Learnersaregiven’tons’ofhomework,withoutacentralmanagementprocessfromtheoffice.

EXCELLENCEBYDESIGN8.NOHOMEWORK

• CAPScurriculumisdividedinto140chunks,coveredindailylessonplans;• 30lessonsareusedforFATSandRevision/Reviews;• Dailylessonplansare50-60minuteslong;• Atleast15-20minutesclasswork,whichcanbecompletedwithinclass.

CHAOSBYDESIGN• Noorlimiteddesignoninternalexaminationpapers;

• Noweightingor’endofyear’weightingasperCAPS;

• Designinitiatedbyindividualteachersand/orsubjecthead.

EXCELLENCEBYDESIGN

9.INTERNALEXAMPAPERS

• Shapeoftermpapersaredesignedbasedoncompletedwork;•Weightingoftopicsbasedon%oftimespenttoteachtopicasperCAPS;• Thisis’firstphase’,beforeintegrationoftopicsacrosssubjectisfacilitated.

CHAOSBYDESIGN• Teachingandlearningaredisconnected–teachersmustteach,learnersmustlearn;• Successintestandexamistheresponsibilityoflearnersalone,especiallywhenresultsarenot’good’;• Preparationisallocatedtothe’learner’andhis/her’home’.

EXCELLENCEBYDESIGN10.TEST&EXAMPREP.

• ’Facilitationoflearning’isseenastheconnectorbetweenteachersandlearners–thereforerelationshipbuildingiscrucial;• Preparationisplannedatschool,inanorganised way;• Learnersareguaranteeda5-6hoursof’preparation’beforewritingexaminations;• Preparationsheets(mindmaps)aregeneratedbyteachers.

CHAOSBYDESIGN• Theactivityof’assessment’isseenastheresponsibilityofteachersonly;• Learnersaretherecipientsof’marks’fromteachers,andoftenhavenotcluehowto’judge’thevalueoftheirwork;• Learnerssometimeseeteachersaspeoplewhocan’givethemanymarks’,disconnectedfromthevalueoftheworksubmitted.

EXCELLENCEBYDESIGN

11.LEARNERSELF-ASSESSMENT

• Teachersdevisemeansto’teach’learnershowtoevaluatetheirbehaviour andtheirownwork;

• Clearcriteriaexistinadvance,andareknownhowworkwillbeevaluated;

• Regularopportunitiesaregiven,andexpectedforlearnerstoengageinthe’own’assessment,bothbehaviouralandacademic;

• Teachersdon’tseethemselvesasthe’police’oflearners’behaviour andthequalityoftheirwork;

• Learnersareexpectedbytheschoolto’drivetheirownlearning’.

CHAOSBYDESIGN• Teachersseethemselvesastheonly’sourceofinformation’inthelearningprocess;

• Theprimaryresourceswillbeteacherandthetextbook;

• Primarilya’manual’processofteachingandlearning;

• Technology,suchascellphones,isnotallowed(banned);

• Technologyisseenas’threat’and’distraction’inthebattlefortheattentionoflearners;

• Teacherssuspectthatpresenceoftechnologycouldbeusedto’share’digitalcontent.

EXCELLENCEBYDESIGN

12.DIGITALTEACHINGTIME

• Teachersseetechnologyofa’sourceofcomfort’formostyoungpeople;

• Dailylessonplansincludeddigitaltimeperweekforlearnersto’drivetheirownlearning’throughtheintegration(blendedlearning)ofonline(andoffline)contentthatareautomaticallymarked(immediatefeedbackandsupport)whenlearnersengagewithit;

• No’control’neededfromteacherssinceprocessesinsoftwareensureseducational’checkandbalances’;

• Teachersareinformedbyprogressoflearners.

CHAOSBYDESIGN• Teachersdon’thavepreparedquestionstheywanttoengagewithlearners,beforetheydelivertheirlessons;

• Andifprepared,themajorityofquestionsare’lowlevel’questionsthelearnershavetoengagedinduringthelesson;

• Teacherwillgive’middleandhighlevel’questionsduringthehomeworkortestandexaminationtime;

• Learnerswillseeafairamountofmiddleandhighlevelquestionsforthefirsttimeduringexams.

EXCELLENCEBYDESIGN

13.3x4x3ASSESSMENTQUESTIONS

• Everydailylessonplanhasatleast3low,4middleand3highlevelquestions;

• Learnersareexposedtoalllevelsofquestions,andthereforebuilduptheconfidencethattheycanscore100%inallassessmenttaskiftheyarepreparedwell;

• Most,ifnotallquestionsinexamscanbelinkedbacktothespecific’dailylessonplan’wherethespecificworkwascovered;

• Assessmenttasksarenotseeasopportunitiesto’catchout’learners.

CONSEQUENCE:• Theconstructionofthedailylessonplansistheprocessof’shapingthecontentoftheexampaper’;

• Adatabankofquestionsandanswersareavailabletolearnersduringexaminationpreparationtime;

• Learnersareawareofthedifferentlevelsofcomplexitiesofcontent,andareabletobuilduptheirconfidence;

• Theschoolwilleliminatethe’vulnerable’eventsof’learnersreportingtoofficethatcertainquestionsintheexamswerenotcovered’;

• Allowsthemoderationprocesstobemorespecificintermsofcontentcoverableandlevelsofcomplexitycoveredduringlessondelivery;

• Qualityassurancecanbeimplemented,sinceavarietyofquestionpaperscangeneratedfromdatabase.

ThankYou!