CREATIVE 
GENERATION 
Prac%cal, 
relevant 
and 
affordable 
CPD 
programmes 
for 
teachers 
in 
primary 
schools: 
how 
to...
Teaching 
cri+cal 
thinking 
and 
problem 
solving 
is 
important, 
but 
why 
is 
it 
so 
difficult? 
Cri+cal 
thinking 
I...
Our 
professional 
development 
programmes 
for 
primary 
teachers: 
high 
impact 
for 
low 
cost 
Typical 
CPD* Our 
CPD ...
Programme 
overview: 
Teaching 
cri+cal 
thinking 
through 
reading 
and 
wri+ng 
Objec.ves 
• Teachers 
will 
be 
able 
t...
Programme 
overview: 
Teaching 
problem 
solving 
through 
mathema+cs 
Objec.ves 
• Teachers 
will 
be 
able 
to 
build 
p...
Our 
programmes 
are 
based 
on 
research 
evidence 
of 
effec+ve 
student 
learning 
Key 
ideas 
• Cri%cal 
thinking 
and...
Our 
programmes 
are 
also 
based 
on 
evidence 
of 
effec+ve 
professional 
learning 
for 
teachers 
Key 
ideas 
• Teache...
Schools 
with 
a 
good 
founda+on 
of 
literacy 
and 
numeracy 
benefit 
most 
from 
our 
programmes 
Schools 
that 
benef...
Our 
CPD 
programmes 
help 
schools 
meet 
Ofsted 
expecta+ons 
Ofsted 
criteria 
for 
evalua.ng 
the 
quality 
of 
teachi...
We 
evaluate 
our 
impact 
through 
KS2 
results 
and 
surveys 
of 
pupils, 
teachers 
and 
parents 
Our 
intended 
impact...
Our 
team 
members 
are 
experienced 
in 
suppor+ng 
teachers 
and 
school 
leaders 
with 
high 
quality 
CPD 
we 
have 
e...
Vision. 
All 
students 
fulfil 
their 
poten%al 
and 
become 
posi%ve 
contributors 
to 
the 
world. 
Contact 
us 
Artur 
...
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Creative Generation Introduction

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Creative Generation Introduction

  1. 1. CREATIVE GENERATION Prac%cal, relevant and affordable CPD programmes for teachers in primary schools: how to teach cri%cal thinking through literacy and problem solving through maths?
  2. 2. Teaching cri+cal thinking and problem solving is important, but why is it so difficult? Cri+cal thinking Important Problem solving Difficult The na.onal curriculum focuses on problem solving in maths and cri%cal thinking in literacy (understanding inferences, deduc%on, points of view etc.) Accessing more difficult content in secondary school is possible if students have begun learning thinking and problem solving skills in primary school More jobs require the ability to solve non-­‐rou&ne problems collabora%vely; this trend began in the 1960s and is likely to con%nue Most teachers have not been prepared with necessary skills to teach cri%cal thinking and problem solving to their students in primary school Limited access to high quality professional development programmes that have a real impact on teaching prac%ce and learning outcomes Lack of textbooks and resources that provide students with cogni%vely demanding opportuni%es to develop cri%cal thinking and problem solving skills Defini%ons Cri.cal thinking is the ability to think effec%vely (avoiding common mistakes such as seeing just one side of an issue), in a novel way (not relying on memory) and independently (not directed by the teacher). Problem solving is the ability to understand and resolve problem situa%ons where the solu%on may not be immediately obvious.
  3. 3. Our professional development programmes for primary teachers: high impact for low cost Typical CPD* Our CPD programmes Length Most teachers aPend one off training days with limited impact on learning outcomes Spaced learning: 1 hour sessions every 2 weeks for 6 months Prac.cal Most CPD involves liPle or no prac%ce using real, curriculum-­‐aligned lesson resources Learn new skills by prac%cing with curriculum-­‐ aligned lesson materials Relevance CPD usually covers general ideas, and therefore liPle or no %me is spent assessing pupil work Focused on how pupils learn higher order skills through reading, wri%ng and maths effec%vely Group size CPD usually involves listening to a presenta%on in a large group with some interac%ve ac%vi%es Collabora%ve learning in a group of 8 teachers, 2 from each school, facilitated by a prac%%oner Delivery Specialised CPD usually takes place outside school, involving travel and/or cover costs First mee%ng in person, followed by a series of online webinars -­‐ no travel or cover costs Cost Usually £200-­‐300 per person per day for training that has limited impact on learning outcomes £495 per teacher for 6 month programme to improve teaching prac%ce & learning outcomes * “Benefits, status and effec%veness of Con%nuous Professional Development for teachers in England” by Darleen Opfer and David Pedder, published in 2010 by Curriculum Journal
  4. 4. Programme overview: Teaching cri+cal thinking through reading and wri+ng Objec.ves • Teachers will be able to build cri%cal thinking skills in students through reading and wri%ng • Teachers will be able to iden%fy and solve problems in their classroom • Teachers will be able to describe and use research-­‐based strategies Sessions 1. What is cri%cal thinking? 2. Making cri%cal thinking possible -­‐ mo%va%on 3. Making cri%cal thinking possible -­‐ domain knowledge 4. Considering different viewpoints when reading and wri%ng 5. Analysing different assump%ons when reading and wri%ng 6. Making judgments and decisions when reading and wri%ng 7. Introduc%on of a project 8. Discussion of project ideas 9. Discussion of project implementa%on 10.Considering different viewpoints when reading and wri%ng (part 2) 11.Analysing different assump%ons when reading and wri%ng (part 2) 12.Making judgments and decisions when reading and wri%ng (part 2) 13.Assessing cri%cal thinking skills 14.Suppor%ng high quality in-­‐school CPD for cri%cal thinking 15.Synthesis of learning and closing There will be a pre-assessment before the first session. Each session will then follow a similar format: • Introduction • Discussion of student work / project progress with peers • Introduction / practice of new material • Closing, next session updates
  5. 5. Programme overview: Teaching problem solving through mathema+cs Objec.ves • Teachers will be able to build problem solving skills in students through mathema%cs • Teachers will be able to iden%fy and solve problems in their classroom • Teachers will be able to describe and use research-­‐based strategies Sessions 1. What is problem-­‐solving? 2. How to select rou%ne and non-­‐rou%ne problems for whole-­‐class instruc%on? 3. How to combine direct instruc%on with collabora%ve and independent prac%ce? 4. How to teach appropriate meta-­‐cogni%ve strategies for problem-­‐solving? 5. How to use visual representa%ons to assist problem-­‐solving? 6. How to teach mul%ple problem-­‐solving strategies to pupils? 7. Introduc%on of a project 8. Discussion of project ideas 9. Discussion of project implementa%on 10.How to help pupils recognise and ar%culate mathema%cal concepts/nota%on? 11.How to teach appropriate meta-­‐cogni%ve strategies? (part 2) 12.How to teach mul%ple problem-­‐solving strategies? (part 2) 13.How to assess problem-­‐solving? 14.Suppor%ng high quality in-­‐school CPD for problem-­‐solving 15.Synthesis of learning and closing There will be a pre-assessment before the first session. Each session will then follow a similar format: • Introduction • Discussion of student work / project progress with peers • Introduction / practice of new material • Closing, next session updates
  6. 6. Our programmes are based on research evidence of effec+ve student learning Key ideas • Cri%cal thinking and problem solving are difficult to teach -­‐ most programmes that have been evaluated have had liPle impact • Domain knowledge is an important pre-­‐requisite for cri%cal thinking • Students need a lot of prac.ce to master thinking skills such as seeing things from different viewpoints and analysing assump%ons • Pupils are more engaged and learn more effec%vely when they have “solvable” problems that require reasonable effort Key sources • “The Nature of Learning: Using Research to Inspire Prac%ce” published in 2010 by OECD Centre for Educa%onal Research and Innova%on • “Improving Mathema%cal Problem Solving in Grades 4 Through 8” published in 2012 by the Ins%tute of Educa%on Sciences in the US • Various other prac%ce guides and research reviews published by the Ins%tute of Educa%on Sciences in the US • “Cri%cal Thinking: Why Is It So Hard To Teach?” by Daniel Willingham, published in 2007 by American Educator
  7. 7. Our programmes are also based on evidence of effec+ve professional learning for teachers Key ideas • Teacher CPD is likely to be most effec%ve when it is intense (at least 15 hours), sustained (over 2 terms), focused on teachers’ knowledge of subject and how students learn it most effec%vely, ac.ve, supported by external feedback, evidence-­‐based • Few teachers in England have access to such CPD: 67% of teachers engaged in passive forms of CPD such as listening to a lecture, 45% engaged in sustained learning of one month or more, 30% assessed pupil work as part of CPD, 9% engaged in extended problem solving (survey published in Curriculum Journal in 2010) Key sources • “Understanding What Enables High Quality Professional Learning” published by Centre for the Use of Research Evidence in Educa%on (CUREE) • “Improving Educa%on” by Prof Robert Coe, published in 2013 by the Centre for Evalua%ng and Monitoring at Durham University • “Benefits, status and effec%veness of Con%nuous Professional Development for teachers in England” by Darleen Opfer and David Pedder, published in 2010 by Curriculum Journal
  8. 8. Schools with a good founda+on of literacy and numeracy benefit most from our programmes Schools that benefit most • Primary schools that are ready to go beyond the basics and ensure that more children develop higher order skills such as problem solving and cri%cal thinking • Schools that struggle with the founda5ons of learning should focus on these areas first (behaviour and safety, reading fluency, basic reading comprehension, basic numeracy skills) Teachers that benefit most • Judged good or outstanding (by Ofsted or internal review) • Coordinators of literacy/numeracy and/or experienced primary educators with a deep interest in suppor%ng the development of higher order thinking skills among pupils (i.e. they will be bePer posi%oned to support the professional development of other teachers in their school)
  9. 9. Our CPD programmes help schools meet Ofsted expecta+ons Ofsted criteria for evalua.ng the quality of teaching How each of these aSributes is developed through our CPD programme 1. Teaching in all key stages and subjects promotes pupils’ learning and progress ✓ A core part of our CPD programme is reflec%ng on how teacher ac%ons impact pupils’ learning (e.g. through regular analysis of student work) 2. Teachers have consistently high expecta.ons of pupils ✓ Teachers will learn how to select problems and texts that are appropriately challenging for pupils 3. Teachers improve quality of learning by systema%cally and effec%vely checking pupils’ understanding in lessons, and making appropriate interven.ons ✓ Teachers will learn how to check for understanding, as they’re teaching cri%cal thinking and problem-­‐solving 4. Reading, wri.ng, communica.on and mathema.cs are well taught ✓ Both of our programmes are explicitly designed to improve the quality of English and mathema%cs instruc%on 5. Teachers and other adults create a posi.ve climate for learning in which pupils are interested and engaged ✓ Teachers will learn how to select problems and texts that are appropriately challenging for pupils -­‐ evidence suggests that this is the most important feature of a classroom that influences learner interest and engagement 6. Marking and construc.ve feedback from teachers contributes to pupils’ learning ✓ Teachers will learn how to provide construc%ve feedback, as pupils are solving problems, reading or wri%ng texts 7. Teaching strategies, including serng appropriate homework, together with support and interven%on, match individual needs ✓ Teachers will learn how to select problems and texts that are appropriately challenging for pupils
  10. 10. We evaluate our impact through KS2 results and surveys of pupils, teachers and parents Our intended impact • Increasing the % of pupils mee%ng or exceeding na%onal expecta%ons in reading, wri%ng and Achievement data • % of pupils mee%ng / exceeding na%onal expecta%ons in reading, wri%ng and mathema%cs Survey data • A survey of students and teachers Addi&onal comments • For internal evalua%on purposes, we will be using student work to see how teachers are implemen%ng what they learn (i.e. teachers will be asked to regularly bring anonymised pupil work to the sessions) • For addi%onal measures of achievement, we will explore the suitability and feasibility of exis%ng independent tests that are designed to measure cri%cal thinking and problem solving mathema%cs How will we measure our impact?
  11. 11. Our team members are experienced in suppor+ng teachers and school leaders with high quality CPD we have experienced in the past 10 years.’ ‘Having worked closely with Artur for a number of years, I know that he will always challenge my assump&ons, push me to think ‘These professional development sessions have inspired our teachers to experiment with new teaching methods. The posi&ve results are clearly visible.’ Kaido Kreintaal, Headteacher of Rocca al Mare School more deeply and provide insighFul and refreshing ques&ons and advice in the face of difficult problems.’ Ed Vainker, Principal of Reach Academy Feltham, an outstanding school Artur Taevere, Co-­‐Founder and CEO of Crea%ve Genera%on • As Vice President of Teach For All, built a team that supported the professional development of teachers and school leaders across 25 countries • Associate Director of Teaching Leaders, managed the launch of TL Primary, working with middle leaders in 75 primary schools across England • Advised the Government of Estonia on how to improve one of the highest performing school systems in Europe by developing the 2014-­‐2020 educa%on strategy • Studied at the University of Oxford 8.6 out of 10 -­‐ when teachers have been asked whether they would recommend our training programme to their colleagues ‘This has been some of the best professional development Feedback aPer our training programme
  12. 12. Vision. All students fulfil their poten%al and become posi%ve contributors to the world. Contact us Artur Taevere, CEO of Crea+ve Genera+on artur@crea+vegenera+on.org 07717 491 500 / TwiWer @taevere www.crea+vegenera+on.org

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