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12/13/11
1
ITL Research Year 1 Findings and Future Directions September 2011
GOAL: INDIVIDUALS WITH SKILLS FOR SUCCESS TODAY
2
The Problem: Increasing inequality in knowledge based economies
“In the new world of work, unemployment is
high, yet skilled and talented people are in
short supply.”
- The Economist, Sept 2011
To be added: Youth unemployment chart – historical growth of unemployed youth
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2
GOAL: INDIVIDUALS WITH SKILLS FOR SUCCESS TODAY
3
Innovative Teaching and Learning Model
Education System Change
School Leadership and Culture
Innovative Teaching Practices
Individuals with skills for life and
work today
Context: Whole System Reform
GOAL: INDIVIDUALS WITH SKILLS FOR SUCCESS TODAY
4
McKinsey’s stages of system improvement
Education System Change
School Leadership and
Culture
Innovative Teaching Practices
Individuals with skills for life and work
today
Great to excellent
Good to great
Fair to good Poor to fair
Achieving the basics of literacy and numeracy; suppor=ng low skill teachers
GeAng the system founda=ons in place (data and accountability)
Shaping the profession, raising caliber of teachers, and shiFing control to schools
Improving through peers and innova=on
As systems advance, control shifts from the system level to schools and teachers
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GOAL: INDIVIDUALS WITH SKILLS FOR SUCCESS TODAY
5
OECD: Innovative Learning Environments
Education System Change
School Leadership and
Culture
Innovative Teaching Practices
Individuals with skills for life and work
today
Learning environments are being re-designed to recognize learners as core participants and to encourage their active engagement where they drive their own learning
A multiyear global research program
designed to investigate the factors that promote the transformation of teaching practices
and the impact those changes have on students’ learning outcomes
ITL Research
Education System Change
School Leadership and
Culture
Innovative Teaching Practices
Individuals with skills for life and
work today
6
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Common themes across the research
Advancing teaching capacities and instructional quality is essential to improving student learning. ITL Research calls these elements “Innovative Teaching Practices”
“Innovative Teaching Practices” are characterized by Student centered pedagogies that develop students’ higher
order (21st Century) skills Extension of learning beyond the classroom Integration of ICT in the learning process Creative collaboration among teachers and students Focus on knowledge building
Key challenge is how to scale “Innovative Teaching Practices”
7
National Board of Education, FINLAND
Russian Academy of Education & The Academy for Teachers Training, RUSSIA
Ministry of National Education, INDONESIA
National Ministry of Education,
SENEGAL
National Ministry of Education, MEXICO
Specialist Schools and Academies Trust,
ENGLAND
Countries participating; more are welcome
New South Wales Department of Education & Training,
AUSTRALIA
7 8
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ITL Research Model: The Variables Studied
Education System Change
School Leadership and Culture
Innovative Teaching Practices
Individuals with skills for life and
work today
Programs to Support Change
Educator Attitudes
School Culture and Supports
Students’ 21st Century Skills
Education Policy
ICT Access and Supports
9
ICT Integration Student
Centered Pedagogy
Extension of Learning
Beyond the Classroom
1. Are innovative teaching practices associated with 21st century learning outcomes? 2. What school-level conditions are associated with innovative teaching practices? 3. What policy and program supports are associated with innovative teaching practices?
1
2
3
Innovative Teaching Practices
Teacher ICT use
Student ICT use
Knowledge building
Self-regulation & assessment
Collaboration
Personalized & individualized
learning
Extended classroom
community
Global awareness
What Are Innovative Teaching Practices?
ICT Integration Student Centered Pedagogy
Extension of Learning Beyond
the Classroom
Problem solving & innovation (creativity)
Skilled communication
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Innovative Teaching Practices Teacher
ICT use
Student ICT use
Knowledge building
Self-regulation & assessment
Collaboration
Personalized & individualized
learning
Extended classroom
community
Global awareness
What 21st century skills are measured in ITL?
Problem solving & innovation (creativity)
Skilled communication
Individuals with skills for life and work
today
ICT Integration Student Centered Pedagogy
Extension of Learning Beyond
the Classroom
ITL Research: Mixed Methods Used
Education System Change
School Leadership and Culture
Innovative Teaching Practices
Individuals with skills for life and
work today
Teacher & School Leader Surveys
12
Education Leader Interviews
Teacher & School Leader Interviews
Classroom Observations
Learning Activity Analysis
Student Work Analysis
Student Focus Groups
METHODS PUBLISHED AT: WWW.ITLRESEARCH.COM
Sample Size
Sample Size
Sample Size
Sample Size
Sample Size
Sample Size
Sample Size
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What did we find?
Exte
nsio
n o
f Le
arn
ing
ICT Integration
ICT
Inte
gra
tion
Student centered pedagogies
Exte
nsio
n o
f Le
arn
ing
Student centered pedagogies
Teachers who use student centered pedagogies that develop 21C skills tend to use ICT more frequently
“Teachers and school leaders tended to ‘co-opt’ innovation, 21st century skills and technology in their school improvement endeavours.” – UK Report
Pedagogy + Technology = Innovation
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Skill Key Question
Collaboration To what extent does the learning activity require students to collaborate with other people and to create interdependent work products?
Self-regulation and assessment
Does the learning activity have multiple stages, and call on students to plan their work and assess their work over time?
Problem-solving and innovation
To what extent does the learning activity require problem-solving and real-world implementation?
learning To what extent does the learning activity call on students to use ICT in ways that support knowledge building, and to do and learn things that could not be done without ICT?
Knowledge building
To what extent does the learning activity stimulate students to build knowledge, and is that knowledge cross-disciplinary?
Skilled communication
Did the student produce extended communication that is organized around a central theme and is well developed?
15 Examples - rigorous definitions of innovative teaching and student skills
Collaboration
Self-regulation & assessment
Problem solving & innovation (creativity)
ICT Integration
Knowledge building
Skilled communication
Rigorous Process used to measure 21st Century Skills with LASW Method
Example Learning Activity Coding: “Real-World Problem-Solving and Innovation”
16
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Source: LASW scores analysis from 4 pilot year countries, based on analysis by SRI International
Learning Activities/Innovative Teaching
Stu
de
nts
21C
Ski
lls S
co
re
RELATIONSHIP BETWEEN INNOVATIVE TEACHING SCORES AND STUDENT’S WORK ON 21C SKILL
DIMENSIONS
Innovative Teaching Practices lead to students’ 21st Century skills
17
The design of the Learning Activity is the most essential element
Innovative Teaching Practices
Individuals with skills for life and
work today
21C skills seen in Learning Activities 18
Teachers across all 7 countries say the main student outcomes of innovative teaching are collaboration, problem-solving, critical thinking, independence, creativity, resourcefulness, and ICT skills
1.8832843
1.9563596
2.0075593
1.6018244
1.8158255
1 1.5 2
Collaboration
ICT
Knowledge building
Problem solving
Self regulation
1 2 3 4
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1.7
1.5
1.6
1.6
1.4
2.1
3.7
2.6
2.5
3.4
1.0 1.5 2.0 2.5 3.0 3.5 4.0
Collaboration
Knowledge Building
Use of ICT in Learning
Real-World Problem-Solving
Self-Regulation
2nd year pilot year
Good news: Learning Activities’ design can change dramatically
19
Teachers in one school in Russia, who were provided professional development on designing learning activities that embed 21C skills….
Where innovative teaching happens
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What innovative teaching looks like 21
Russian Learning Activity: “carbonated drinks investigation” chemistry, based on popular “test purchase” TV show • student pairs in roles of “public
jury”, “experts-biologists,” “experts-chemists”
• investigate unlabeled carbonated drinks using set procedures
• draw conclusions about the substances
• Real-world conclusions: all carbonated drinks cause harm to health in one way or another.
• Embedded: Collaboration, knowledge-building, problem-solving.
What innovative teaching looks like 22
Mexican Learning Activity: “linguistic diversity” Spanish class. invited some Nahuatl speaking people to talk about their language and their lives. Students learned about an indigenous woman who had been unjustly accused and sentenced in their State They wrote letters to a newscast, to the President and to the main political candidates and kept track of the answers when next school year the woman was finally liberated, they raised money to send her presents. Embedded: extending learning beyond the classroom, problem solving
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Education System Change
School Leadership and
Culture
Innovative Teaching Practices
Individuals with skills for life and work
today
Where innovative teaching happens
• Where teachers’ professional development focuses on research and practice of new teaching methods
• Where school leaders emphasize it • Where teacher appraisals include it • Where teachers collaborate
• Where teachers and students use ICT in higher level vs. basic ways
• Where students have access to ICT in the classroom
24
Professional development activities that involve the active and direct engagement of teachers are more strongly related to innovative teaching practices than more passive activities.
0.32
0.28
0.27
0.24
0.19
0.19
0.18
0.17
0.16
0.04 0 0.1 0.2 0.3 0.4
Practiced new teaching
Conducted research
Discussed student work
Practiced using ICT
Observed lesson
Developed curriculum
One-on-one coaching
Observed ICT
Planned lesson
Listened to lecture
Difference in Innovative Teaching Practice
PD Activities and Innovative Teaching
Innovative teachers research and practice new teaching methods
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25
Teachers in schools where appraisals emphasize new teaching practices tend to score higher on the innovative teaching practices index.
-0.14
-0.04
0.11
-0.30
-0.20
-0.10
0.00
0.10
0.20
0.30
Low Medium High In
nova
tive
Te
ac
hing
Pra
ctic
es
Appraisal Support of Innovative Teaching (School Mean)
Appraisal Support of Innovative Teaching and Innovative
Teaching Practices
Source: teacher survey Based on analysis by SRI International
Innovative teaching happens where leaders emphasize it
Innovative teaching happens where teachers collaborate
26
-0.25
0.01
0.18
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
Low collaboration
Medium collaboration
High collaboration
Inno
vativ
e T
ea
chi
ng P
rac
tice
s
Collaboration on Instruction and Innovative Teaching Practices
Source: teacher survey Based on analysis by SRI International
Teachers who report more frequent collaboration tend to score higher on the innovative teaching practices index.
“We don’t work together because we fear for our colleagues to know how we work.” – Teacher, Mexico
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When describing their own use of ICT to conduct instructional and professional activities, teachers also report basic applications more frequently than higher-level ones.
Overall, teachers use ICT more frequently for class-related activities than do their students.
Innovative teaching happens where teachers use high level ICT
Both teacher and student access to computers within the classroom are related to greater ICT integration. Student access to computers is more strongly predictive than teacher access.
-0.15 -0.18
0.03
0.16
-0.3
-0.2
-0.1
0.0
0.1
0.2
0.3
to Teachers to Students
ICT
Inte
gra
tion
Classroom Computer Availability and ICT
Integration
No Computers Computers Available
Source: teacher survey Based on analysis by SRI International
Technology is used more when students have access to it in classrooms
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Barriers to innovative teaching
Education System Change
School Leadership and
Culture
Innovative Teaching Practices
Individuals with skills for life and work
today
Barriers to innovative teaching
• Lack of assessments and appraisals aligned with innovative teaching and 21C skills
• Lack of innovative leadership and common vision for change
• Lack of integrated professional development opportunities that
• Rigorously defines 21C skills • Provide opportunities for teachers to
practice and research these skills • Build constructive teacher
collaboration
• Lack of student access to ICT in the classroom
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31 Innovative teaching not aligned with assessments “If examinations changed it would start a domino effect that would change other things as well.” “My job is not to arrange funky lessons to impress visitors, my job is to improve the school. (...) by improving the school by all the conventional measures - whilst I am quite a funky teacher in my own work, I recognise that my success is judged by examiners, by Ofsted, by parental choice… and what parents want, what children want is not necessarily what I would judge as innovation. So I am constantly juggling with that tension (...) What I can’t do is do something interesting and let results slip. You just do not have that freedom.” - School Leaders, UK “It is hard to sell a pedagogical tool, even if it is great, when we have no way to show how it works.” – Mexico qualitative report
“In this school innovation means different things to teachers. It’s more a matter of personal vision and commitment, rather than a specific common set of processes and goals.”
• Quote from qualitative report, ITL Research in Mexico
No Common Vision
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17
33 Professional development does not holistically support innovative teaching
Multiple competing programs for schools and teachers; - no integration across programs - programs often discontinued after 2 years - Little or no direct assessment of impacts
Individual or small number of teachers from a school participates
- little or no assessment of impact / change in teaching - not the case in Finland, where school-based PD is the norm
Locus of expertise outside the school (expert / consultant) - Qualitative reports from ITL
EARLY DRAFT
Student to classroom computer ratios varied considerably by country.
High ratios do not allow students to use ICT to create and build knowledge
0 5 10 15 20 25
England
Finland
Indonesia
Mexico
Russia
Senegal
Student to Classroom Computer Ratio (Teacher Classroom)
Comparison Innovative
Mexican report “Students told us how they use ICT to do research, draw and even compose music outside of school.”
Most classrooms have very high ratios of students to computers
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35
The most frequently cited barrier to ICT integration is a lack of computers for students to use – 17% of teachers cite this as the most important barrier.
17%
8%
8%
8%
5%
5%
5%
4%
3%
3%
2%
1%
0% 5% 10% 15% 20%
Lack computers for students
Insufficient PD training
Insufficient time to prepare
Lack computers for teachers
Internet not reliable
Outdated technology
Difficult to access computer
Lack of ICT-supported
Weak ICT infrastructure
Insufficient technical support
Computers vandalized
ICT not supported by
Percent of Teachers citing Most Significant Barrier
Barriers to ICT Integration
Teachers say lack of student access is top barrier to ICT integration
36 Student use of ICT at school is extremely limited
”We can't use ICT in our own classroom. Teacher uses and we tell her what to do.” – Student, Finland “Only the teacher used the computer even if the lesson took place in the student computer Lab.” - Senegal
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Implications: how to scale innovative teaching?
GOAL: INDIVIDUALS WITH SKILLS FOR SUCCESS TODAY
38
Paths to Innovative Teaching and Learning
Education System Change
School Leadership and
Culture
Innovative Teaching Practices
Individuals with skills for life and work
today
Student ICT access in the classroom
Collaboration between teachers within and between schools
Innovative leaders who develop common vision for change
Assessments and appraisals aligned with innovative teaching and 21C skills
Balancing collaborative work with individualized learning journeys
Professional development that • Rigorously defines 21C skills • Provides opportunities for teachers to
practice and research these new methods • Builds teacher collaboration
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Distribution of Innovative Teaching Scores
Schools
Teachers within a school
Low Innovative Teaching
High Innovative Teaching
• Most of the variation in innovative teaching lies between teachers, not between schools.
• Innovative teachers can be better leveraged through collaboration.
“We found innovative practices, rather than innovative schools.”
– Mexico Report
Leverage the existing innovative teaching within and across schools
“Identification of lead teachers – exceptional practitioners who are given money and time to drive and coordinate change in specific areas as well as in their subject areas. Unlike traditional subject leaders, these lead teachers receive training and support …, and then drive innovation throughout then school.” – England Report
Future Directions
40
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1. ITL Surveys to Measure Innovative Teaching
www.pilsr.com (2011)
2. Design: Learning Activities and Student
Work PD (2012)
3. Practice: ITL Classroom Observation Tool
(2013)
Advancing Innovative Teaching Practices
Research Based Professional Development 41
Professional Development Programs
Building Innovative Teaching Practices through scalable and integrated Professional Development
www.pilsr.com 42
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Partners in Learning School Research (PILSR) provides individual schools with a complimentary tool to measure their own innovative teaching practices that develop the skills students need for life and work today
The School Research tool provides Online surveys that are unique for each school and available in your local language* • Leadership Team Surveys • Teacher Surveys
Reports that include • School-specific measures of innovative teaching
• Practical definitions of 21st century skills
• Example innovative lessons
The ability to compare results to local, regional, and global benchmarks • Individual school data is anonymous
www.pilsr.com
Complimentary Offering
Based on Globally-recognized ITL Research
Measures Innovative Teaching Practices
Research Tool for Schools
International Scope (34 languages)
Basis for Common Vision
43
How Schools Use PILSR Reports
Innovative Teaching Practices Index
Basis for a common language and decisions on professional development, ICT investments, and measures of teachers’ perceptions Basis for dialogue, reflection and collaboration on teaching practices. Gives a voice to support and development needs
Supports a learning environment that provides the skills and experiences necessary to succeed in today’s world
Defines, clarifies, and socializes what innovative teaching and learning means
Provides data on yearly progress of school’s level of innovative teaching
School Leaders
Educators
Students
Parents
Community
44
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Phase II - 2012 Learning Activities and Student Work Analysis
45
LASW and assessing 21st century skills
“21st century skills” are easy to talk about as abstractions, but hard to define, develop and measure.
Looking at instructional artifacts (learning activities, student work or LASW): − Is closer to how success is measured in modern organization
(by work products and their impact) − Helps us see what’s really happening in classrooms − Gives us specific metrics for measuring progress for both
teachers and students
− Gives teachers a common language to discuss teaching practice
46
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Example of Learning Activity
Write an Essay, “Why should we remember World
War II?”
1) Remember what we have learned about writing an essay.
2) Ask your relatives to tell you about the beginning of the war. Where were they during the War? How did they learn about its end? Transcribe the interview on a computer.
3) Use the Internet to gather materials about the places your relatives lived during the War, including photos of that period.
4) Write an essay for the school newspaper devoted to World War II.
Source: Russian school in ITL Research, 2010, www.itlresearch.com
47
Examples of Student Work
Source: ITL Research, 2010, www.itlresearch.com
Student A 14 years
Student B 14 years
Student C 14 years
48
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Advantages of this Approach
Does not require separate tests; it uses actual student work
Can apply across different grades and subject areas and across classrooms using different curricula
Progress toward instructional change can be measured across contexts, subject areas, grades
Can be used to help educators reflect on how well their practice supports students’ learning of 21st-century skills
Can be used for both student assessment and educator professional development
49
Previous Uses of this Approach In the USA
• School reform in Chicago (Bryk, Nagaoka & Newmann, 2000)
– “Authenticity” and “intellectual complexity”
• Bill & Melinda Gates Foundation – “Rigor” and “relevance”
• National Writing Project – “Best practices in writing
instruction”
Internationally • Microsoft Innovative
Schools Program Evaluation
– “21st-century learning opportunities”
• Innovative Teaching & Learning (ITL) research
50
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LASW workshops as professional development
CODING WORKSHOP IN INDONESIA
51
What: coding is a structure through which teachers can think together about: The opportunities students are getting for building 21st century skills The relationship of lesson design to the quality of students’ work How to embed deeper learning opportunities for students
How: Recruit teachers to code the LASW artifacts
Educators trained on each “21st Century Skill” dimension
Each learning activity and student work coded by at least two educators
Measuring 21st Century Skills with LASW Method Example Learning Activity : Coding “Real-World Problem-Solving and Innovation”
Real-World Problem-Solving and Innovation in ITL Research
To what extent does the learning activity require problem-solving based on authentic situations and data from outside the classroom, and are students’ solutions implemented in the real world?
52
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Making progress on LA design can lead to students’ 21C skill development
When educators provide learning activities that ask for 21 C skills, students can and do demonstrate those skills.
Learning Activities (LA) 21C Skills Score Stu
dent
Wor
k (S
W) 2
1C S
kills
Sco
re
RELATIONSHIP BETWEEN LEARNING ACTIVITY (LA) AND STUDENT WORK (SW) SCORES ON
21C SKILL DIMENSIONS
Source: LASW scores analysis from four pilot-year countries, ITL Research, 2010, www.itlresearch.com
53
53
Happening Now: Partners in Learning Global Forum
All # schools Global Forum will conduct the Partners in Learning School Research
Did this for the first time last year
All # teachers in Global Forum
Their Learning Activities are judged based on ITL Learning Activity rubrics
Their project for the week is to collaboratively design a Learning Activity that embeds 21C skills (guided by ITL Learning Activity rubrics)
54 54
Schools Teachers
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Appendix
55
56
ICT – mixed teacher attitudes
Pro Anti Neutral “Technology treads a very fine line between being supportive and aiding learning, and hindering learning”
overemphasis on the technical use of ICT and not on better student learning
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I II II Teacher time allocation
100 % of time alone in classroom, instructing
Collaborative teaching
Collaborative instruction design and teaching, combined with 1:1 student mentoring
Student access to ICT No access Access in labs or via mobile carts
Ubiquitous – 1:1 across school and home
Teacher access to ICT 1 laptop / LCD 1 laptop / LCD + Internet
Ubiquitous – 1:1 across school and home
Learning activities Teacher led Mix of teacher and student led
Mix
Characteristics of PD Individual teacher Informal within school Whole school focus with clear framework and goals, change is measured
Focus of innovation Technology training (how to use)
Integration of ICT in teaching and learning
Whole school culture change and process redesign
Attitudes towards ICT Naively optimistic Pit of despair Realist about advantages and limitations
Stages of Development
Students’ frequency of ICT use Teachers report that their students’ class-related ICT activities are more often basic (for example, searching the internet or practicing routine skills) rather than higher-level uses that demand knowledge-building or collaboration.
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59 Innovative teaching happens where there is balanced independence
‘Yes, train coupling, if it’s too loose the train will come off the tracks, if it’s too tight the train can’t get around corners. Tightness on the one hand and tough accountability – and being very clear that teachers are given freedom insofar as they can demonstrate that they can improve standards’.
- UK Qualitative Report
Conclusions and Implications Systems, schools, teachers and students need new assessments that
are aligned with new desired outcomes Assessments more like those used in knowledge based organizations:
collaboration, creativity, problem solving and impact in the real world
Professional Development needs to be redesigned To offer structured, well-integrated systems of PD designed to build
collective teaching and learning capacities To leverage and expand the existing innovative teaching within each
school To develop collaboration on instructional quality within (and across)
schools To support research on and practice of new pedagogies To tailor support to individual teachers who are at different stages of
innovation
Students need access to technology in classrooms