Creative Generation Introduction

CREATIVE GENERATIONwww.crea'vegenera'on.org

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http://www.creativegeneration.org

http://www.creativegeneration.org

How can learning outcomes be improved -‐ quickly and measurably?

1. By combining research about effec5ve learning...• In the past 20-‐30 years, advances in cogni've science have remarkably improved the understanding of scien'sts about how learning happens effec'vely. Also from an emo'onal and biological perspec've, we have a beCer understanding about effec've learning. To date, this research has had very liCle impact on teaching prac'ces and learning outcomes.

2. ...with research about effec5ve professional development...• A key missing link has been professional development of teachers. Evidence suggests that effec've PD has these features: it is intense, sustained, content-‐focused, ac've, supported, evidence-‐based. Surveys indicate that a small minority of teachers in England currently have access to PD opportuni'es with these features.

3. ... and using an innova5ve whole-‐school delivery model• We partner with schools and work with 4 teachers per school. These teachers go through 6 days of PD per year: mostly delivered through weekly small-‐group online workshops. They will be equipped to improve learning outcomes in their classroom, and support the CPD of their colleagues through in-‐school training and coaching.

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We want the next genera'on to develop strong founda'onal skills in reading, wri'ng and mathema'cs, as well as a broad set of higher-‐order skills: the ability to think cri'cally and crea'vely, and solve problems collabora'vely. These skills are demanded by the labour market and are needed to solve complex global and local problems.

The need • In the past 20 years, exam results in England have improved significantly, but learning outcomes in interna'onal tests have not changed (Coe, 2013)

• 63% of disadvantaged pupils achieve Level 4+ in reading, wri'ng, maths at the end of primary school, compared with 81% of other pupils (Dept for Ed, 2013)

• Lack of access to high quality CPD: 45% of teachers engaged in sustained CPD of one month or more; just 9% involved in extended problem-‐solving (Opfer, 2010)

The solu5on • We partner with schools aspiring to become outstanding for 1-‐3 years• 6 days of CPD per year for 4 leading prac''oners per school, focused on implemen'ng evidence-‐based prac'ces in English and mathema'cs

• Par'cipa'ng teachers will be equipped to provide in-‐school CPDMain outcomes

• Increase propor'on of students achieving Level 4+ in reading, wri'ng and mathema'cs by 10 percentage points per year at the end of primary school

• Increase students’ ability to collaborate and solve problemsMaking it happen

• CPD is delivered by outstanding teachers and educators• Our team has experience of delivering effec've CPD interna'onally

CreaDve GeneraDon is a charity that supports schools with high quality professional development

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Our team has experience of supporDng the CPD of teachers and school leaders internaDonally

Artur Taevere, Co-‐Founder and CEO of Crea've Genera'on• As Vice President of Teach For All (2009-‐13), built a team that supported the professional development of teachers and school leaders across 25+ countries

• Advisor to the Government of Estonia in crea'ng 2014-‐2020 educa'on strategy• Co-‐founder of four chari'es, including Teach For Estonia in 2006 (Noored Kooli)• Studied Philosophy, Poli'cs and Economics at the University of Oxford (1999-‐02)

Fiona Vaz, Director of Crea've Genera'on India• Primary teacher and Vice Principal of a school, Teach For India alumna• Lead organiser of Achieve Together, a conference for children• She has a BA degree from St. Xavier College and an MA degree from the University of Mumbai

Hannes Tamjärv, Co-‐Founder, Chairman of the Board• Co-‐Founder and former CEO of a bank that grew into the largest financial ins'tu'on in the Bal'c region

• Founder of an innova've school that has shaped educa'on policy and prac'ce in Estonia since 1999

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In the ecosystem of evidence-‐based educaDon, we are among those helping to implement evidence

Source: Adapted from Sharples, Jonathan (2013). Evidence For The Frontline.

CREATIVE GENERATION

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Very few teachers have access to high quality professional development opportuniDesAUributes of high quality CPD that has impact on student learning (Coe 2013)

Teachers repor5ng having engaged in this type of CPD in England, based on survey (Opfer 2010)

Intense: at least 15 contact hours, preferably 50 • 45% of engaged in sustained learning of one month or more

Sustained: over at least two terms • 46% of engaged in CPD acDviDes of one week or less• 9% engaged in extended problem-‐solving

Content focused: on teachers’ knowledge of subject content and how students learn it

• 30% of teachers assessed pupil work as part of CPD

Ac5ve: opportuniDes to try it out and discuss • 67% of teachers engaged in passive forms of CPD such as listening to a lecture/presentaDon

• 17% of teachers involved in CPD pracDsing the use of pupil materials

Supported: external feedback and networks to improve and sustain

• 60% of teachers aUended out-‐of-‐school workshops or seminars

Evidence based: promotes strategies supported by robust evaluaDon evidence

• No comprehensive data: some CPD based on robust evidence, according to bestevidence.org.uk

Source: Opfer, V. Darleen and Pedder, David (2010) 'Benefits, status and effecDveness of ConDnuous Professional Development for teachers in England', Curriculum Journal, 21: 4, 413-‐431

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Our programme is based on research evidence about features of highly effecDve CPDAUributes of high quality CPD

Features of Crea5ve Genera5on master teacher programme

Intense • 6 days (ca 40 hours) of CPD per year

Sustained • Stage 1 of programme: one academic year• Full programme: three years

Content focused

• Focused on implemenDng principles of effecDve learning in primary English and mathemaDcs

Ac5ve • CPD sessions involve discussing research-‐based pracDces, pracDsing new teaching skills in the training seeng, then implemenDng in one’s classroom

Supported • ParDcipants evaluate the impact of their intervenDons on learning outcomes

• Reflect with peer group what works (or not) and why

Evidence based

• Begins with assessment of parDcipants’ CPD needs• Focused on exploring research on effecDve learning

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Our programme is also based on principles of effecDve adult learningAdults learn best... It is implemented in our programme, as we:

When they are mo5vated Ensure learning maUers by making it relevant and building it around strategic projects (e.g. improve the quality of teaching and learning in the whole school)

When they are in charge Involve parDcipants in shaping the learning agenda

When they are at the edge of their comfort zone

Encourage parDcipants to experiment with innovaDve teaching and learning pracDces, do more than they think is possible

Through ac5on and experience PracDce new teaching skills during training and in classroom, connect learning with previous experience, engage in experienDal learning

When their individual style is accounted for

Provide a variety of learning methods: reading research summaries, analysis of videos about teaching and learning, reflecDng on the impact of changes

From role models Learn from facilitators who are experienced and innova5ve teachers, observe and analyse videos of great teaching and learning, see what is possible

From their peers Enable a peer community to develop through in-‐person workshops and weekly or bi-‐weekly online webinars; work closely with 3 other teachers

When supported by effecDve processes and systems

Learning materials and supporDng resources can be accessed online when needed; meeDngs with the peer group every 1-‐2 weeks

With just-‐in-‐5me support Develop a peer-‐coaching system to support each other in applying new skills

Based on review of 25 theories of adult learning and leadership development, adapted from ‘Capturing the leadership premium’ by McKinsey & Co.Based on review of 25 theories of adult learning and leadership development, adapted from ‘Capturing the leadership premium’ by McKinsey & Co.

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Our programme is delivered by outstanding teachers currently in the classroomAUribute RaDonale

Blended model • 6 days of training per year• 2 full days of in-‐person training (per year) on Saturdays• 1 hour long online workshops in a group of 8 teachers (4

teachers from 2 schools) every 1-‐2 weeks (avoiding need for teaching cover)

• Easier to support teachers outside large ciDes, where they have less access to high quality training and CPD opportuniDes

Delivered by outstanding teachers

• CPD is delivered by current pracDDoners in order to ensure that training is relevant and grounded in teachers’ reality

• Facilitators have the opportunity to implement all the evidence-‐based pracDces and rely on their own experiences

• Facilitators are hired by CG as independent contractors

Supported by Crea5ve Genera5on R&D team

• CPD programme is supported by our R&D team, mainly based in India and comprising alumni of Teach For India (the equivalent of Teach First in the UK)

• All sessions are iniDally designed by our R&D team and then adapted, as necessary, by the facilitators

Our blended CPD model enables learning and collabora>on among primary schools far

beyond London and the other metropolitan areas with more sources of in-‐person support.Above: numbers of primary schools in various

regions across England.

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Master teacher programme topicsModule Detailed topics

Principles of effec5ve learning

What are the research-‐based principles and pracDces of effecDve learning?• #1 AcDve engagement and responsibility of learners• #2 Social and collabora5ve learning• #3 The importance of learners’ mo5va5ons and emoDons• #4 Being sensiDve to the individual differences of learners• #5 Being demanding of every student without overloading• #6 Clear expecta5ons, providing helpful forma5ve feedback• #7 PromoDng connec5ons across subjects and beyond schoolHow to implement these principles in reading, wriDng and mathemaDcs?

Deeper learning

What is the importance and value of deeper learning?How to design and implement rigorous project and enquiry based learning?

Evalua5ng learning

What are the basic principles of educaDon research?How to evaluate whether learning is happening?How to evaluate the impact of teacher’s acDons on student learning?

Adult learning How to provide high-‐quality in-‐school CPD?How to generate moDvaDon to learn among teachers?

Our work is based on synthesis of exis>ng educa>on research, including the summary of effec>ve learning principles in ‘The Nature of Learning’ by the OECD Centre of Educa>onal

Research and Innova>on

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Our programme helps schools prepare for Ofsted

Ofsted criteria for evalua5ng the quality of teaching How each of these aWributes is developed through our master teacher programme

1. Teaching in all key stages and subjects promotes pupils’ learning and progress

Teachers learn how to implement all 7 principles of effecDve learning, which promote pupils’ learning and progress

2. Teachers have consistently high expecta5ons of pupils Teachers learn how to implement principle #5 (of effecDve learning): how to set high expectaDons without overloading

3. Teachers improve quality of learning by systemaDcally and effecDvely checking pupils’ understanding in lessons, and making appropriate interven5ons

Principle #6: how to use formaDve assessment and check for understandingPrinciple #4: how to make differenDated intervenDons

4. Reading, wri5ng, communica5on and mathema5cs are well taught

Teachers learn how to implement all 7 principles of effecDve learning in primary English and mathemaDcs

5. Teachers and other adults create a posi5ve climate for learning in which pupils are interested and engaged

Principle #1: create an engaging learning environmentPrinciple #3: the importance of emoDons

6. Marking and construc5ve feedback from teachers contributes to pupils’ learning

Principle #6: provide useful formaDve feedback to pupils

7. Teaching strategies, including seeng appropriate homework, together with support and intervenDon, match individual needs

Principle #4: being sensiDve to individual differences among students, especially in previous knowledge

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For evaluaDon, we will use achievement data and surveys of teachers, parents and students

Achievement data• % of students achieving Level 4+ in reading, wri'ng and mathema'cs (all students, disadvantaged students, other students)

Survey data• A survey of students, teachers and parents (e.g. iKnow My Class)

Addi>onal comments• For internal evalua'on purposes, we will be using student work and teacher observa'ons, in order to have a broad set of datapoints, in addi'on to achievement data and survey results

• For addi'onal measures of achievement, we will explore the feasibility of using independent tests (e.g. InCAS) and external frameworks (e.g. collabora've problem solving rubric developed by PISA for the 2015 tests)

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We have posiDve results from piloDng this professional development model

Feedback from a school leader: “This has probably been the best professional development opportunity for teachers in our school in the past 10-‐15 years.”

Net Promoter Score: 8.7 -‐ average response from teachers and school leaders that have aCended our CPD sessions when asked, ‘How likely are you to recommend this training to a colleague?’ (on a scale of 0-‐10)

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Appendix. Some examples of teaching strategies with strong evidence about effecDveness

Learning goal Teaching strategy

Assist English Language Learners

•FormaDve assessments of phonological processing, leUer knowledge, word and text reading.Assist English Language Learners •Focused, intensive small group intervenDons for readers with reading problems, focused on core

elements: phonological awareness, phonics, reading fluency, vocabulary, comprehension.


•Provide high quality reading instrucDon throughout the day. Teach essenDal content words in depth.


•Development of formal/academic English as key goal.


•Students at different ability/proficiency levels work together 90 minutes per week on academic tasks.

Improve reading comprehension

•Teach students how to use comprehension strategies.Improve reading comprehension •Teach students to idenDfy and use text’s organisaDonal structure to comprehend, learn, and

remember content.


•Guide students through focused, high-‐quality discussion on the meaning of the text.


•Select texts purposefully to support comprehension development.


•Establish an engaging and moDvaDng context in which to teach reading comprehension.

Assist struggling readers •Screen all students twice a year for potenDal reading problems.Assist struggling readers

•Provide differenDated instrucDon for all students based on assessments of current reading level.

Assist struggling readers

•Intensive, systemaDc instrucDon of up to three foundaDonal reading skills in small groups to students who score below benchmark level. Typically, 3-‐5 Dmes a week, for 20-‐40 minutes.


•Monitor progress of Der 2 students at least once a month.


•Provide intensive instrucDon on a daily basis to students who show minimal progress in Der 2 small group instrucDon.

Source: PracDce Guides on What Works Clearinghouse at hUp://ies.ed.gov/ncee/wwc/

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http://ies.ed.gov/ncee/wwc/


Appendix. Some examples of teaching strategies with strong evidence about effecDveness (2)


Improve wriDng effecDveness

•Provide daily Dme for students to write.Improve wriDng effecDveness •Teach students to use the wriDng process for a variety of purposes.


•Teach students to become fluent with handwriDng, spelling, sentence construcDon, typing and word processing.


•Create an engaged community of writers.

Learn foundaDonal skills mathemaDcs

•Teach number and operaDons using a developmental progression.Learn foundaDonal skills mathemaDcs •Teach geometry, paUerns, measurement, and data analysis using a developmental progression.


•Use progress monitoring to ensure that mathemaDcs instrucDon builds on what each child knows.


•Teach children to view and describe their world mathemaDcally.


•Dedicate Dme each day to teaching mathemaDcs, and integrate mathemaDcs instrucDon throughout the school day.

Learn mathemaDcal problem solving

•Prepare problems and use them in whole class instrucDon.Learn mathemaDcal problem solving •Assist students in monitoring and reflecDng on the problem-‐solving process.


•Teach students how to use visual representaDons.


•Expose students to mulDple problem-‐solving strategies.


•Help students recognise and arDculate mathemaDcal concepts and notaDon.


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Appendix. Some examples of teaching strategies with strong evidence about effecDveness (3)


Support students that are struggling in mathemaDcs

•Screen all students to idenDfy those at risk and develop intervenDons.Support students that are struggling in mathemaDcs •In intervenDons, focus on in-‐depth treatment of whole numbers (up to grade 5) and on raDonal

numbers (from grade 4-‐8).


•Explicit instrucDon: models of problem-‐solving, verbalisaDon of thought process, guided pracDce, correcDve feedback, frequent cumulaDve review.


•InstrucDon on solving word problems based on common underlying structures.


•Include opportuniDes to work with visual representaDons of mathemaDcal ideas.


•At all grade levels, devote 10 minutes in each session to building fluent retrieval of basic arithmeDc facts.


•Monitor the progress of students receiving supplemental instrucDon and others at risk.


•Include moDvaDonal strategies.

Encourage girls in mathemaDcs and science

•Teach students that academic abiliDes are expandable and improvable.Encourage girls in mathemaDcs and science •Provide students with prescripDve, informaDonal feedback regarding their performance.


•Expose girls to female role models who have achieved in mathemaDcs or science.


•Foster girls’ long-‐term interest in mathemaDcs and science by choosing acDviDes connecDng mathemaDcs and science acDviDes to careers.


•Provide students with opportuniDes to engage in spaDal skills training.


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Vision. All students fulfil their poten'al and become posi've contributors to the world.

Contact usArtur Taevere / CEO, CreaDve GeneraDon [email protected] 491 500 / TwiUer @taevere

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mailto:[email protected]

mailto:[email protected]

Education

Creative Generation Introduction