Transcript Slide 1

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– Second level
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» Fifth level
ITL RESEARCH – LEAP21
Deirdre Butler
January 2012
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ITL Research
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 A multi-year global research program
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to edit Master text styles
 designed to investigate the factors that promote the
–transformation
Second levelof teaching practices
 and
the impact
• Third
level those changes have on students’ learning
outcomes
– Fourth level
» Fifthrange
level of country contexts
 across a broad
Education System
Change
School Leadership
Innovative
Teaching Practices
Individuals with
skills for life and
work today
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Specialist Schools and
– Second
level
Academies Trust, UK
• Third level
National Board of
Education,
Russian Academy of Education and
Academy for Teachers Training,
Finland
Russia
– Fourth level
» Fifth level
Ministry of National Education,
Indonesia
National Ministry of
Education, Mexico
National Ministry of Education,
Senegal
New South Wales
Department of Education
and Training,
Australia
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ITL RESEARCH 2011 POLICY PARTNERS
Country Organization
Individuals
Finland
• Kristiina Kumpulainen (PhD), Director, Information
and Evaluation Services
• Kaisa Vähähyyppä, Councilor of Education, Head of Unit
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National Board of Education
– Second level
• Third level
• Fasli Jalal, Vice Minister of National Education
• Suwasih Madya, Head, Education Services of the
Province of Yogyakarta
Indonesia
Ministry of National Education (MONE)
Province of Yogyakarta
Russia
• Russian Academy of Education and World Bank
projects representative (National Training Foundation)
• The Academy for teachers training and professional
retraining for educators (APKiPPRO)
• Mr. Uvarov, Leading expert and researcher, Computer
Center, Russian Academy of Sciences
• Ms. Gorbunova, Vice-rector
Senegal
Ministry of Education (National), Senegal
Mr. Ibrahima NDOUR, Director of Secondary Schools
England
The Schools Network
Mr. Chris Montacute, Strategic Director
Mexico
Ministry of Education (Federal)
Lic. Margarita Arruti, Coordinación Nacional HDT, DGME,
SEB, Directora Operativa HDT
Australia
New South Wales Department of
Education and Training
Max Smith, Senior Manager, Student Engagement
and Program Evaluation
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» Fifth level
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ITL RESEARCH 2011 RESEARCH PARTNERS
Country Organization
Research Leads
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Agora Center / Institute for Educational Research
University of Jyväskylä
Finland
– Second level
• Third
leveland International Studies
Centre for Strategic
Indonesia
• Marja Kankaanranta
• Juho-Matti Norrena
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Medelina K. Hendytio
Vidhyandika D. Perkasa
Deni Friawan
Teguh Yudo Wicaksono
Russia
– Fourth level
level
Institute of »
NewFifth
Technologies
Senegal
Association of Teachers and Researchers of ICT in
Education and Training
• Abdourahmane Mbengue
• Cheikh Tidiane Sall
• Cheikh Mbacke Cisse
England
London Knowledge Lab
• Neil Selwyn
• Carey Jewitt
• Carlo Perrotta
Mexico
Proyecto Educativo SC
• Lucía Fernanda Remes
• Bernardo Naranjo
Australia
University of Newcastle, SORTI
• Alexei L. Semenov
• Olga B. Loginova
• Vadim V. Kroutov
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•
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Sid Bourke
Kathryn Holmes
Kylie Shaw
Greg Preston
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ITL RESEARCH
MIXED METHODS USED
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Education
System Change
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text styles
survey schools
Across
21 site visit schools
–
Second
level
86* teachers
Teacher & School
18* school leaders
Leader Interviews
• Third level
School
Leadership
and Culture
– Fourth4,038
levelteachers
Teacher & School
159 school leaders
Leader Surveys
» Fifth
level
Classroom
Observations
81* classrooms
Learning Activity
Analysis
967 learning activities
Student Work
Analysis
3,367 student work
Student Focus
Groups
33* focus groups
Innovative
Teaching
Practices
*approximate N
Methods Published at: www.itlresearch.com
Individuals with
skills for life and
work today
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– Second level
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» Fifth level
ITL Research
Findings 2011
SKILLS FOR LIFE
•
AND
WORK
TODAY
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– Second level
Knowledge
• Third level
building
– Fourth level
» Fifth level
Self-regulation
& assessment
Problem solving
& innovation
ICT use
Collaboration
Skilled
communication
Global
awareness
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ARE INNOVATIVE TEACHING PRACTICES ASSOCIATED
WITH 21ST CENTURY LEARNING OUTCOMES?
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– Second level
• Third
Students
21C 4 level
Skills Score
– Fourth level
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When educators
provide learning
activities that ask
for 21 C skills,
students can and
do demonstrate
those skills.
» Fifth level
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0
0
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Learning Activities/Innovative Teaching
Source: ITL 2011, LASW method, based on analysis by SRI International
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Innovative Teaching Practices
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– Second level
• Third level
.
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» Fifth level
ICT Integration
Education
System
Change
Extension of
Learning Beyond
the Classroom
School Leadership
and Culture
Student Centered
Pedagogy
• Knowledge Building
• ICT Use
• Problem Solving &
Innovation
• Global Awareness
• Self-regulation &
Assessment
Innovative
Teaching
Practices
• Collaboration
• Skilled Communication
Individuals with skills for
life and work today
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AND STUDENTS USE ICT…
information on the Internet
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Practice routine skills and procedures
– Second
level
17%
level
Write–orFourth
edit stories,
reports, or essays
» Fifth level
15%
12%
Access class resources or online materials
9%
Collaborate with peers on learning activities
6%
Use simulations or animations
5%
Work with others from outside class
5%
Develop simulations or animations
Source: ITL teacher survey, 2011
Basic uses
of ICT
15%
Analyze data or information
Create multimedia presentations
36%
26%
Take tests or turn in homework
• Third
level
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High level
uses of ICT
3%
Based on analysis by SRI International
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PROFESSIONAL DEVELOPMENT
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AND INNOVATIVE TEACHING PRACTICES
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Master
a new teaching
methodtext styles
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Conducted individual or collaborative
– Second
level
research on a particular topi
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practiced using ICT in
• Planned
Thirdorlevel
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teaching (for example, planning a)
– Fourth level
Reviewed and discussed student work
» Fifth level
0,23
Observed a demonstration of ICT use
0,18
Developed or reviewed
curriculum materials
0,18
Received or delivered one-on-one
coaching or mentoring
0,17
Planned a lesson or a unit
0,15
Observed a demosntration of a lesson
0,15
Listened to a lecture
Source: ITL teacher survey, 2011
0,03
Based on analysis by SRI International
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TEACHING
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CAN CHANGE,
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DRAMATICALLY
– Second level
• Third level
2nd year
pilot year
– Fourth level
Self-Regulation » Fifth level
1.4
Real-World
Problem-Solving
Use of ICT in
Learning
3.4
2.5
1.6
2.6
1.6
Knowledge Building
3.7
1.5
Collaboration
2.1
1.7
1.0
1.5
2.0
2.5
3.0
3.5
4.0
Previous uses of this approach
In the USA
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School styles
reform in Chicago
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Internationally
• Singapore: Koh & Luke
– “Authentic assessments”
• Microsoft Innovative Schools
Program Evaluation
– “21st-century learning
opportunities”
(Bryk, Nagaoka & Newmann, 2000)
– “Authenticity” and “intellectual complexity”
• Bill & Melinda Gates Foundation
– “Rigor” and “relevance”
• National Writing Project
– “Best practices in writing instruction”
• CRESST, UCLA (Matsumura & Pascal)
– “Instructional quality”
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Assessing
21st-Century
Skills
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editskills”
Master
texttostyles
“21stto
century
are easy
talk about as abstractions,
hard tolevel
define, develop and measure.
–but
Second
• Third
• Looking
at level
instructional artifacts (learning activities, student
Fourth level
work or– LASW):
− Helps us
see level
what’s really happening in classrooms
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− Gives us specific metrics for measuring progress
− Gives teachers a common language to discuss teaching
practice
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ITL Learning Activity Dimensions
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Construct
Key Question
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To what extent does the learning activity require students to collaborate
– Second level
Collaboration
with other people and to create interdependent work products?
• Third level
Knowledge
building
– Fourth
level
To what extent does the learning activity stimulate students to build
knowledge,
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level and is that knowledge cross-disciplinary?
Use of ICT for
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?
Problem-solving
and innovation
To what extent does the learning activity require problem-solving and
real-world implementation?
Self-regulation
Does the learning activity have multiple stages, and call on students to
plan their work and assess their work over time?
ITL Student Work Dimensions
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Construct
Key Question
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To what extent did the student build knowledge through interpretation,
analysis, synthesis, or evaluation, and is that knowledge crossdisciplinary?
– Second level
Knowledge
building
• Third level
Use of ICT for–
learning
Fourth
Howlevel
advanced were the student’s uses of ICT in completing this work?
» Fifth level
Problem-solving
and innovation
Skilled
communication
Did the student develop an original problem solution or creative product
and implement it in the real world?
Did the student produce extended communication that is organized
around a central theme and is well developed?
All ITL Research tools and methods are available at www.itlresearch.com.
General rules to consider
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•
•
•
•
•
Consider
thelevel
age of the students when assigning a code
– Second
Select
your code
• Third
level based on evidence, not based on your inferences
(guesses)
– Fourth level
Select your »codes
for the Learning Activity based only on the
Fifth level
qualities defined in the rubric for a given dimension.
When it is difficult to decide between two codes (for example,
between Code 2 and Code 3), give the lower code.
To identify the main requirement or effort for an artifact (necessary
for some dimensions), look for what students appear to have spent
the most time and effort doing.
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Anchor lessons
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• Native
People
• Third level
– Fourth level
• House» Fifth
onlevelMango
• Olympics Site Selection
• Erosional landforms
• Design a Catapult
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Go raibh míle maith agaibh
– Second level
Thank you
• Third level
– Fourth level
» Fifth level
For access to these methods as they are developed,
as well as research on their effectiveness, please visit
http://itlresearch.com