Transcript AIZ Zone 3 Conference Wednesday, 7th October 2009

2010 Northern Metropolitan Region
Principals Conference
Mantra Erskine Beach Resort, Lorne, Victoria
Tuesday 1st June 2010
Powerful Learning and Teaching
Professor David Hopkins
Being a relentless focus on improving the learning outcomes of
‘every student’ in ‘every school’ across the whole system …
The whole point of schools is that children come first…
…and everything we do must reflect this single goal
“Students First”
Moral Purpose of Schooling
I know what my
learning objectives are
and feel in control of
my learning
I get to learn lots of
interesting and
different subjects
I can get a level 4 in
English and Maths
before I go to secondary
school
I know what good
work looks like and
can help myself to
learn
I know if I need extra
help or to be challenged
to do better I will get the
right support
My parents are
involved with the
school and I feel I
belong here
I can work well with and
learn from many others
as well as my teacher
I enjoy using ICT and
know how it can help
my learning
I know how I am being
assessed and what I need
to do to improve my work
I can get the job that I
want
All these …. whatever my background, whatever my abilities,
wherever I start from
The Goal:
All our students will be
literate, numerate and
curious.
Powerful Learning …
Is the ability of learners to respond successfully to
the tasks they are set, as well as the task they set
themselves. In particular, to:
– Integrate prior and new knowledge
– Acquire and use a range of learning skills
– Solve problems individually and in groups
– Think carefully about their successes and failures
– Accept that learning involves uncertainty and difficulty
All this has been termed “meta-cognition” – it is
the learners’ ability to take control over their own
learning processes.
Student
Performance
Effect Size of Teaching
McKinsey & Company, 2007:11
100th
percentile
90th
50th percentile
53 percentile
points
37th
0
percentile
Age 8
Age 11
percentile
percentile
Neuroscience
E5
Tools
Tactics
Powerful
Learning
Techniques
Models
Cognitive Principles
Unless the cognitive conditions
are right, we will avoid thinking
Factual knowledge must precede
skill
Memory is the residue of thought
We understand new things in the
context of what we already know,
and most of what we know is
concrete
It is virtually impossible to
become proficient at a mental
task without extended practice
Cognition training in early years is
fundamentally different from
cognition training later in life
Cognition training in early years is
fundamentally different from
cognition training later in life
Children are more alike than
different in terms of how they
think and learn
Children do differ in intelligence
but intelligence can be improved
through hard work
Neuroscience
E5
Tools
Tactics
Powerful
Learning
Techniques
Models
MUNRO
1. GETTING KNOWLEDGE READY
2. READ KEY WORDS/CONCEPTS/VOCABULARY
3.READ SHORT PORTIONS OF RELEVANT TEXT
4. PARAPHRASE
5. SAY QUESTIONS THE TEXT ANSWERS
6. SUMMARISE THE TEXT
7. REVIEW
LEWIS
Twelve Theory of Action Principles - 1
•
When the school commits to an inquiry oriented approach
to pedagogy, then a higher level of learning (and
engagement) is likely to occur.
•
When the level of expectation of student learning is clear
and high and relationships respectful, then the students are
more likely to be more independent, resourceful,
collaborative risk takers.
•
When a school espouses or articulates an explicit theory of
learning (scaffolding, HOTs ZPD…) then the level of student
autonomy and depth in thinking increases.
•
When there is a strong sense of narrative about the lesson,
then the pacing, student engagement and connection to the
learning, are all enhanced.
Twelve Theory of Action Principles - 2
• When teachers exercise a high level of classroom
management skill (closed questions, application of rules,
equipment readily available, expected behaviours) then a
more orderly environment ensues.
• When the teacher is explicit about the learning objectives
and summarises the outcomes, then students will have a
stronger sense of learning and purpose.
• When the teacher asks and persists in asking higher order
questions, the level of student engagement and
understanding deepens.
• When learning groups are purposefully established (e.g.
group skills are developed, group membership is
differentiated, the learning tasks are clear and the teacher’s
role clearly articulated), then the higher the level of
engagement and outcome for all students.
Twelve Theory of Action Principles - 3
• When learning tasks are purposeful, clearly defined,
differentiated and challenging, (according to the students
Zone of Proximal Development), then the more powerful and
precise the learning.
• When teachers use cooperative group structures to mediate
whole class instruction, then the engagement of all students
increases.
• When students have descriptors (criteria, assessment rubrics
etc) about the outcomes expected then they are able to work
more effectively and independently.
• When positive reinforcement is concretely related to a
particular aspect of student skill and learning behaviour then
student performance is positively affected.
Neuroscience
E5
Tools
Tactics
Powerful
Learning
Techniques
Models
I wrote (with Bruce Joyce) some
time ago that:
Learning experiences are composed of
content, process and social climate.
As teachers we create for and with our
children opportunities to explore and
build important areas of knowledge,
develop powerful tools for learning, and
live in humanizing social conditions.
Teaching Models
Our toolbox is the models of teaching, actually models for learning, that
simultaneously define the nature of the content, the learning strategies,
and the arrangements for social interaction that create the learning
contexts of our students. For example, in powerful classrooms students
learn models for:
•
Extracting information and ideas from lectures and presentations
•
Memorising information
•
Building hypotheses and theories
•
Using metaphors to think creatively
•
Working effectively with other to initiate and carry out co-operative
tasks
Number of students
Reaching for the Double Sigma Effect
Achievement of students
Effect Size of Teaching Strategies
• Information Processing – a mean effect size over 1.0 for higher order outcomes
• Cooperative Learning – a mean effect between 0.3 to 0.7
• Personal Models – a mean effect of 0.3 or more for cognitive, affective and
behavioural outcomes
• Behavioural Models – a mean effect between 0.5 to 1.0. Best representatives
are for short term treatments looking at behavioural or knowledge of content
outcomes
Interactive Whole Class Model - Syntax
 Phase One: Review
 Phase Two: Presenting Information
 Phase Three: Involving students in discussion
 Phase Four: Engaging students in learning
activities
 Phase Five: Summary and review
Mnemonics Model - Syntax
Phase 1: attending to the material
• Use techniques of underlining, listing, reflecting.
Phase 2: developing connections
• Make material familiar and develop connections using key –
word, substitute-word and link –word system techniques.
Phase 3: expending sensory images
• Use techniques of ridiculous associations and exaggerations.
Revise images.
Phase 4: practising recall
• Practise recalling the material until it is completely learned.
Inductive Model - Syntax
Inductive Model - Syntax
 Phase One: Identify the domain
 Phase Two: Collect, present and
enumerate data
 Phase Three: Examine data
 Phase Four: Form concepts by classifying
 Phase Five: Generate and test hypotheses
 Phase Six: Consolidate and transfer
Synectics Model - Syntax
• Phase One:
Description of the Present Condition
• Phase Two:
Direct Analogy
• Phase Three:
Personal Analogy
• Phase Four :
Compressed Conflict
• Phase Five:
Direct Analogy
• Phase Six: Re-examination of the Original Task
Synectics Model - Syntax
Cooperative Group Work Model - Syntax
 Positive interdependence
 Individual Accountability
 Face-to-face interaction
 Social skills
 Processing
Cooperative Group Work Model Examples
 Numbered Heads
 Jigsaw
 Twos to fours or snowballing
 Rainbow groups
 Envoys
 Listening triads
 Critical Friends
Neuroscience
E5
Tools
Tactics
Powerful
Learning
Techniques
Models
The Ring of Confidence
Circles of Competence
The Experience of Educational Change
 change takes place over time;
 change initially involves anxiety and uncertainty;
 technical and psychological support is crucial;
 the learning of new skills is incremental and
developmental;
 successful change involves pressure and support
within a collaborative setting;
 organisational conditions within and in relation
to the school make it more or less likely that the
school improvement will occur.
[Adapted from Michael Fullan – Change Processes paper, 1986]
Joined up learning and teaching
… in Schools
• Make space and time for ‘deep learning’ and teacher enquiry
• Use the research on learning and teaching to impact on
student achievement
• Studying classroom practice increases the focus on student
learning
• Invest in school-based processes such as coaching, for
improving teacher’s pedagogical content knowledge
• By working in small groups the whole school staff can become
a nurturing unit
Make space and time for ‘deep learning’ and
teacher enquiry
• Whole staff PD days on teaching and learning and school
improvement planning as well as ‘curriculum tours’ to share the
work done in departments or working groups;
• Inter-departmental meetings to discuss teaching strategies;
• Workshops run inside the school on teaching strategies by
Cadre group members and external support;
• Partnership teaching and peer coaching;
• The design and execution of collaborative enquiry activities,
which are, by their nature, knowledge-generating.
•
•
•
•
•
•
Achieving Consistency
Specific Observation Schedules
Japanese ‘Lesson Study’
Coaching
Instructional Rounds
Peer Coaching
In terms of teaching and learning, three residential courses
were held for teachers in the first term of Paul’s headship,
out of which emerged the staff-created model of the Robert
Clack Good Lesson. Regardless of subject, all departments
explain the objective, content and process of each lesson,
followed by a summary and a review.
A modular curriculum was also introduced, whereby all pupils
are tested to National Curriculum standards at each half and
end of term in every subject. Not only do teachers know
exactly where each pupil stands, but parents get a short and
long report each term, which charts their children’s progress
and behaviour.
•
•
•
•
•
•
•
Higher order questions
Dealing with low level disruption
Wait time
Differentiation
Level of task
Pace
etc
•
•
•
•
•
•
•
•
Choose a research theme
Focus the research
Create the lesson
Teach and observe the lesson
Discuss the lesson
Revise the lesson
Repeat the process with another teacher
Disseminate and share the lesson
Coaching Models of Teaching
Workshop
• Understanding of Key Ideas and Principles
• Modelling and Demonstration
• Practice in Non-threatening Situations
Workplace
• Immediate and Sustained Practice
• Collaboration and Peer
• Reflection and Action Research
The Instructional Rounds Process
•
The network convenes in a school for a rounds visit hosted by a member or
members of the network. The focus of the visit is a problem of practice related
to teaching and learning that the school is currently wrestling with.
•
The network divides into smaller group that visit a rotation of four or five
classrooms for approximately thirty minutes. In each classroom network
participants collect descriptive evidence related to the focus of the problem of
practice.
•
After completing the classroom observations, the entire group assembles in a
common location to work through a process description, analysis and
prediction. The group analyses the evidence for patterns and look at how what
they have seen explains or not the observable student performance in the
school.
•
Finally the network develops a series of ‘theory of action’ principles from the
analysis of the observations and discusses the next level of work
recommendations for the school and system to make progress on the problem
of practice.
Peer Coaching - Triads
• Peer coaching teams of two or three are
much more effective than larger groups.
• These groups are more effective when the
entire staff is engaged in school
improvement.
• Peer coaching works better when Heads and
Deputies participate in training and practice.
• The effects are greater when formative study
of student learning is embedded in the
process.
Developing Professional Practice
in your School – a sequence
• Purpose, pace and narrative
• Concrete reinforcement and high
expectations
• Co-operative group structures
• Persistent higher order questions
• Setting challenging tasks in the four ZPD
zones
• Scaffolding
The Next Stage of the Work
•
•
•
•
Urgency and moral purpose – focusing on student learning
Alignment – policy and roles
Precision – in terms of teaching and school intervention
Leadership – at the three levels of RNLs, Principals and School
Improvement Groups
• Segmentation – the strategic use diversity to drive excellence
All achieved through use of Adaptive Strategies – Instructional
Rounds, Triads, Residency etc
43
‘It is teachers who, in the end, will
change the world of the school by
understanding it.’
A quotation from Lawrence Stenhouse chosen by some teachers who
had worked with him as an inscription for the memorial plaque in the
grounds of the University of East Anglia.
Professor David Hopkins
David Hopkins is Professor Emeritus at the Institute of Education, University of London,
where until recently, he held the inaugural HSBC iNet Chair in International Leadership.
He is a Trustee of Outward Bound and is Executive Director of the new charity
‘Adventure Learning Schools’. David Iholds visiting professorships at the Catholic
University of Santiago, the Chinese University of Hong Kong and the Universities of
Edinburgh, Melbourne and Wales and consults internationally on school reform.
Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on
School Standards at the Department for Education and Skills. Previously, he was Chair of
the Leicester City Partnership Board and Dean of the Faculty of Education at the
University of Nottingham. Before that again he was a Tutor at the University of
Cambridge Institute of Education, a Secondary School teacher and Outward Bound
Instructor. David is also an International Mountain Guide who still climbs regularly in the
Alps and Himalayas. His recent books Every School a Great School and System
Leadership in Practice are published by The Open University Press.
Website: www.davidhopkins.co.uk