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Uploaded byHélène Galdin-O'Shea
21 october Presentation
Teachers will lead collaborative enquiries to develop aspects of their pedagogy. They will focus on a specific cohort, gather evidence of their practice's impact on student learning, and engage in collaborative planning, observing, recording, reflecting and tweaking. The goal is to embed effective practices and share results. Teachers will use regular CPD sessions and mentor support for planning and discussion. The process involves identifying an inquiry question, designing an evaluation, investigating issues, planning interventions, reviewing with experts, refining approaches, and evaluating impact.
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21 october Presentation
- 1. Professional Development Leading aCollaborative Enquiry
- 2. The Plan… In pairsor trios, teachers lead an enquiry on an aspect of pedagogy they want to develop. Focus on a specific cohort. Focus on gathering evidence of the impact of our practice on pupils’ learning. Collaborative planning, observing, recording, reflecting, tweaking, reviewing, evaluating… EMBEDDING what works. Sharing and DISSEMINATING.
- 3. The Plan Making useof the Monday CPD sessions for this purpose. Working in clusters with a mentor – regular input and discussion & planning time.
- 4. “Every teacher needsto improve, not because they are not good enough, but because they can be even better.” Dylan Wiliam Research suggests that the impact of teachers on students’ outcomes plateaus after a few years. We need to challenge ourselves to deliberately seek improvements in our practice.
- 5. Why are wedoing this? Effect of teaching on students in years of progress Average student Poor teaching Disadvantaged student Highly effective teaching 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 Source: Sutton Trust (2011) Better teachers improve the life chances of students.
- 6.
- 7. The problem withcontinuous professional development is that the continuous bit is too often missing. Research shows that only 1% of CPD has a transformative impact on classroom practice. But teachers can lead a transformation themselves through deliberate practice and collaboration.
- 9. Ends…as much asmeans Start by identifying a specific group of pupils who are supposed to benefit and pick an area of learning to develop and then choose an approach. Think of ways of evaluating impact from the start.
- 10. Enquiry Questions Refining andidentifying cohort. Sharing. GROUP MEMBERS ENQUIRY QUESTION FOCUS COHORT
- 11. Evaluating the impactof our practice Range of evaluation FORMATIVE AND SUMMATIVE ASSESSMENT OTHER STATS eg attendance figures, number of comments/detentions/merits in contact book TEACHER’S OWN OBSERVATIONS – NOTES, PHOTOS OF WORK PRODUCED, USE OF STAR CAMERA QUALITY OF HOMEWORK AND CLASSWORK, INCLUDING PARTICIPATION / CONTRIBUTIONS TEAM MEMBERS’ OBSERVATIONS AND COMMENTS POST LESSON INTERVIEWS WITH FOCUS PUPILS GETTING A BASELINE FIRST?
- 12. THE PROCESS Choose anEnquiry question / goal Set up Design your evaluation Investigate the issue, get a baseline Enquiry, through Lesson Study Complete your evaluation Plan and try an intervention Interim review & expert input/research Refine your intervention Finish evaluation Write a summary Dissemination & Sharing Guidance Framework
- 13. Example: Lesson Study 1.Plan • • • Plan a lesson together. Address each activity to your Learning Goal and predict how pupils will react and how you will assess this. Pick 3 case pupils. 2. Observe • • • Teach the lesson with your colleagues observing. Pay particular attention to the case pupils Conduct any assessments and/or interviews during & after. 3. Reflect & Plan • As soon after the lesson as possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why? FOCUS ON THE STUDENTS, NOT THE TEACHER
- 14.
- 15. What barriers canyou foresee and what possible solutions can you suggest? From Hunting English blog
- 16.
- 17. Next steps… Next MondayCPD session: 2nd December Enquiry should have started in order to fuel the next discussion / planning / reflection session.
- 18. Further reading andguidance Please feel free to ask for specific reading on your chosen topic. If you would like to find out about strategies used by colleagues from other schools, let me know.
Editor's Notes
- #6 This is, frankly, bizarre…There is now plenty of research to show that every student gains a significant benefit from really good teaching but that students from disadvantaged backgrounds stand to benefit even more – they are generally much more sensitive to the quality of teaching. So why would we concentrate so much policy attention and resource on the first year of teaching only and neglect the following years? The research evidence is crystal clear – this is wrong.
- #7 What sort of change do we want? How to we connect it to the current demand for evidence-informed practice?Teacher learning could be likened to a student learning a new language, or a politician’s understanding of a policy area.If someone is not given time to properly learn a new skill or understand a new domain of knowledge before they are interrogated or observed then they will simply adopt a superficial approach. Where students are not properly prepared for an oral exam they will regurgitate pre-prepared phrases. The politician who has just picked up a new brief can do little but offer soundbites and platitudes.Our current systems of observations and inspections reinforces this shallow learning. There is now strong research evidence from the US to suggest that, no matter how competent an observer thinks they are, they are an unreliable judge of the quality of teaching taking place. Over in the UK we’ve taken it further to attempt to use a 30 minute observation to judge the quality of ‘learning’ of 30 different young people. There is little evidence to suggest that this is any more feasible or reliable and I would hazard a guess that it is significantly worse. What is the result? Teachers are learning superficial techniques that are easy to see, rather than engaging deeply with teaching techniques and ensuring that both they and their students genuinely master ideas.Similarly it is also clear that all of the one-off courses, advice guides and tips and tricks style professional development is nigh-on useless for improving teacher skill. Would you expect a surgeon to go on a one day course to learn a new surgical procedure? Would you be happy if your teacher thought all the CPD they needed was from twitter or from medic-meets giving 3 minute presentations?
- #12 We need a range of different types of evaluation rather than just one type.
- #13 This is an example of the enquiry approach we use in our National Teacher Enquiry Network. Teachers pick ideas they want to implement and cycle through an implementation approach.
- #14 In NTEN we use Lesson Study to help them refine and explore the ideas.