Excellence in Pedagogy: A School Wide Approach to Evidence Based Practice


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Lisa Mac Dermott presents for Eduwebinar on Pedagogical Frameworks that bring together evidence-based research about how students' best learn and the effective teaching practices that are worthy of consideration for classroom planning and instruction. The webinar investigated the benefits of a school-wide pedagogical approach for our learners and teachers. It explored a few of these frameworks and looked at the steps necessary to move forward to school-wide implementation.

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Excellence in Pedagogy: A School Wide Approach to Evidence Based Practice

  1. 1. EXCELLENCE IN PEDAGOGY“A School Wide Approach to Evidence BasedPractice.”Continuing ProfessionalDevelopment forTeachers
  2. 2. “ …the focus of every school, every educationalsystem and every education department orfaculty of education – [should be] studentlearning and achievement.” (Dinham, 2008: 1).WHAT ARE WE HERE FOR?*Dinham (2008) ACER Presshttp://shop.acer.edu.au/acer-shop/product/A4066BKCPD 4 Teachers:www.cpd4teachers.com.au
  3. 3. “It is what teachers know, do,and care about which is verypowerful in this learningequation”.Reference: Hattie, J. (2003). ‘Teachers Make a Difference: What is the Research Evidence?’,http://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference.phpCPD 4 Teachers:www.cpd4teachers.com.au
  4. 4. CPD 4 Teachers:www.cpd4teachers.com.auhttp://www.teacherstandards.aitsl.edu.au/
  5. 5. http://www.teacherstandards.aitsl.edu.au/CPD 4 Teachers:www.cpd4teachers.com.au
  6. 6. CPD 4 Teachers:www.cpd4teachers.com.auVisible LearningA Synthesis of over 800Meta-Analyses Relating toAchievement.John Hattie (2009)Continuing ProfessionalDevelopment for Teachers
  7. 7. The SIX factors that contribute toachievementThe child1The home2The school3The teacher4The curricula5The approaches to teaching6Hattie (2009) Visible Learning, p. 31- 36
  8. 8. 4. The TeacherThe teacher’s contribution to student learning include:1. The quality of teaching – as perceived by the students;2. Teaching expectations;3. Teachers’ conceptions of teaching, learning, assessment;4. Classroom climate;5. Teachers openness to learn;6. The fostering of effort;7. The engagement of all students;8. A focus on teacher clarity in articulating success criteriaand achievements.CPD 4 Teachers:www.cpd4teachers.com.au
  9. 9. 5. The CurriculumAspects relating to the curriculum that have an influenceon student learning include:1. Developing a curriculum that aims for balance ofsurface and deep understandings (higher orderprocesses);2. Ensuring a focus on developing learning strategies toconstruct meaning;3. Having strategies that are planned, deliberate and,and having explicit and active programs that teachspecific skills and deeper understanding;CPD 4 Teachers:www.cpd4teachers.com.au
  10. 10. 6. Teaching ApproachesAspects of teaching approaches associated with studentlearning:1. Paying deliberated attention to learning intentions andsuccess criteria;2. Setting challenging tasks;3. Providing multiple opportunities for deliberative practices;4. Knowing when one is successful in attaining goals(teacher and student);5. Understanding the critical role of teaching appropriatelearning strategies;6. Planning and talking about teaching;7. Ensuring the teacher constantly seeks feedback;information as to the success of his or her teaching on thestudents. CPD 4 Teachers:www.cpd4teachers.com.au
  11. 11. CPD 4 Teachers:www.cpd4teachers.com.auQuestions – Excellence in PedagogyHow do I/my school:A. Use evidence-informed approaches todrive improvements in teachingpractice and student learning?B. Use current research and learningtheories to inform and improvelearning, teaching and assessmentpractices?
  12. 12. CPD 4 Teachers:www.cpd4teachers.com.auhttp://www.teacherstandards.aitsl.edu.au/
  13. 13. Towards a Whole School Approach toPEDAGOGYA Coherent Approach
  14. 14. Framing for our eduwebinar…“Schools must create a culture which isabout learning. ...Pedagogy must be shared,engaging, matched to need,interest and ability andreflect students’ feedbackabout how they learn best.”(MacBeath & Dempster, 2009, p. 104)
  15. 15. CPD 4 Teachers:www.cpd4teachers.com.auWhat Pedagogical Frameworks do youknow?
  16. 16. CPD 4 Teachers:www.cpd4teachers.com.auWhat Frameworks?Thinking Skills Framework – (Bloom Taxonomy);Whole Brain’ paradigm (Herrmann, 1988);VAK Model -Visual, Auditory or Kinaesthetic (Ward &Daley’s 1993);Dimensions of Learning (Marzano & Pickering, 1997);DEEP Pedagogical Framework (White, 2003);Understanding By Design (Mc Tighe & Wiggins, 2004);Teaching 4 Understanding (Freestone, 2007);Art and Science of Teaching (Marzano, 2007);Classroom Instruction that Works (McRel, 2012)
  17. 17. http://itcpublications.com.au/
  18. 18. Attitudes and PerceptionsHabits of MindAcquire andIntegrateKnowledgeExtend and RefineKnowledgeUse KnowledgeMeaningfullyDimension 1Dimension 5Dimensions of Learning (DoL)CPD 4 Teachers:www.cpd4teachers.com.au
  19. 19. EffectiveClassroomCurriculum DesignUse of effectiveClassroomManagementStrategiesUse of effectiveInstructionalStrategiesCPD 4 Teachers:www.cpd4teachers.com.au
  20. 20. 20The ASOT sheds light on three fundamentalsegments of classroom instruction.
  21. 21. © 2012ClassroomInstruction thatWorkspresented byLisa Mac DermottDirectorCPD 4 TeachersContinuing ProfessionalDevelopment for Teachersinfo@cpd4teachers.com.auMcREL Certified Trainer
  22. 22. January 2012August 2012October2012
  23. 23. Category AverageEffectSizePercentileGainIdentifying Similarities & Differences 1.61 45Summarizing & Note Taking 1.00 34Reinforcing Effort & Providing Recognition .80 29Homework & Practice .77 28Nonlinguistic Representation .75 27Cooperative Learning .73 27Setting Objectives & Providing Feedback .61 23Generating & Testing Hypotheses .61 23Cues, Questions, & Advance Organizers .59 22Strategies That Most Impact Student Achievement
  24. 24. Create the Environment for LearningSupporting Dimension 1 – Attitudes and PerceptionsSetting Objectives& ProvidingFeedbackReinforcing Effort &Providing RecognitionCooperative LearningDevelopUnderstandingExtend & ApplyKnowledgeNonlinguistic RepresentationSummarising & NotetakingCues, Questions,& Advance OrganizersAssigning Homework & ProvidingPracticeIdentifying Similarities &DifferencesGenerating & TestingHypotheses©2012 McREL
  25. 25. Grant WigginsandJay McTighe(2004)CPD 4 Teachers:www.cpd4teachers.com.au
  26. 26. CPD 4 Teachers:www.cpd4teachers.com.au
  27. 27. CPD 4 Teachers:www.cpd4teachers.com.auwww.teacherstandards.aitsl.edu.au/
  28. 28. CPD 4 Teachers:www.cpd4teachers.com.auwww.teacherstandards.aitsl.edu.au/
  29. 29. School wide approach to pedagogyReflectionIsolated1.Collaborate10.Plot where you think your school is with a coherentapproach to pedagogy.
  30. 30. CPD 4 Teachers:www.cpd4teachers.com.auWhat would a Pedagogical Frameworkoffer your learning community?
  31. 31. CPD 4 Teachers:www.cpd4teachers.com.auFramework - Core ElementsMUST HAVE:Based on sound educational research andtheories;Student at the core of teaching andlearning;Common shared language;Intellectual Quality / Higher-order thinkingprocesses;Quality Instructional strategies;Meet the needs of your community/contextmatters;
  32. 32. A school-wide pedagogy is created whenteachers engage as a professional communityto synergize their personal teaching talents inrelation to their school’s distinctive vision.In doing so, they create the means forcomplement and extending each other’ssuccessful practice and for building sharedresponsibility for the equality of theirschool’s teaching.Crowther, 2009Continuing ProfessionalDevelopment forTeachersCPD 4 Teachers:www.cpd4teachers.com.au
  33. 33. Alignment“ Curriculum Synchronicity”Caldwell (2007), Consistency and Coherence with which schools go about their work.AustralianCurriculumExternal prioritiesInternal Priorities:PEDAGOGYPedagogical Framework,Pastoral Care, ICT,Critical Thinking,Assessment andReporting
  34. 34. Process of Alignment• Laying the foundation - Developing a shared visionfor curriculum alignment, setting realistic goals.• Launching the process/getting started - Overviewof curriculum alignment, beginning the process,defining the elements and focusing on commonlanguage.• Maintaining, sustaining, and integrating the alignmentprocess - Developing an implementation plan, aligningquality assessments to the curriculum, identifying andaligning activities and instructional strategies to thecurriculum.
  35. 35. A Learning CommunityPurposeful peer interaction works effectively under threeconditions:1. When the larger values of the school and those of individualsand groups mesh;2. When information and knowledge about effective practices arewidely and openly shared;3. When monitoring mechanisms are in place to detect andaddress ineffective actions, while also reinforcing andconsolidating effective practices;
  36. 36. School Leaders and Teacher Leaderswork togetherto create pedagogical excellence:Clarify dreams and articulatethe school’s educational vision;Develop a professional learningcommunity that has input intothe choice;Provide training for theframework of choiceGive the framework visibility;Celebrate success;- Celebrate the small wins aswell as the big wins;
  37. 37. “The major challenge in improvingteaching lies not so much in identifyingand describing quality teaching, but indeveloping structures and approachesthat ensure widespread use of successfulteaching practices: to make practice,common practice.”(Dinham et al, 2008)
  38. 38. INSTRUCTIONAL COACHING with JIM KNIGHTMoving FORWARDA Culture of Shared Practice.
  39. 39. Continuing ProfessionalDevelopment for TeachersCPD 4 TEACHERSLisa Mac Dermott I DirectorW: www.cpd4teachers.com.auE: info@cpd4teachers.com.auT: CPD4TeachM: 0401 570 085