Transcript Op zoek naar het onderwijsmodel van de toekomst
EXPERIENTIAL EDUCATION
Quality assessment & assurance and the new paradigms in education
© Centre for Experiential Education
Ferre Laevers – Julia Moons Centre for Experiential Education University of Leuven - Belgium
Theme 1
Beyond the process: how outcome can guide practice
© Centre for Experiential Education
Quality at the level of the output
CONTEXT
means principles
PROCESS
OUTPUT
objectives outcomes competencies © Centre for Experiential Education
EFFECTS
objectives outcomes
Emotional health / self-esteem
Exploratory drive
Competencies & life skills
The basic attitude of linkedness
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The new paradigm: ‘competency based learning’
The output of education questioned Competencies are life-skills not the learning is the point, but how to use it © Centre for Experiential Education
Tackling complex situations
“Here is a parcel that has to be developed as a parking place for a supermarket. Design a layout for this section that allows a maximum of cars to be parked.”
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© Centre for Experiential Education How long is the hallway?
The new paradigm: ‘competency based education’
The output of education questioned Competencies are life-skills not the learning is the point, but how to use it Competencies are complex entities Integrate skills, insights, attitudes, praxis Bloom’s taxonomy revisited [from reproductive learning to problem solving & evaluation] The multiple intelligences The concept of ‘implicit learning’ © Centre for Experiential Education
The new paradigm: ‘competency based learning’
‘Stealth education’ & computer games © Centre for Experiential Education
The key question
HOW CAN WE CHANGE THE PROGRAM INSTEAD OF ADDING NEW FILES AGAIN AND AGAIN?
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© Centre for Experiential Education
Reality
Developmental domains
Gross motor development Fine motor development Expression through arts Expression through language Understanding the world of objects – Including technology Understanding the world of people – Including social competence Logical mathematical competence Self-organisation & entrepreneurship © Centre for Experiential Education
Gross motor development
[level 5] 1
Shows excellent physical skills for his/her age, demonstrated in a broad range of situations where movement is required. It is a pleasure observing his/her movements in space: supple and graceful, purposeful and with efficacy, in an adjusted pace, rhythmical, readily reacting to changes and signals. Picks up new patterns of movement very easily.
Education
[Process-oriented child monitoring system]
The concept of ‘deep-level-learning’
An holistic approach far from a checklist of isolated skills grasping the essence covering all age levels © Centre for Experiential Education
Fine motor development
[level 5] 2
Is very skilful in handling objects and tools: is able to perform complex operations fluently and with precision. Masters a broad range of manipulations. Has an excellent co-ordination of hand and fingers, detached from the rest of the body. Easily picks up new patterns of movement.
[Process-oriented child monitoring system]
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The concept of ‘deep-level-learning’
An holistic approach far from a checklist of isolated skills grasping the essence covering all age levels speaks to the imagination gives a sense of direction a source of inspiration for the creation of a powerful learning environment © Centre for Experiential Education
REFLECTION: identify the developmental domains adressed in this activity (the cognitive load) Blackboard
© Centre for Experiential Education
Developmental domains
Gross motor development Fine motor development Expression through visual arts Expression through language Understanding the world of objects – Including technology Understanding the world of people – Including social competence Logical mathematical competence Self-organisation & entrepreneurship © Centre for Experiential Education
© Centre for Experiential Education De fluteplayers
Self-organisation & entrepreneurship
[level 5] 3
Is able to manage him/herself well: knows what (s)he wants, can set goals, can engage into action without delay and achieve a good result. Does not give up at the first obstacle and can persist. Can step back and work strategically. Is able to exploit various possibilities and adapt to changing circumstances. Is not ruled by the surroundings, but actively determines the group’s course together with others.
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Self-organisation
Self-organisation is the ability to manage oneself and reach the highest possible quality of life by exploiting the available possibilities which are present in ones surroundings. This competency contains (1) will-power (being able to commit oneself), (2) being able to make choices and set goals, (3) thinking up scenarios for actions and executing them and (4) being able to step back.
…the art of living
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REFLECTION: identify the developmental domains adressed in this activity (the cognitive load) Clay
© Centre for Experiential Education
© Centre for Experiential Education
Developmental domains
Gross motor development Fine motor development Expression through visual arts Expression through language Understanding the world of objects – Including technology Understanding the world of people – Including social competence Logical mathematical competence Self-organisation & entrepreneurship © Centre for Experiential Education
Make every developmental domain in a powerful way represented in the learning environment for every and each child
© Centre for Experiential Education
The concept of ‘deep-level-learning’
An holistic approach Valuing the ‘intuitive intelligence’ results on maths at the age of 13 © Centre for Experiential Education
© Centre for Experiential Education
Who are the best engineers?
© Centre for Experiential Education
Policy with regard to output [1]
Help teachers to grasp the essence of the developmental domains [capacity building] Make accountable for ‘effort’ not for ‘outcome’ are all developmental domains represented in children’s activities?
is the level of involvement sufficient to expect deep level learning?
Develop a positive approach to evaluation in © Centre for Experiential settings and schools: valuing talents
REFLECTION: identify the developmental domains adressed in this activity (the cognitive load) Baby tubs
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Policy with regard to output [2]
Use ‘national’ testing for inspiring feedback periodic sounding testing [on a large sample] the broad range of capacities emotional health / exploratory drive / belonging life skills: social competence / entrepreneurship Invest in educational research in which a variety of models are developed and tested comparative study of models in a pre- and posttest design © Centre for Experiential Education
Theme 2
Developing an effective strategy for quality improvement
© Centre for Experiential Education
QUALITY IN CARE AND EDUCATION
CONTEXT
means principles
PROCESS
EFFECTS
objectives outcomes
WELL-BEING
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INVOLVEMENT
The Leuven experience
[Project funded by Kind & Gezin]…
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© Centre for Experiential Education
Offer of activities Group climate Adult style
CONTEXT FACTORS
Organisa tion Room for initiative
Well-being Involvement FACTORS IN THE CHILD CIRCOMSTANTIAL FACTORS
Results [1]
how much well-being?
Mean
3.61
Low Mode rate High SCORE
© Centre for Experiential Education 1 1+ 2 2+ 3 3+ 4 4+ 5
Number of Children
82 56 368 404 1568 1535 2800 506 692
%
1.02
0.70
4.59
5.04
19.57
19.16
34.95
6.32
8.64
% L M H 6.31
43.77
49.91
What should we get at least?
50 % of the learners 50 % of the learners Score 3 Mean score =
3.5
Score 4 © Centre for Experiential Education
Results [2]
how much involvement?
Mean
3.29
Low SCORE
1 1+ 2
Mode rate High
© Centre for Experiential Education 2+ 3 3+ 4 4+ 5
Number of Children
290 337 1016 464 1382 1343 2170 379 624
%
3.62
4.21
12.69
5.80
17.26
16.78
27.11
4.73
7.80
% L M H 20.52
39.84
39.64
Results [3]
variation in involvement
Mean score for involvement at the level of the setting [total: 389]
N %
Lower versus Higher
2,0 to 2,49
3 0.77
2,5 to 2,99
42 10.8
3,0 to 3,49
120 30.8
3,5 to 3,99
186 47.8
4,0 to 4,49
35 9.00
4,5 and more
3 0.77
42.4
57.6
© Centre for Experiential Education
SCANNINGSFORMULIER BETROKKENHEID
S CHOOLCODE : V AK : D ATUM :
- TOELICHTING CONTEXT
K LASCODE A ANTAL LLN B EGIN / EINDE INTERVAL : L EERKRACHTCODE : ..........u. ........ tot ..........u. ........
L EERLING
minimaal 1
1 S CORE
omc irkel cijfer of tussenwaarde 1 2 3 4 5
2 3 4
1 2 3 4 5 1 1 2 3 4 5 2 3 4 5
5 6 7
1 2 3 4 5 1 1 2 3 4 5 2 3 4 5
8 9 10
1 2 3 4 5 1 1 2 3 4 5 2 3 4 5 1 2 3 4 5
11 12 F REQU .
1 2 3 4 5
T OELICHTING
beschrijv ing van gedrag en ev. relevante contextgegevens
Niveau 1 Niveau 2 Niveau 3 Niveau 4 Niveau 5 O MSCHRIJVING S CHAALWAARDEN GEEN AC TIVITEIT
volledig afgehaakt - dromen - prullen - tijdvullend niet-functioneel gedrag
+/- AANGEHO UDEN AC TIVITEIT
Education taakgerichte momenten + afhaken - beperkte mentale activiteit activiteit zonder echte concentratie - oppervlakkig volgen
AC TIVITEIT MET IN TENSE MO MENTEN
momenten van concentratie & substantiële mentale activiteit
AANGEHO UDEN INTENSE AC TIVITEIT
doorlopend sterk geconcentreerd - volkomen opgeslorpt
S
CANNING
P
ROCEDURE FOR
I
NVOLVEMENT
21 classes, 5 half days observation in a year (100 episodes per class)
4
Very low
3,5 3 2,5
Low
Moderate
[Research project Equal Opportunities]
Ester
Evolution in WB and INV [Ester]
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The status of the process variables
A measure for the POWER of the learning environment – NOT a child characteristic Contain key information to improve quality immediate feedback the shortest way to interventions tell who takes advantage of our efforts and who doesn’t Stand above any educational model / innovation A common base for the entire educational system
why not install a follow up system from
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0 to 18 yrs?
Advisory Service Kent
Empowering early years practitioners to improve the quality of provision
Colleen Marin
Learning Together
Advisory Service Kent
Context: Public Service Agreement (PSA)
“To promote the physical, emotional, social and intellectual development of young children so that they flourish at home and at school.”
Learning Together
Advisory Service Kent
Public Service Agreement Target
1) To improve the outcomes for children
Early Years/Foundation Stage
F %age children with six+ points for Personal Social & Emotional Development in Foundation Stage Profile (excluding Swale, Dover & Gravesham Surestart).
PSA 1.3
%age children with six+ points for Communication, Language & Literacy in Foundation Stage Profile (excluding Swale, Dover & Gravesham Surestart).
PSA 1.3
Learning Together
A A Baseline (2004) 86.7% 71.5% Target (2008) 89.7% 74.5%
Advisory Service Kent
Public Service Agreement Target
2) Reduce the outcomes gap between the areas of high social deprivation and the rest of Kent
Swale, Dover, Gravesham
Gap to county for PSED in Foundation Stage Profile for Surestart postcode area.
LPSA 1.4
Gap to county for CLL in Foundation Stage Profile for Surestart postcode area.
LPSA 1.4
F A A Baseline (2004) 9.7% Target (2008) 6.7% 16.6% 13.6%
Learning Together
Advisory Service Kent
Settings Involved
175 settings in total in the 3 areas 68% took part voluntarily 119 settings in total 2,081 children
Learning Together
Advisory Service Kent
Training & Implementation of Project
All advisers were trained on use of Leuven system All settings received 4 sessions of Leuven training All settings received: Leuven handbook, Video of Ten Action Points, Box Full of Feelings and a pack of 20 children’s books which supported exploration of feelings
Learning Together
Advisory Service Kent
Notes of Visit
Advisers reported against the 10 Action Points Advisers and practitioners discussed and agreed what impact the work had on children’s learning and development
Learning Together
Advisory Service Kent Learning Together
Advisory Service Kent
The 10 Action Points
Create a rich environment
Offer activities based on observation
Stimulate activities with open impulses Give room for child initiative
Build up positive relations
Explore the world of feelings,
behaviour & values Support children with special needs
Learning Together
Advisory Service Kent
Action Points 1 & 2
Rearrange the classroom into appealing corners/areas
Example of Results
86% of settings have rearranged the home or drama area 73% create clearly defined play areas
Check the content of the corners and replace unattractive materials with more appealing ones
68% have rearranged the writing and book area 50% reflect upon the location of the play areas and initiatives to gain space in the setting 36% have made indoor and outdoor play available at the same time
Learning Together
Advisory Service Kent
Action Point 6
Widen the possibilities for free initiative and support them with sound rules and agreements
59% have improved free access to materials 41% of settings have child initiated time for 2/3 of the day 45% make rules and agreements concrete for children via the use of pictograms etc 18.2% make the rules together with the children
Learning Together
Advisory Service Kent
Action Points 9 & 10
Identify children with emotional problems and work out sustaining interventions
91% of settings have used the Leuven scales for well being and involvement
Identify children with developmental needs and work out interventions that engender involvement within the problem area
82% make specific interventions for children with Special Needs 55% involve external agencies
Learning Together
Advisory Service Kent
Process & Outcomes
73% of settings: Leuven work has impacted positively on levels of involvement 41% of settings: children more independent than before 64% of settings: the whole staff team has been trained on Leuven work
Learning Together
Advisory Service Kent
Conclusions
Practitioners are more aware of the impact of the environment on children’s play.
They proactively review and change the environment as a result of observations of children’s well being and involvement.
Some settings have made the shift from a practitioner orientated to a child orientated way of oganising things.
Learning Together
Advisory Service Kent
Conclusion
Making efforts to observe children’s levels of well-being and involvement and putting the Ten Action points in place Enables practitioners to make fundamental changes towards improvements in the quality of provision for children
Learning Together
Advisory Service Kent
Audit of 730 PVI settings
Use of Early Childhood Environment Rating Scale (ECERS)
Learning Together
Advisory Service Kent
ECERS-R
Discovery Nursery Ltd Dover Space & Furnishings 6.3
Kent 4.6
Personal Care Routines Language Reasoning Activities Interaction 7.0
5.0
5.3
4.8
4.9
3.7
6.6
5.6
Programme Structure 6.3
4.7
Parents & Staff 5.8
4.5
Difference 1.7
2.0
0.5
1.2
1.0
1.6
1.3
ECERS - R AVERAGES Learning Together
Advisory Service Kent
ECERS-E
Discovery Nursery Ltd - Dover Literacy 4.5
Kent 3.9
Difference 0.6
Maths 3.0
3.1
-0.1
Science 5.0
2.7
2.3
Diversity 2.7
3.1
-0.4
ECERS - E AVERAGES Learning Together
Advisory Service Kent
Ofsted 2006
‘Staff have re-arranged the nursery and resources to support children’s learning, allow them to use their initiative and select freely and independently from a wide selection of purposeful and meaningful activities appropriate to their individual needs’.
Learning Together
What are the success factors?
Sound strategy: – Inclusiveness: all advisers participate – The whole team included even if only one group is part of the sample – Empowering attitude of advisers: they believe and support “It’s Leuven” [the ‘process-oriented approach’ offers a framework to act and be successful] © Centre for Experiential Education
Theme 3
Questions and discussion
© Centre for Experiential Education
INFORMATION on Experiential Education
www.cego.be
© Centre for Experiential Education
Publications
The Leuven Involvement Scale: Training Pack [Video + Manual 29 fragments]
Enhancing Well-being and involvement: The ten Action Points [100 slides + voice over]
A Box full of Feelings [play&learn-set]
Experiential Education at Work [Video of Julia‘s class + guide]
The Process-Oriented Child Monitoring System [Manual + Forms + Interventions]
Research on Experiential Education [Reader including 5 articles]
© Centre for Experiential Education
Theme x
Beyond free initiative: the role of the practitioner
© Centre for Experiential Education
Quality in education
CONTEXT
means principles ingredients of a powerful learning environment © Centre for Experiential Education
A powerful learning environment The constructivist approach The OECD meeting on ECE [Stockholm 2003] High Scope [1962] Reggio Emilia [1970] Te Whaariki [1996] Experiential Education [1976]
Basic ingredients
➊ ➋ Respect of the child Communication, a positive group climate © Centre for Experiential Education
Basic ingredients
➊ ➋ Respect of the child Communication, a positive group climate [cooperative learning/diversity as asset] ➌ A rich environment © Centre for Experiential Education
A rich environment: “densification”!
How broad is the range of experiences? From sensory to abstract From individual to social From ‘taking in’ to ‘creating’ How much is still open to exploration? Depth, surprise, adventure, serendipity © Centre for Experiential Education Make the soup thicker…
Basic ingredients
➊ ➋ ➌ ➍ Respect of the child Communication, a positive group climate A rich environment An open framework-approach © Centre for Experiential Education
The ‘open framework’ approach
Programmed learning Open framework Custodial Child oriented © Centre for Experiential Education
Initiative of the child
What is it in practice?
A circular process – Who is programming who? [iron] – Who is learning most?
Give room for child initiative and do not Offer activities that meet observed Interests [Action point 4] The ‘emergent curriculum’ © Centre for Experiential Education
OBSERVE CHILDREN & OFFER ACTIVITIES THAT MEET THEIR INTERESTS
Isabel
Thomas
Milan Jonas
Throwing with corn The pebbles
© Centre for Experiential Education 77
OBSERVE CHILDREN & OFFER ACTIVITIES THAT MEET THEIR INTERESTS
rich environment as starting point
identify what is really meaningful
find activities that match these interests
let one activity grow out of the other
have more than one project at the time
© Centre for Experiential Education 78
Basic ingredients
➊ ➋ ➌ ➍ ➎ Respect of the child Communication, a positive group climate A rich environment An open framework-approach Representation: ‘ impression-expression’ cycle © Centre for Experiential Education
The concept of representation
Perceptions and actions
Mental representation
Symbols and signs
Understanding Expression
© Centre for Experiential Education
To express is to impress (Gendlin)
SYMBOL Unexpressed Expressed © Centre for Experiential Education
Basic ingredients
➍ ➎ ➏ ➊ ➋ ➌ Respect of the child Communication, a positive group climate A rich environment An open framework-approach Representation: ‘ impression-expression’ cycle Observation, observation, observation… © Centre for Experiential Education
How to get there?
find a consensus around the criteria ‘wellbeing’ and ‘involvement’ start where you are and accept the limitations
select a relevant field of action
When and where?
take initiatives that are promising reflect : why did it work/why not?
share your experiences & celebrate