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Niel McLean - Head of Centre, Futurelab Research at National Foundation for Educational Research
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Naace – beyond central prescription, towards evidence
based improvement Niel McLean
Head of the Futurelab Research Centre at NFER
Looking backward:
• What does research tell us about the intent and design of a technology-rich curriculum?
Looking forward:
• How can schools adopt a research-focussed approach to innovation?
Why educate?
• Transmit the best of a shared past?
• Prepare learners for the future?
Change introduces discontinuities.
Learner competences and the curriculum
• Awareness
• User
• Maker
• Evaluator
• Holistic Prof. David Layton
Learner competences and the curriculum
• Awareness
• User
• Maker
• Evaluator
• Holistic Prof. David Layton
Learner competences and the curriculum
• Awareness
• User
• Maker
• Evaluator
• Holistic Prof. David Layton
Learner competences and the curriculum
• Awareness
• User
• Maker
• Evaluator
• Holistic Prof. David Layton
Learner competences and the curriculum
• Awareness
• User
• Maker
• Evaluator
• Holistic Prof. David Layton
A curriculum for capability
Black and Harrison 1985
A place for knowledge:
Black and Harrison 1985
And for enquiry
Black and Harrison 1985
Aiming for capability
Black and Harrison 1985
Successful change means making teaching an attractive and effective profession by supporting “continuous learning.. and engaging strong teachers as active agents in school reform, not just implementers of plans designed by others. It also requires strengthening the knowledge base of education and developing a culture of research and reflection in schoolsso that teaching and learning can be based on the best available knowledge.” Building a high quality teaching profession OECD
Looking forward
There are a number of ways a teaching school can get involved in research and development: • undertaking research and development projects within their alliance to identify
and/or help tackle key school improvement priorities
• show evidence of engagement in research and development which reflects agreed priorities, builds on existing external research/evidence
• ensure that existing evidence can be accessed and used by staff and that appropriate
staff have the time and support needed to undertake research and development activities
“We expect teaching schools involved in research and development”
R&D at the core of CPD
+ 10 months
+ 5 months
+ 4 months
+ 4 mths
+ 3 mths
Time spent leading teaching and learning is over twice as effective at raising student achievement than any other management task.
Source: Robinson (2009)
‘Disciplined innovation’
Research Insights
City Academy Norwich
• Part of the HP Catalyst Programme.
• Eco-Virtual Environment (EVE) Project.
• Using an open source immersive simulation platform (www.opensimulator.org) to engage students in science and maths inquiry.
“Data, graphics and graphs are fed to the students through 'tri-screens' and the students (e.g. accountant, manager, power engineer, environmental scientist), study their specialist information carefully and then meet to share their thoughts on the decision each turn.”
Findings
• The power of anonymity to re-engage
• “Students at our school (as with many) are developing their confidence. They do not always feel comfortable sharing an idea with a class due to the peer pressure and possible historic experiences with less sensitive teachers. In EVE they are all happy to contribute. They have the freedom to walk, run, fly, dive, zoom in and out on details - they find themselves in a surreal classroom with no walls and an utterly different set of social rules. Peer pressure / bullying is often a complex and refined interaction that involves tone of voice, expression, physical stance etc. In EVE these things just don't exist and all of the students are equal.”
A community of enquiring minds online and face to face
Handbooks and research insights Projects and prototypes Online tools for visioning and teaching
Events, workshops, case studies and expertise
