Real Lessons from World Rankings and International Best Practice - Ken Walsh OBE, and Jules Gordon

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Real Lessons from World Rankings and International Best Practice - Ken Walsh OBE, and Jules Gordon

  1. 1. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Real lessons from world rankings and international best practice Aim of the session: A discussion of how international tests are affecting our teaching and the crucial decisions about the curriculum and how students learn. A specific example of how George Spencer Academy is using international best practice visits to develop pedagogy and practice to compete on the international stage.
  2. 2. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Real lessons from world rankings and international best practice Outcomes • To know what to look for when interpreting international test results and understand that these are only one aspect of learning from schools in other countries. • To understand that there are many lessons that we can learn from international links. •To learn how one school is using international networking to improve teaching and learning.
  3. 3. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Structure of the session a) A presentation about international benchmarking and how countries are responding to world rankings. b) A case study of how the George Spencer Academy is changing teaching and learning following visit to Shanghai schools. c) A question and answer discussion about networking and learning from schools and education systems across the world.
  4. 4. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Clearly, business as usual is not a survival option. More particularly, schools cannot afford to be complacent as they are responsible for educating the next generation of the world’s citizens. For them to live happily in the 21st century, they must face issues like the fact that by 2050 developing countries could contain 86.5 per cent of the globe’s galloping population explosion; that by then there could be more people living in Asia and Africa than the combined population of the whole world this year. These students will be globally oriented in a way we never conceived of in the 20th century, and what they must learn at school has changed dramatically. (Professor Hedley Beare preface for Teaching Australia, 2008) Teaching for Uncertain Futures
  5. 5. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Culture Intelligence(CQ) – Skills – Attitudes – Perspectives – Values/identity Knowledge of the Globe – Global economics – Global problems – Interdependence Languages and cultures Global Competences
  6. 6. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy “The only way we can catch up, and have the world-class schools our children deserve, is by learning the lessons of other countries’ success.” (Foreword to “The Importance of Teaching” DfE, Nov. 2010) “The highest performing education systems...are those that combine equity with quality.” (OECD) 6
  7. 7. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Finland The context: Stable, good results • A paradoxical mix of progressive policies implemented through a rather conservative pedagogic setting. • High levels of teachers` academic preparation, social status, professionalism and motivation for the job. Child poverty in Finland is 4%. Child poverty in the UK is 30%. 7
  8. 8. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Finland – more time for creativity “ We want to boost critical thinking, citizenship, and we also have cross- curricular themes of sustainability, humanity, safety, taking responsibility for your community and entrepreneurship... We’re trying to reduce content and give more time to learning.” Kristina Volmari, Finnish National Board of Education, (TES 28.6.13)
  9. 9. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Pisa Maths Scores
  10. 10. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Entrepreneurial Capabilities
  11. 11. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Putting the two lists together reveals that countries with higher PISA scores have fewer people who are confident in their entrepreneurial capabilities. Out of the innovation-driven economies, Singapore, Korea, Taiwan, and Japan are among the best PISA performers but their scores on the measure of perceived capabilities or confidence in their ability to start a new business are the lowest.
  12. 12. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy
  13. 13. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy World Class Learners Educating Creative and Entrepreneurial Students by Yong Zhao (2012) Entrepreneurship “A process that results in creativity, innovation and growth. Entrepreneurship refers to an individual’s ability to turn ideas into action and is therefore a key competence for all...” (World Economic Forum, 2009)
  14. 14. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Pisa 2015 - Creativity The new assessment will be on collaborative problem solving (CPS): • It identifies two main sub-skills: social skills and cognitive skills. • Social skills include participation, perspective taking, and social regulation. • Cognitive skills include task regulation and knowledge building. • The test will be administered via computer, with the child collaborating not with another actual person, but with a computational agent.
  15. 15. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy “Values and Variables: Mathematics Education in High-performing Countries” (Kings College London,2010) Conclusion: “One of the most striking things this review has shown is that high attainment may be much more closely linked to cultural values than to specific mathematics teaching practices” 15
  16. 16. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Shanghai • In 2010, the 2009 PISA results revealed that Shanghai students scored the highest in the world in every category. The OECD described Shanghai as a pioneer of educational reform, noting that "there has been a sea change in pedagogy". OECD point out that they "abandoned their focus on educating a small elite, and instead worked to construct a more inclusive system. They also significantly increased teacher pay and training, reducing the emphasis on rote learning and focusing classroom activities on problem solving."[1 Shanghai’s senior secondary school enrolment attained 98% and admissions into higher education have achieved 80% of the relevant age group. The OECD ranks Shanghai’s secondary education as world number one.[21]8] 16
  17. 17. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Structure of the session a) A presentation about international benchmarking and how countries are responding to world rankings. b) A case study of how the George Spencer Academy is changing teaching and learning following visit to Shanghai schools. c) A question and answer discussion about networking and learning from schools and education systems across the world.
  18. 18. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Real lessons from world rankings and international best practice Outcomes • To know what to look for when interpreting international test results and understand that these are only one aspect of learning from schools in other countries. • To understand that there are many lessons that we can learn from international links. •To learn how one school is using international networking to improve teaching and learning.
  19. 19. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy George Spencer Academy Effective use of best practice visits involve an understanding of a country’s culture before we change our curriculum and adapt our teaching and learning.
  20. 20. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Shanghai Education Approach 1. High expectations – importance of education 2. Hard working & diligent 3. Mechanism – competition, exams for all jobs 4. “Open Door” policy 5. In-service training of teachers 6. Education levy – used to boost education in poor areas 7. Managers empowered – help poor schools 8. Quota for poor schools
  21. 21. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Shanghai System 1. 10 year strategy plan leads to - curriculum stability“ and a culture where the government don’t use data to punish schools” 2. Investment in education (but not in heating!) 3. Teacher research culture - teachers produce 2 research papers per year. 4. Emphasis on Maths & Science – but…innovation and creativity focus after PISA results 5. Teachers teach 10 period out of 40 and only have 2 classes but class sizes are 40+ 6. Best practitioners are recognised publicly and competitions are entered 7. Promotion is dependent on quality of teaching / colleagues voting in / student response / research papers developed 8. Everyone has to teach including Principal 9. Principals do not appoint teachers – Education bureau places teachers in schools and moves them around 10. Key priority for all schools was improving quality of teaching and student engagement / interaction - Emphasis on CPD including many observations (Under-performing teachers “sent to the library”)
  22. 22. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy PISA testing • Shanghai started PISA in 2007 • Top in world (2009) for reading, maths and science • Identified weaker areas: – Reading – children need to improve at summarising – Control strategies – how to plan, evaluate and check learning – Creativity, personal skills – Access & retrieval of information – Non-continuous text especially on-line reading – Application of knowledge to practical situations – Girls do much better than boys!
  23. 23. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Typical School Day • Get up at 6.00am • Arrive at school and do study before school • School : 8.00am to 5.00pm 8/9 lessons • Long lunch (people sleep) • Extra curricular activities • Self study (3 hours at night – homework every night) • Saturdays: “family tutor” • Holidays – 3 months a year, but all students continue to work on their studies
  24. 24. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy24
  25. 25. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy25
  26. 26. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy The science labs 26
  27. 27. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Computing 27
  28. 28. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy China 2013 - Action plan 1. White boards to be installed in 2 Mathematics classrooms 2. Mentoring of staff past NQT year 3. Practitioner Enquiry Accreditation 4. Larger class sizes and reduce teaching load 5. Non-judgemental lesson observations trialed? Greater openness 6. Development of Master teacher in the school as a route to sharing outstanding practice (lead practitioner) 28
  29. 29. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy China 2013 – Action plan Action Justification Who Timescale Proposed Impact White boards to be installed in 2 Mathematics classrooms AfL – each student writes methodology as well as answer Maths ,Science April 2013 – July 2014 AfL used more effectively for methodology teaching at A level Mentoring of staff past NQT year Mentoring does not stop until Outstanding has been reached Science Sept 2013- Sept 2014 More teachers making sustained progress with teaching Practitioner Enquiry as a model for research Research papers to be published as in China Science with UoN Jan 2013 - July 2013 Publication leads to more teachers wanting to do the same Larger class size and team teaching – Biology trial More robust assessment and CPD for teachers (dependent on timetable) July 2013 – June 2014 Increased teacher assessment Results improved Non-judgemental lesson observations conducted CPD for teachers moving from RI to Good and Good to Outstanding. Curriculum Leaders and TLR holders April 2013 – July 2013 More teachers making sustained progress with teaching Development of “Master teacher” Pool of teachers to be observed by others Science April 2013 – July 2013 Pool of teachers to be observed at any point for CPD 29
  30. 30. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy China 2013 – Action plan Action Justification Who Timescale Proposed Impact White boards to be installed in 2 Mathematics classrooms AfL – each student writes methodology as well as answer Maths ,Science April 2013 – July 2014 AfL used more effectively for methodology teaching at A level Mentoring of staff past NQT year Mentoring does not stop until Outstanding has been reached Science Sept 2013- Sept 2014 More teachers making sustained progress with teaching Practitioner Enquiry as a model for research Research papers to be published as in China Science with UoN Jan 2013 - July 2013 Publication leads to more teachers wanting to do the same Larger class size and team teaching – Biology trial More robust assessment and CPD for teachers (dependent on timetable) July 2013 – June 2014 Increased teacher assessment Results improved Non-judgemental lesson observations conducted CPD for teachers moving from RI to Good and Good to Outstanding. Curriculum Leaders and TLR holders April 2013 – July 2013 More teachers making sustained progress with teaching Development of “Master teacher” Pool of teachers to be observed by others Science April 2013 – July 2013 Pool of teachers to be observed at any point for CPD 30
  31. 31. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy White boards or WHITEBOARDS • NSCL visit to China Jan 2013 • Whiteboards installed in 2 classrooms April 2013 • Maths and Science teachers trial use Summer term 2013 • Training delivered based on initial use – June 2013 • Timetable Maths, 16+ Physics and Biology in these rooms July 2013
  32. 32. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy
  33. 33. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy
  34. 34. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy
  35. 35. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy
  36. 36. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy The Verdict • Excellent for revision! • Starters / big picture / mini-plenaries and plenaries • Easy to retain / revisit / demonstrate progress • Costly? £300 per room (mini-whiteboards £50 a set)
  37. 37. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Globalisation at George Spencer Academy • Close to NCSL – Visitors from all around the world • Toilet twinning • Connecting classrooms
  38. 38. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Structure of the session a) A presentation about international benchmarking and how countries are responding to world rankings. b) A case study of how the George Spencer Academy is changing teaching and learning following visit to Shanghai schools. c) A question and answer discussion about networking and learning from schools and education systems across the world.
  39. 39. Ken Walsh – OBE, Associate Consultant, Cambridge Education Jules Gordon – CSciTeach, CPSLE, Curriculum Leader for Science, George Spencer Academy Real lessons from world rankings and international best practice Outcomes • To know what to look for when interpreting international test results and understand that these are only one aspect of learning from schools in other countries. • To understand that there are many lessons that we can learn from international links. •To learn how one school is using international networking to improve teaching and learning. Any questions?

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