Logic Model and Education
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Logic Model and Education

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This presentation drwas upon the resources provided by University of Wisconsin Extension http://www.uwex.edu/ces/lmcourse/

This presentation drwas upon the resources provided by University of Wisconsin Extension http://www.uwex.edu/ces/lmcourse/

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Logic Model and Education Logic Model and Education Presentation Transcript

  • But are we making a difference? We might be busy? LOGIC Models and Education
  • Don Equipment Research base Resources from UWEX Situation: There an increasing expectation from the public that public services can demonstrate a social return on the investment
    • 2 hour training
    • Interactive activities
    • Group work
    • Practice
    • Q and A
    Increase knowledge of logic models Increase ability to create a meaningful logic model Increase confidence in using logic models Use logic models in planning and evaluation – in your own work Link to implementation of ACfE Improved planning –achieve positive results Improved evaluation – demonstrate that you are making a difference INPUTS OUTPUTS OUTCOMES HTs
  • Why the hype? What’s the benefit?
    • Focus on and be accountable for what matters – OUTCOMES
    • Provides common language
    • Makes assumptions EXPLICIT
    • Supports continuous improvement
    • Promotes communication
    View slide
  • What does a logic model look like?
    • Graphic display of boxes and arrows; vertical or horizontal
      • Relationships, linkages
    • Any shape possible
      • Circular, dynamic
      • Cultural adaptations; storyboards
    • Level of detail
      • simple
      • complex
    • Multiple models
    View slide
  • Assumptions Assumptions underlie much of what we do. It is often these underlying assumptions that hinder success or produce less-than-expected results. One benefit of logic modelling is that it helps us make our assumptions explicit.
    • Teachers cannot be trusted with something as important as curriculum innovation.
    • There should be a uniformity of opportunity and pupil experience in all schools.
    • Development of the curriculum is essentially a “top down process”.
    • The key to improvement is to ensure a proper flow of information down to teachers.
    • Teachers need to be“told” what to do.
    • The role of Local Authorities is to promote that flow of information and to ensure proper implementation by schools.
    • The key unit of curriculum creation are national bodies and local authorities.
    • School leaders have a responsibility to ensure that teachers implement the programme as planned.
    • Professional Development is based upon a deficit model whereby teachers’ perceived  lack of knowledge is addressed by providing them with materials and “instructions” for implementation.
    • There is a need to “teacher proof”  the system by ensuring that teachers cannot interfere with the contents or the delivery model.
    ASSUMPTIONS ABOUT IMPLEMENTATION (1)
  • ASSUMPTIONS ABOUT IMPLEMENTATION (2)
    • Teachers are professionals who want to make a positive difference to children’s lives;
    • Where teachers are empowered to work together they can create outstanding learning environments for children and young people;
    • Teachers naturally want to talk and learn from each other about their practice;
    • Teachers want to engage in dialogue about their own educational practice with a view to improving their craft.
    • The school is the key unit of curricular creation and professional development.
    • Schools should be encouraged to create curricular models which suit their own context
    • School leaders can create environments where teachers want to learn.
    • Teams of teachers working collectively towards a common purpose can have a more positive impact upon practice than any other strategy.
    • Teachers are partners in the curriculum development process.
      •   IF we develop a Learning and Teaching Policy,
      • THEN it  will lead to better teaching,
      • and IF teaching is improved,
      • THEN  better learning will take place,
      • and IF better learning takes place
      • THEN there will be an improvement in educational outcomes,
      • and IF we can improve educational outcomes
      • THEN we can improve the children’s life chances.
    If/Then causal relationships based upon assumptions We can see the flaws in the assumptions outlined above
  • How will activities lead to desired outcomes? A series of if-then relationships We invest time and money Students struggling academically can be tutored They will learn and improve their skills They will get better grades They will move to next grade level on time IF then IF then IF then IF then We can provide tutoring 3 hrs/week for 1 school year to 50 children IF then Tutoring Example
  • Simplest form INPUTS OUTPUTS OUTCOMES
  • H U N G R Y Feel better Get food Eat food Everyday example
  • A bit more detail INPUTS OUTPUTS OUTCOMES Program investments Activities Participation Short Medium What we invest What we do Who we reach What results SO WHAT?? What is the VALUE? Long-term
  • Satisfaction OUTPUTS What we do Who we reach
    • ACTIVITIES
    • Train, teach
    • Deliver services
    • Develop products and resources
    • Network with others
    • Build partnerships
    • Assess
    • Facilitate
    • Work with the media
    • PARTICIPATION
    • Participants
    • Clients
    • Customers
    • Agencies
    • Decision makers
    • Policy makers
  • Outputs vs.outcomes Example: Number of patients discharged from state mental hospital is an output. Percentage of discharged who are capable of living independently is an outcome Not how many worms the bird feeds its young, but how well the fledgling flies
  • C H A I N OF O U T C O M E S OUTCOMES What results for individuals, families, communities .. …
    • SHORT
    • Learning
    • Changes in
    • Awareness
    • Knowledge
    • Attitudes
    • Skills
    • Opinion
    • Aspirations
    • Motivation
    • Behavioral intent
    • MEDIUM
    • Action
    • Changes in
    • Behavior
    • Decision-making
    • Policies
    • Social action
    LONG-TERM Conditions Changes in Conditions Social (well-being) Health Economic Civic Environmental
  • Staff Money Partners Develop parent ed’ curriculum Deliver series of interactive sessions Parents increase knowledge of child dev Parents better understanding their own parenting style Parents use effective parenting practices Improved child-parent relations Research INPUTS OUTPUTS OUTCOMES Facilitate support groups Parents gain skills in effective parenting practices Example: parent education and support initiative Parents identify appropriate actions to take Strong families Targeted parents attend : Situation: Some parents reported that they were having difficulty parenting and felt stressed as a result
  • EVALUATION: check and verify What do you want to know? How will you know it? PLANNING: start with the end in mind
  • Input-Output-Outcome Terminology Question 1: Teenagers learned new leadership skills. Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Input-Output-Outcome Terminology Question 1: Teenagers learned new leadership skills. Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 2: 200 home economics teachers attended the conference Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 2: 200 home economics teachers attended the conference Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 3: Teachers applied the new skills in their classrooms Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 3: Teachers applied the new skills in their classrooms Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 4: Health, education and social work formed a partnership Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 4: Health, education and social work formed a partnership Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 5: Headteachers who participated learned how to develop a logic model Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 5: Headteachers who participated learned how to develop a logic model Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 6: Health and safety procedures were taught to support staff Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 6: Health and safety procedures were taught to support staff Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 7: Schools who participated in the project saw a reduction in the achievement gap between those children with FME and the rest Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 7: Schools who participated in the project saw a reduction in the achievement gap between those children with FME and the rest Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 8: Teachers reported that they had found the course very useful Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 8: Teachers reported that they had found the course very useful Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 9: Parents reported that their children were doing more homestudy Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 9: Parents reported that their children were doing more homestudy Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 10: Newsletters are distributed in three languages Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
  • Question 10: Newsletters are distributed in three languages Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
    • Logic Model…limitations
    • Represents reality, is not reality
    • Focuses on expected outcomes
    • Challenge of causal attribution
      • Many factors influence process and outcomes
    • Doesn’t address: Are we doing the right thing?
  • Don Equipment Research base Resources from UWEX Situation: There an increasing expectation from the public that public services can demonstrate a social return on the investment
    • 2 hour training
    • Interactive activities
    • Group work
    • Practice
    • Q and A
    Increase knowledge of logic models Increase ability to create a meaningful logic model of program Increase confidence in using logic models Use logic models in planning and evaluation – in your own work Link to implementation of ACfE Improved planning –achieve positive results Improved evaluation – demonstrate that you are making a difference INPUTS OUTPUTS OUTCOMES HTs
  • Staff Money Time Spend an INSET day on how to promote successful learning Involve teachers and students in developing a Logic Model Teachers learn how help pupils Teachers gain confidence to encourage independent learning Learners report that they are much more confident about learning new things Young people are successful learners ready to make their next transition Research INPUTS OUTPUTS OUTCOMES Teachers develop partnerships with pupils and parents Example: parent education and support initiative Strategies are observed in the classrooms The achievement gap is closed Target parents of lower achievers : Situation: Young people (especially the less able) do not have a range of strategies to help them be independent and successful learners Devise a co-created plan with teachers, parents and pupils Levels of attainment improve Teachers pupils, parents
  • www. uwex . edu / ces / lmcourse