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Shaping the future of CPD: School-led teacher learning
- 1. camden.gov.uk School Led Teacher Learning & Research that improves pupil learning Pete Dudley University of Cambridge 12 April 2016 @DrDudley13 @LessonstudyUK www.lessonstudy.co.uk www.lessonstudy.camden.gov.uk
- 2. camden.gov.uk Professional Learning that MOST changes practice happens when….. • It takes place over months (not days) • The classroom is the central location of the professional learning activity • There is collaboration with one or more professional(s) as part of that process • Experimentation or enquiry on improving pupil learning feature in the teacher learning process • Leaders understand this •(Dudley 2011) Dudley, 2
- 3. camden.gov.uk • Time • Cost • Disruption • Effort • Writing it down • Making it public • Passing it on Pros & Cons of professional enquiry based learning designed to meet these principles • New diagnoses of learner needs and misconceptions • Improved outcomes for pupils • New professional knowledge to pass on • Teachers with a framework for further reflective improvement • Leaders who can lead improvement (Robinson et. al.) V
- 4. camden.gov.uk • Being motivated – intrinsically by helping pupils & extrinsically - through accreditation or reward • Joining in with others – teacher learning groups • Building on their existing knowledge-base • Accessing & manipulating their invisible stores of ‘tacit knowledge’ – the dark energy of the profession – as well as their conscious knowledge • Being accountable for what they have learned & for passing it on to others How do teachers learn? … By
- 5. camden.gov.uk © Peter Dudley, 2011 Lesson Study process First Cycle of Lesson Study Write up/present what you have discovered. Conduct a public research lesson. Initial meeting of LS group to determine what it is that you want to improve and I.D. case pupils. Joint planning of first research lesson Teach / observe first research lesson RL1 Interview pupils Post RL1 discussion and initial plans for RL2 Joint planning of second research lesson Teach / observe RL2 Interview pupils Post RL2 discussion and initial plans for RL3 Second Cycle of Lesson Study Joint planning of 3rd research lesson Teach / observe RL3 Interview pupils Post RL3 discussion and agree overall findings Third Cycle of Lesson Study N.B. You can have more than 3 cycles Teachers research methods proven to work or seek out additional content knowledge
- 6. camden.gov.uk 3 Special Powers of LS New eyes – X-ray specs!? Shared endeavour & joint will to succeed Organisable energisable to mobilise practice
- 8. camden.gov.uk This requires • Organisations that enable JPD to take place, but also.. • Organisations that are wired to enable the new practice knowledge developed, to be transferred and ‘mobilised’ • System leadership of professional knowledge and enquiry that harnesses, reflects, builds and connects these small scale classroom professional enquiries at school and system level • Provision of time, resource, and opportunity to practice, communicate and extend CCT learning across the system • Performance management / regulatory systems that learn from (rather than crush) such professional learning How can school based enquiry develop to become ‘business as usual’?
- 9. camden.gov.uk Bottom up knowledge creation for top down knowledge mobilisation Classroom level School/Dept Level Cluster level System Level Lesson studies / action research Action enquiries, LWs, themed LS Networked enquiry, public LS, Online LS System-wide research into enquiry data Open house lessons, Case Reports, peer coaching, Expert coaching Handbooks, Policies Video exemplars, Expert coach / LS facilitator development Policy and curricula (informed by bottom up evidence)
- 10. camden.gov.uk
- 11. camden.gov.uk
- 12. camden.gov.uk Terms 1 & 4 Lesson Study Cycle Terms 2 & 5 Lesson Study Cycle Terms 3 & 6 Lesson Study Cycle Formative analysis Feed Forward Master class open house research lessons and web resources School leaders and system leaders re- engineering the System Extra energy HERE
- 13. camden.gov.uk • Past – centralised system (NS) from which successful schools could win ‘earned autonomy’ – stifled innovation + diminishing returns on capacity to improve • Present – school led system – working best where schools have formed structural arrangements to develop, share and mobilise knowledge • Future – Multi Academy Trusts (MATs) share knowledge across the Trust & may occasionall need help from outside providers who all meet the new national CPD standard • BUT MATs will need to be in systemic collaborations with other MATs in order to draw from and deepen the pool of local expertise available – e.g. CSLP. • Regions / Countries will need to engage in trans-national classroom & system collaborations as well – via IRISCONNECT?? Supported Autonomy (White Paper) narrative
- 14. camden.gov.uk
- 15. camden.gov.uk EXETER 2016 10th Annual Conference. 3-6 Sept 2016 Transforming Learning and Teaching in Professional Learning Communities
- 17. camden.gov.uk Positive impact of Lesson Study – 2nd largest increase in pupil Lit and Ma scores overall. Figure 6.9.2: SAS points reduction in attainment gaps for AfA (year 1 and year 2) – control and intervention Source:Closingthegaps:TestandLearn.NCTL.January2016,Page48.
Editor's Notes
- I will talk about ‘HOW’ at 3 levels Classroom level, School level, and at school-to-school level. To change mathematics learning so fundamentally for so many pupils you have to change what is happening in their minds – to ‘get inside their minds and understand their conceptions and misconceptions’. To do this across a large and growing number of schools you have to create opportunities for teachers (i) to see inside pupils’ minds on a regular basis and (ii) to know about and develop new ways of helping pupils learn – new ways of teaching mathematics. Not easy in one of the most complex working environments that exists – the classroom. One approach provides teachers with this deep knowledge of their pupils and with ways their subject can be taught to meet their needs and which has been used to develop curricula informed by this knowledge at local and national level. Lesson Study. It also ‘builds-in’ teacher learning from practice at a classroom, school and system scale. Japanese teachers typically have a deep knowledge of their pupils and their curriculum and deliver top 10 performance globally despite 15 years of economic decline. They have used LS for 140 years We know it works here. It is popular. One LS cycle doubled the rate of improvement across 100s of schools. Teachers see their pupils’ learning ‘with new eyes’ better assessing them and understanding how to teach them. There are pupil and teacher misconceptions in mathematics that are often shared. So our model contains 3 added ingredients. The termly analysis at Cambridge of teacher learning points to identify these gaps and to devise approaches that are then fed into the next term’s resources, training and teaching – demonstrated through masterclass research lessons. Mathematics Leading Practitioners – mathematics specialists - trained to facilitate Lesson Studies and to listen for and identify these gaps / misconceptions and address them in the lesson study itslef as well as bring to the attention of the system.