On National Teacher Day, meet the 2024-25 Kenan Fellows
Logic Model and Education
1. But are we making a difference? We might be busy? LOGIC Models and Education
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5. 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.
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9. 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
11. H U N G R Y Feel better Get food Eat food Everyday example
12. 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
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14. 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
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16. 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
17. EVALUATION: check and verify What do you want to know? How will you know it? PLANNING: start with the end in mind
20. 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
21. 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
22. 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
23. 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
24. 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
25. 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
26. 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
27. 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
28. 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
29. 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
30. 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
31. 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
32. 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
33. 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
34. 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
35. 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
36. Question 10: Newsletters are distributed in three languages Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
37. Question 10: Newsletters are distributed in three languages Possible Answers: Input Output Short-term (learning) outcome Medium-term (action) outcome Long-term (impact) outcome
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40. 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
![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 ,[object Object],[object Object],[object Object],[object Object],[object Object],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](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)