A CPD Model for Scaling-up the
Dissemination of the “Learning
Skills for Science (LSS)”
Programme:
A Bi-national Israel-UK
Collaboration
Scherz Zahava & Eylon Bat-Sheva , Weizmann Institute of Science
Spektor-Levy Ornit, Bar-Ilan University
Sally Johnson, Gatsby – Science Enhancement Programme
Safed SeminarJuly 2nd – July 6th, 2006
Outline:
The LSS programme
The LSS CPD: plan and models
Dissemination & Scaling-up Implications
July 2004
January 2006
(Eylon & Linn, 1988; Bereiter & Scardamalia, 1989;Bybee & Ben-Zvi, 1998; Campbell, et al. 2000)
Independent, lifelong learner has to master high order skills:inquiry and problem-solving skills, thinking and learning skills.
(Scherz et al, 1985; Slate, Jones & Dawson, 1993; Onwuegbuzie, Slate & Schwartz, 2001)
Positive correlation between students’ performances in several learning skills and their academic achievement.
(Linn, Songer & Eylon, 1996; Bybee, 1997; Borgman, Hirsh & Walter, 1995; DeBoer, 2000)
There is a growing tendency in science education towards active independent learning.
Background
The Nuffield Review of 14-19 Education and Training UK,
2006
• concerns about young peoples' capacity to benefit from the higher education experience
• current system leads to spoon-feeding rather than fostering independence and critical engagement with subject material
• students struggle to cope with the more self-directed style of learning expected
• greater emphasis needed on the ability to read critically, to communicate ideas in writing and to argue a case
skills need developing in a range of contexts with practice and feedback from teachers, rather than being a one-off exercise
http://www.nuffield14-19review.org.uk/groups.shtml
Science EducationScience Education
High-Order SkillsHigh-Order Skills Scientific Content
Scientific Content
Inquiry skills
Inquiry skills
Problem-solving skills
Problem-solving skills
Thinking skillsThinking skills
LEARNING SKILLS
LEARNING SKILLS
Learning Skills for Science
InformationRetrieval
Listening& Observing
ScientificWriting
Data Representati
on
Knowledge Presentation
Scientific Reading
Electronic databases
Experts
Library
Demonstration
Video
Lecture
Article Textbook
ScientificText
Graph
Scheme
Table
Abstract
Article
Scientificwork
Poster
Multimedia
Model
Oralpresentation
Learning Skills for Science
InformationRetrieval
Listening& Observing
ScientificWriting
Data Representati
on
Knowledge Presentation
Scientific Reading
Electronic databases
Experts
Library
Demonstration
Video
Lecture
Article Textbook
ScientificText
Graph
Scheme
Table
Abstract
Article
Scientificwork
Poster
Multimedia
Model
Oralpresentation
Input Output
Activity book for Students
Teachers’ Guide
Israel: 1994 - date
UK: 2004 – date
Activity book with worksheets and instructions
Teachers’ Guide with background information
LSS ResourcesWebsite with resources – for teachers
http://sep.org.uk/lss
LSS Resources
Trainer’s Manual
LSS ResourcesWebsite with resources – for trainers
http://sep.org.uk/lsstrainer
Advertising a scientific journal
LSS Skill Areas
KNOWLEDGEPRESENTATIO
N
INFORMATION RETRIEVAL
LISTENING&
OBSERVING
SCIENTIFIC READING
DATAREPRESENTATION
SCIENTIFICWRITING
LSS
Taking notes from a presentation
Arranging a scientific
article
‘First glance’ at a scientific article
Making a good presentation
Recognising visual symbols
Information Information RetrievalRetrievalActivity 1.7: Advertising a scientific journal
Skill Area Skill Area 11
Activity 1.7: Advertising a scientific journal
Activity 1.6: Editing a scientific book
Activity 3.1: Deciding quickly if an article is useful – the ‘First glance’
1. What is the title of the article?
2. Who is the author of the article?
3. In what year was the article published?
4. Who is the publisher (or the name of periodical)?
5. What kinds of illustrations appear in the article?
6. Are formulas presented in the article (If yes, what
kind)?
7. Do the following appear in the article?
Abstract
Introduction/Preface
Conclusion/Discussion
8. Is there a list of references?
9. Summarise the main problem/idea that is presented
in the article:
Eukaryotes
StagegoalsTools, Materials
MethodsFindingsconclusions
1
2
3
Activity 3.5; Identifying different types of texts
Following the work habits of the scientist
Activities: non trivial, meaningful, challenging, cool
On the edge between frustration and success
Positive experience follows every frustration
The learner constructs the concepts and insights
Constructing strategies, processes and insights after actual experience
Active learning
Primary resources
Reflection and meta-cognition
The pedagogic approach of LSS
Pear evaluation
Team work
Learning from pears (Jigsaws, presentations…)
Role playing
Hands on activities (creativity)…
Competitive tasks
Whole class product
Games (‘Happy family’, ‘Give a title’…)
Teaching strategies
Explicit instruction
Integration
Variety
Practice
Spiral implementation
Flexibility & Modularity
Resources
The characteristics of the instructional model:
LSS Skill Area
Grade X
Grade X+1
Grade X+2
Content units
Information retrieval
Scientific writing
Knowledge presentation
Scientific reading
Listening & watching
Information representation
Integration of skills Integration of skills and contentsand contents
Accomplished practice of LSSAccomplished practice of LSS
An accomplished teacher is able to:• Classify a given skills into sub-skills.• Identify and analyze the performance of an expert
within a given skill. • Adopt and/or create innovative learning activities.• Adopt a model of efficient instruction. • Plan a scheme of work for LSS integration.• Integrate LSS assessment tasks • Reflect on his/her own LSS practice• Give evidence of good practice
An accomplished teacher is able to:• Classify a given skills into sub-skills.• Identify and analyze the performance of an expert
within a given skill. • Adopt and/or create innovative learning activities.• Adopt a model of efficient instruction. • Plan a scheme of work for LSS integration.• Integrate LSS assessment tasks • Reflect on his/her own LSS practice• Give evidence of good practice
Continuous Professional Development:
The Evolving Model
Teachers have to get meaningful experience
in 3 roles:
Active Learner (self)
Adaptive Innovator (in the system)
Reflective Teacher (in class)
(Rosenfeld, Scherz, Orion, Eylon, 1997)
Developmental stages of a meaningful change:
Confusion
Frustration
Recognition of need to change
Desire to change
Commitment to change
Fulfillment
The Evolving Model
LSS CPD Workshop
Outline of LSS CPD ProgrammeUK 2004-06
Level I: 2 days teachers’ training
Level 0: 2 hours taster
School based INSET LSS teacher
LSS trainerLevel II: 2 days training the trainers
Level III: Co-training with an experienced
trainer
2 days teachers’ training workshop
Characteristics
• Integration into science curriculum contents
• Two trainers in each workshop
• Students’ tasks on teachers’ level
Outline of LSS CPD ProgrammeUK 2004-06
LSS CPD Workshop
2 days teachers’ training workshop
• Diversity of instructional strategies
• Modeling
• Reflection
• Timing: several weeks between day I and day II
• Class implementation + tasks between sessions
Outline of LSS CPD ProgrammeUK 2004-06
Characteristics
• Integration into science curriculum contents
• Two trainers in each workshop
• Students’ tasks on teachers’ level
2-days ‘Training the Trainers’ workshop
Characteristics:
• Participants: after 2-days teachers’ workshop; experienced
trainer; preferably - experience in teaching LSS.
• Providers: 2 LSS leading figures (developers, experienced
trainers)
• Collaborative learning
• Simulations of LSS instruction and training
• Integrating LSS into science scheme of work
• Reflections and discussions
Outline of LSS CPD ProgrammeUK 2004-06
‘Training the Trainers’ Workshop
Consulting a departmental science team
You have been invited to a science department in a school where two teachers have attended the LSS level 1. They have since held an INSET to introduce the rest of the science staff to the programme. You have been asked to conduct a meeting with the whole department to help them to start implementing LSS….
Promoting LSS to a senior manager in school
You want to convince a senior manager in a school to support and to budget LSS implementation…
Training the Trainers
Dissemination (scaling up) UK 2004-06
Phase 1: • July 2004: 2-days level I teachers’
training (16 teachers from 8 schools).• 2004-2005: pilot in 6 schools• External evaluation (Osborne & Manning)
Evaluation Summary 2004-2005 LSS Pilot
External Evaluation by: Jonathan Osborne & Alex Manning King’s College, London
…That evaluation found much enthusiasm and commitment from the
small number of teachers involved.
…Teachers enjoyed their training in LSS.
…Teachers were keen to use the materials more widely in the future.
“One of the criteria on which the piece of work is marked is the extent to
which they have accessed different types of material for their case
studies… I think it was particularly useful because with the previous
year's case studies, I found they didn't understand what I meant by
‘range of material', so they put things in their bibliography like: 'I
accessed Google on fifth of January', things like that. Whereas having
taught them how to – to read and access articles, and look for authors,
and look for – you know – the reliability and validity of this person that
had written the articles, and things like that, then their bibliographies are
much more extensive.”
(Teacher L)
“We’re a pilot school for the twenty-first century science
GCSE, and the coursework skills the students need are
very different from anything we’ve done before, so we
were interested in anything which would help them
develop some of those skills. And it’s (LSS) – it’s much
more focused on research, and- and the ability to – not
just learn facts, but express opinions, analyse data…
there’s so much more emphasis on that.”
(Teacher M)
Recommendations concerning the CPD:
Initiatives such as LSS are in danger of withering on the vine if they rely on a single teacher in any school to sustain them. Working with whole departments is much more likely to lead to sustained use and makes the project less vulnerable to the loss of a critical member of staff.
In any future training the project goals need to be explicitly shared and regularly revisited, in order for the participants to develop a better understanding of the goals and significance of the project. This is essential to developing teachers’ pedagogical knowledge and transcending the view that this course merely offers a set of ‘tips for teachers’.
Some teachers perceived the materials and ideas to be used as a short intensive course of training in specific strategies. Whilst there is some value to this approach, making use of the materials throughout both KS3 and KS4 is much more likely to lead to enhanced student performance.
One way of recording evidence of use, and encouraging teachers to reflect on student learning would be to ask teachers to keep portfolios with lesson plans, any worksheets, samples of student work and the teacher’s reflection on the lesson. Such material would be invaluable for any evaluation and also encourage the teacher to reflect on the strengths and weaknesses of the activity.
The project should be seeking to develop a community of LSS teachers. This will require regular opportunities for those using the materials to meet and share the work they have been undertaking. If meeting physically is difficult to facilitate, the project should seek to support a virtual community through its web pages. Such a community would enable new teachers to engage with more experienced participants, so that they might learn from one another.
This last point could equally well apply to in-school sustainability as well as that across the nation.
Phase 2: • July 05 - July 06 :
700 2 hours tasters
260 2-days level 1 teachers’ training
30 2-days level 2 ‘training the trainers’ (regional centres staff + consultants)
• 2005-2006: pilot in 60 schools• Internal evaluation
Dissemination (scaling up) UK 2004-06
• 2 courses per year at 9 Regional centres (SLC London, Manchester, Durham, Keele, Southampton, Sheffield are already advertising courses).
• National Strategy, Local Education Authorities
(LEA) consultants working with clusters, INSET
• Implementation in ~1000 schools in England
• Wide-scale external evaluation
Phase 3: 2006-2008
Dissemination (scaling up) UK 2004-06
Further dissemination
• KS3 / Post 16
• Overseas interest
• Back to Israel
Level III
Level II
Level I
Phase 3
Level III
Level II
Level I
Phase 2
LSS CPD scaling up
model
DisseminationCPD programme
Level I: teachersLevel II: trainersLevel III: experienced trainers
Phase 1
Level III
Level II
Level I
Level III
Level II
Level I
Phase 3
Level III
Level II
Level I
Phase 2
CPD scaling up
model
DisseminationCPD programme
Level I: teachersLevel II: trainersLevel III: experienced trainers
Phase 1
Level III
Level II
Level I
Thank you!
Top Related