goal: individuals with skills for success today the ......9 ict integration student centered...

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ITL Research Year 1 Findings and Future Directions September 2011

GOAL: INDIVIDUALS WITH SKILLS FOR SUCCESS TODAY

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The Problem: Increasing inequality in knowledge based economies

“In the new world of work, unemployment is

high, yet skilled and talented people are in

short supply.”

- The Economist, Sept 2011

To be added: Youth unemployment chart – historical growth of unemployed youth

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Innovative Teaching and Learning Model

Education System Change

School Leadership and Culture

Innovative Teaching Practices

Individuals with skills for life and

work today

Context: Whole System Reform


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McKinsey’s stages of system improvement


School Leadership and

Culture


Individuals with skills for life and work

today

Great to excellent

Good to great

Fair to good Poor to fair

Achieving the basics of literacy and numeracy; suppor=ng low skill teachers

GeAng the system founda=ons in place (data and accountability)

Shaping the profession, raising caliber of teachers, and shiFing control to schools

Improving through peers and innova=on

As systems advance, control shifts from the system level to schools and teachers

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5

OECD: Innovative Learning Environments



Culture



today

Learning environments are being re-designed to recognize learners as core participants and to encourage their active engagement where they drive their own learning

 A multiyear global research program

  designed to investigate the factors that promote the transformation of teaching practices

  and the impact those changes have on students’ learning outcomes

ITL Research



Culture



work today

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Common themes across the research

 Advancing teaching capacities and instructional quality is essential to improving student learning. ITL Research calls these elements “Innovative Teaching Practices”

 “Innovative Teaching Practices” are characterized by   Student centered pedagogies that develop students’ higher

order (21st Century) skills   Extension of learning beyond the classroom   Integration of ICT in the learning process  Creative collaboration among teachers and students   Focus on knowledge building

 Key challenge is how to scale “Innovative Teaching Practices”

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National Board of Education, FINLAND

Russian Academy of Education & The Academy for Teachers Training, RUSSIA

Ministry of National Education, INDONESIA

National Ministry of Education,

SENEGAL

National Ministry of Education, MEXICO

Specialist Schools and Academies Trust,

ENGLAND

Countries participating; more are welcome

New South Wales Department of Education & Training,

AUSTRALIA

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ITL Research Model: The Variables Studied





work today

Programs to Support Change

Educator Attitudes

School Culture and Supports

Students’ 21st Century Skills

Education Policy

ICT Access and Supports

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ICT Integration Student

Centered Pedagogy

Extension of Learning

Beyond the Classroom

1.  Are innovative teaching practices associated with 21st century learning outcomes? 2.  What school-level conditions are associated with innovative teaching practices? 3.  What policy and program supports are associated with innovative teaching practices?

1

2

3


Teacher ICT use

Student ICT use

Knowledge building

Self-regulation & assessment

Collaboration

Personalized & individualized

learning

Extended classroom

community

Global awareness

What Are Innovative Teaching Practices?

ICT Integration Student Centered Pedagogy

Extension of Learning Beyond

the Classroom

Problem solving & innovation (creativity)

Skilled communication

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Innovative Teaching Practices Teacher

ICT use

Student ICT use

Knowledge building


Collaboration

Personalized & individualized

learning

Extended classroom

community

Global awareness

What 21st century skills are measured in ITL?




today

ICT Integration Student Centered Pedagogy

Extension of Learning Beyond

the Classroom

ITL Research: Mixed Methods Used





work today

Teacher & School Leader Surveys

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Education Leader Interviews

Teacher & School Leader Interviews

Classroom Observations

Learning Activity Analysis

Student Work Analysis

Student Focus Groups

METHODS PUBLISHED AT: WWW.ITLRESEARCH.COM

Sample Size

Sample Size

Sample Size

Sample Size

Sample Size

Sample Size

Sample Size

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What did we find?

Exte

nsio

n o

f Le

arn

ing

ICT Integration

ICT

Inte

gra

tion

Student centered pedagogies

Exte

nsio

n o

f Le

arn

ing

Student centered pedagogies

Teachers who use student centered pedagogies that develop 21C skills tend to use ICT more frequently

“Teachers and school leaders tended to ‘co-opt’ innovation, 21st century skills and technology in their school improvement endeavours.” – UK Report

Pedagogy + Technology = Innovation

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Skill Key Question

Collaboration To what extent does the learning activity require students to collaborate with other people and to create interdependent work products?

Self-regulation and assessment

Does the learning activity have multiple stages, and call on students to plan their work and assess their work over time?

Problem-solving and innovation

To what extent does the learning activity require problem-solving and real-world implementation?

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?

Knowledge building

To what extent does the learning activity stimulate students to build knowledge, and is that knowledge cross-disciplinary?


Did the student produce extended communication that is organized around a central theme and is well developed?

15 Examples - rigorous definitions of innovative teaching and student skills

Collaboration



ICT Integration

Knowledge building


Rigorous Process used to measure 21st Century Skills with LASW Method

Example Learning Activity Coding: “Real-World Problem-Solving and Innovation”

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Source: LASW scores analysis from 4 pilot year countries, based on analysis by SRI International

Learning Activities/Innovative Teaching

Stu

de

nts

21C

Ski

lls S

co

re

RELATIONSHIP BETWEEN INNOVATIVE TEACHING SCORES AND STUDENT’S WORK ON 21C SKILL

DIMENSIONS

Innovative Teaching Practices lead to students’ 21st Century skills

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The design of the Learning Activity is the most essential element



work today

21C skills seen in Learning Activities 18

Teachers across all 7 countries say the main student outcomes of innovative teaching are collaboration, problem-solving, critical thinking, independence, creativity, resourcefulness, and ICT skills

1.8832843

1.9563596

2.0075593

1.6018244

1.8158255

1 1.5 2

Collaboration

ICT

Knowledge building

Problem solving

Self regulation

1 2 3 4

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1.7

1.5

1.6

1.6

1.4

2.1

3.7

2.6

2.5

3.4

1.0 1.5 2.0 2.5 3.0 3.5 4.0

Collaboration

Knowledge Building

Use of ICT in Learning

Real-World Problem-Solving

Self-Regulation

2nd year pilot year

Good news: Learning Activities’ design can change dramatically

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Teachers in one school in Russia, who were provided professional development on designing learning activities that embed 21C skills….

Where innovative teaching happens

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What innovative teaching looks like 21

Russian Learning Activity: “carbonated drinks investigation” chemistry, based on popular “test purchase” TV show •  student pairs in roles of “public

jury”, “experts-biologists,” “experts-chemists”

•  investigate unlabeled carbonated drinks using set procedures

•  draw conclusions about the substances

•  Real-world conclusions: all carbonated drinks cause harm to health in one way or another.

•  Embedded: Collaboration, knowledge-building, problem-solving.

What innovative teaching looks like 22

Mexican Learning Activity: “linguistic diversity” Spanish class. invited some Nahuatl speaking people to talk about their language and their lives. Students learned about an indigenous woman who had been unjustly accused and sentenced in their State They wrote letters to a newscast, to the President and to the main political candidates and kept track of the answers when next school year the woman was finally liberated, they raised money to send her presents. Embedded: extending learning beyond the classroom, problem solving

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Culture



today

Where innovative teaching happens

•  Where teachers’ professional development focuses on research and practice of new teaching methods

•  Where school leaders emphasize it •  Where teacher appraisals include it •  Where teachers collaborate

•  Where teachers and students use ICT in higher level vs. basic ways

•  Where students have access to ICT in the classroom

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Professional development activities that involve the active and direct engagement of teachers are more strongly related to innovative teaching practices than more passive activities.

0.32

0.28

0.27

0.24

0.19

0.19

0.18

0.17

0.16

0.04 0 0.1 0.2 0.3 0.4

Practiced new teaching

Conducted research

Discussed student work

Practiced using ICT

Observed lesson

Developed curriculum

One-on-one coaching

Observed ICT

Planned lesson

Listened to lecture

Difference in Innovative Teaching Practice

PD Activities and Innovative Teaching

Innovative teachers research and practice new teaching methods

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Teachers in schools where appraisals emphasize new teaching practices tend to score higher on the innovative teaching practices index.

-0.14

-0.04

0.11

-0.30

-0.20

-0.10

0.00

0.10

0.20

0.30

Low Medium High In

nova

tive

Te

ac

hing

Pra

ctic

es

Appraisal Support of Innovative Teaching (School Mean)

Appraisal Support of Innovative Teaching and Innovative

Teaching Practices

Source: teacher survey Based on analysis by SRI International

Innovative teaching happens where leaders emphasize it

Innovative teaching happens where teachers collaborate

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-0.25

0.01

0.18

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

Low collaboration

Medium collaboration

High collaboration

Inno

vativ

e T

ea

chi

ng P

rac

tice

s

Collaboration on Instruction and Innovative Teaching Practices


Teachers who report more frequent collaboration tend to score higher on the innovative teaching practices index.

“We don’t work together because we fear for our colleagues to know how we work.” – Teacher, Mexico

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When describing their own use of ICT to conduct instructional and professional activities, teachers also report basic applications more frequently than higher-level ones.

Overall, teachers use ICT more frequently for class-related activities than do their students.

Innovative teaching happens where teachers use high level ICT

Both teacher and student access to computers within the classroom are related to greater ICT integration. Student access to computers is more strongly predictive than teacher access.

-0.15 -0.18

0.03

0.16

-0.3

-0.2

-0.1

0.0

0.1

0.2

0.3

to Teachers to Students

ICT

Inte

gra

tion

Classroom Computer Availability and ICT

Integration

No Computers Computers Available


Technology is used more when students have access to it in classrooms

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Barriers to innovative teaching



Culture



today

Barriers to innovative teaching

•  Lack of assessments and appraisals aligned with innovative teaching and 21C skills

•  Lack of innovative leadership and common vision for change

•  Lack of integrated professional development opportunities that

•  Rigorously defines 21C skills •  Provide opportunities for teachers to

practice and research these skills •  Build constructive teacher

collaboration

•  Lack of student access to ICT in the classroom

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31 Innovative teaching not aligned with assessments “If examinations changed it would start a domino effect that would change other things as well.” “My job is not to arrange funky lessons to impress visitors, my job is to improve the school. (...) by improving the school by all the conventional measures - whilst I am quite a funky teacher in my own work, I recognise that my success is judged by examiners, by Ofsted, by parental choice… and what parents want, what children want is not necessarily what I would judge as innovation. So I am constantly juggling with that tension (...) What I can’t do is do something interesting and let results slip. You just do not have that freedom.” - School Leaders, UK “It is hard to sell a pedagogical tool, even if it is great, when we have no way to show how it works.” – Mexico qualitative report

“In this school innovation means different things to teachers. It’s more a matter of personal vision and commitment, rather than a specific common set of processes and goals.”

•  Quote from qualitative report, ITL Research in Mexico

No Common Vision

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33 Professional development does not holistically support innovative teaching

Multiple competing programs for schools and teachers; - no integration across programs -  programs often discontinued after 2 years -  Little or no direct assessment of impacts

Individual or small number of teachers from a school participates

- little or no assessment of impact / change in teaching - not the case in Finland, where school-based PD is the norm

Locus of expertise outside the school (expert / consultant) - Qualitative reports from ITL

EARLY DRAFT

Student to classroom computer ratios varied considerably by country.

High ratios do not allow students to use ICT to create and build knowledge

0 5 10 15 20 25

England

Finland

Indonesia

Mexico

Russia

Senegal

Student to Classroom Computer Ratio (Teacher Classroom)

Comparison Innovative

Mexican report “Students told us how they use ICT to do research, draw and even compose music outside of school.”

Most classrooms have very high ratios of students to computers

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The most frequently cited barrier to ICT integration is a lack of computers for students to use – 17% of teachers cite this as the most important barrier.

17%

8%

8%

8%

5%

5%

5%

4%

3%

3%

2%

1%

0% 5% 10% 15% 20%

Lack computers for students

Insufficient PD training

Insufficient time to prepare

Lack computers for teachers

Internet not reliable

Outdated technology

Difficult to access computer

Lack of ICT-supported

Weak ICT infrastructure

Insufficient technical support

Computers vandalized

ICT not supported by

Percent of Teachers citing Most Significant Barrier

Barriers to ICT Integration

Teachers say lack of student access is top barrier to ICT integration

36 Student use of ICT at school is extremely limited

”We can't use ICT in our own classroom. Teacher uses and we tell her what to do.” – Student, Finland “Only the teacher used the computer even if the lesson took place in the student computer Lab.” - Senegal

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Implications: how to scale innovative teaching?


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Paths to Innovative Teaching and Learning



Culture



today

Student ICT access in the classroom

Collaboration between teachers within and between schools

Innovative leaders who develop common vision for change

Assessments and appraisals aligned with innovative teaching and 21C skills

Balancing collaborative work with individualized learning journeys

Professional development that • Rigorously defines 21C skills • Provides opportunities for teachers to

practice and research these new methods • Builds teacher collaboration

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Distribution of Innovative Teaching Scores

Schools

Teachers within a school

Low Innovative Teaching

High Innovative Teaching

•  Most of the variation in innovative teaching lies between teachers, not between schools.

•  Innovative teachers can be better leveraged through collaboration.

“We found innovative practices, rather than innovative schools.”

– Mexico Report

Leverage the existing innovative teaching within and across schools

“Identification of lead teachers – exceptional practitioners who are given money and time to drive and coordinate change in specific areas as well as in their subject areas. Unlike traditional subject leaders, these lead teachers receive training and support …, and then drive innovation throughout then school.” – England Report

Future Directions

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1. ITL Surveys to Measure Innovative Teaching

www.pilsr.com (2011)

2. Design: Learning Activities and Student

Work PD (2012)

3. Practice: ITL Classroom Observation Tool

(2013)

Advancing Innovative Teaching Practices

Research Based Professional Development 41

Professional Development Programs

Building Innovative Teaching Practices through scalable and integrated Professional Development

www.pilsr.com 42

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Partners in Learning School Research (PILSR) provides individual schools with a complimentary tool to measure their own innovative teaching practices that develop the skills students need for life and work today

The School Research tool provides Online surveys that are unique for each school and available in your local language* • Leadership Team Surveys • Teacher Surveys

Reports that include • School-specific measures of innovative teaching

• Practical definitions of 21st century skills

• Example innovative lessons

The ability to compare results to local, regional, and global benchmarks • Individual school data is anonymous

www.pilsr.com

Complimentary Offering

Based on Globally-recognized ITL Research

Measures Innovative Teaching Practices

Research Tool for Schools

International Scope (34 languages)

Basis for Common Vision

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How Schools Use PILSR Reports

Innovative Teaching Practices Index

Basis for a common language and decisions on professional development, ICT investments, and measures of teachers’ perceptions Basis for dialogue, reflection and collaboration on teaching practices. Gives a voice to support and development needs

Supports a learning environment that provides the skills and experiences necessary to succeed in today’s world

Defines, clarifies, and socializes what innovative teaching and learning means

Provides data on yearly progress of school’s level of innovative teaching

School Leaders

Educators

Students

Parents

Community

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Phase II - 2012 Learning Activities and Student Work Analysis

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LASW and assessing 21st century skills

  “21st century skills” are easy to talk about as abstractions, but hard to define, develop and measure.

  Looking at instructional artifacts (learning activities, student work or LASW): − Is closer to how success is measured in modern organization

(by work products and their impact) − Helps us see what’s really happening in classrooms − Gives us specific metrics for measuring progress for both

teachers and students

− Gives teachers a common language to discuss teaching practice

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Example of Learning Activity

Write an Essay, “Why should we remember World

War II?”

1)  Remember what we have learned about writing an essay.

2)  Ask your relatives to tell you about the beginning of the war. Where were they during the War? How did they learn about its end? Transcribe the interview on a computer.

3)  Use the Internet to gather materials about the places your relatives lived during the War, including photos of that period.

4)  Write an essay for the school newspaper devoted to World War II.

Source: Russian school in ITL Research, 2010, www.itlresearch.com

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Examples of Student Work

Source: ITL Research, 2010, www.itlresearch.com

Student A 14 years

Student B 14 years

Student C 14 years

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Advantages of this Approach

 Does not require separate tests; it uses actual student work

 Can apply across different grades and subject areas and across classrooms using different curricula

 Progress toward instructional change can be measured across contexts, subject areas, grades

 Can be used to help educators reflect on how well their practice supports students’ learning of 21st-century skills

 Can be used for both student assessment and educator professional development

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Previous Uses of this Approach In the USA

•  School reform in Chicago (Bryk, Nagaoka & Newmann, 2000)

–  “Authenticity” and “intellectual complexity”

•  Bill & Melinda Gates Foundation –  “Rigor” and “relevance”

•  National Writing Project – “Best practices in writing

instruction”

Internationally •  Microsoft Innovative

Schools Program Evaluation

–  “21st-century learning opportunities”

•  Innovative Teaching & Learning (ITL) research

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LASW workshops as professional development

CODING WORKSHOP IN INDONESIA

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What: coding is a structure through which teachers can think together about:   The opportunities students are getting for building 21st century skills   The relationship of lesson design to the quality of students’ work   How to embed deeper learning opportunities for students

How:   Recruit teachers to code the LASW artifacts

  Educators trained on each “21st Century Skill” dimension

  Each learning activity and student work coded by at least two educators

Measuring 21st Century Skills with LASW Method Example Learning Activity : Coding “Real-World Problem-Solving and Innovation”

Real-World Problem-Solving and Innovation in ITL Research

To what extent does the learning activity require problem-solving based on authentic situations and data from outside the classroom, and are students’ solutions implemented in the real world?

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Making progress on LA design can lead to students’ 21C skill development

When educators provide learning activities that ask for 21 C skills, students can and do demonstrate those skills.

Learning Activities (LA) 21C Skills Score Stu

dent

Wor

k (S

W) 2

1C S

kills

Sco

re

RELATIONSHIP BETWEEN LEARNING ACTIVITY (LA) AND STUDENT WORK (SW) SCORES ON

21C SKILL DIMENSIONS

Source: LASW scores analysis from four pilot-year countries, ITL Research, 2010, www.itlresearch.com

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Happening Now: Partners in Learning Global Forum

  All # schools Global Forum will conduct the Partners in Learning School Research

  Did this for the first time last year

  All # teachers in Global Forum

  Their Learning Activities are judged based on ITL Learning Activity rubrics

  Their project for the week is to collaboratively design a Learning Activity that embeds 21C skills (guided by ITL Learning Activity rubrics)

54 54

Schools Teachers

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Appendix

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ICT – mixed teacher attitudes

Pro Anti Neutral “Technology treads a very fine line between being supportive and aiding learning, and hindering learning”

overemphasis on the technical use of ICT and not on better student learning

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I II II Teacher time allocation

100 % of time alone in classroom, instructing

Collaborative teaching

Collaborative instruction design and teaching, combined with 1:1 student mentoring

Student access to ICT No access Access in labs or via mobile carts

Ubiquitous – 1:1 across school and home

Teacher access to ICT 1 laptop / LCD 1 laptop / LCD + Internet

Ubiquitous – 1:1 across school and home

Learning activities Teacher led Mix of teacher and student led

Mix

Characteristics of PD Individual teacher Informal within school Whole school focus with clear framework and goals, change is measured

Focus of innovation Technology training (how to use)

Integration of ICT in teaching and learning

Whole school culture change and process redesign

Attitudes towards ICT Naively optimistic Pit of despair Realist about advantages and limitations

Stages of Development

Students’ frequency of ICT use Teachers report that their students’ class-related ICT activities are more often basic (for example, searching the internet or practicing routine skills) rather than higher-level uses that demand knowledge-building or collaboration.

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59 Innovative teaching happens where there is balanced independence

‘Yes, train coupling, if it’s too loose the train will come off the tracks, if it’s too tight the train can’t get around corners. Tightness on the one hand and tough accountability – and being very clear that teachers are given freedom insofar as they can demonstrate that they can improve standards’.

- UK Qualitative Report

Conclusions and Implications   Systems, schools, teachers and students need new assessments that

are aligned with new desired outcomes   Assessments more like those used in knowledge based organizations:

collaboration, creativity, problem solving and impact in the real world

  Professional Development needs to be redesigned   To offer structured, well-integrated systems of PD designed to build

collective teaching and learning capacities   To leverage and expand the existing innovative teaching within each

school   To develop collaboration on instructional quality within (and across)

schools   To support research on and practice of new pedagogies   To tailor support to individual teachers who are at different stages of

innovation

  Students need access to technology in classrooms

goal: individuals with skills for success today the ......9 ict integration student centered...

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