stf emu - excellent schools by design - brief
TRANSCRIPT
Presenter:DrMuaviaGallie(PhD)
School Turnaround
Allourlearnerscanandshouldbesuccessfulinourschools.
STF-EMUExcellentSchools
byDesign
www.slideshare.netRegistertodownload– itisfreeSearch– ExcellentSchoolsbrief
TOPICS:1. SUCCESSFORALLLEARNERS– 100%PASS-RATE2. LEARNERDREAMS3. TARGETSETTING4. RISKANALYSIS5. 170DAYSOFTEACHINGANDLEARNING6. TIMETABLETRANSITIONALTIME7. DAILYLESSONPLANS8. NOHOMEWORK,RATHERCLASSWORK9. INTERNALEXAMINATIONPAPERS10. TEST&EXAMPREPARATION11. LEARNERSELF-ASSESSMENT12. DIGITALTEACHINGTIME13. 3Lx4Mx3HQUESTIONS
CHAOSBYDESIGN• Teachersbelieveinthe’normaldistributioncurve’thatsomelearnersaregood,someweakandbulkinmiddle
• Successoflearnersislinkedtosocio-economicstatusoflearners;
• Failureisseenas’normal’.
EXCELLENCEBYDESIGN1.SUCCESSFORALL
• Failureisnotanoptionintheschool– 100%Successisthemotto;• Successofindividuallearnersisapriority;• Earlywarningsignstoidentifyandsupportlearners;• Highperformanceisexpectedfromalllearners,andhardworkisseenasthesolution;• Psycho-socialproblemsareseenassolutionopportunities.
CONSEQUENCE:• Deepunderstandingofthesocio-culturalandeconomicsituationoflearners– 40DevelopmentalAssetsofYouth;
• Understanding’poverty’andhowtoteachlearnerswithpsycho-socialchallenges– E-Book:TeachingwithPovertyinMind;
• Regardingeducation”asthewayoutofpoverty”foralllearners– LearnerDreams;
• Internalmechanismsdesignedto’givelearnersabreak’,withoutcompromisingontheiroverallcommitmentsandtargets– DayPass.
CHAOSBYDESIGN• Learnersattendschoolasaroutineofpastpractice;
• Theyhavelimitedornospecificsenseof’why’(purpose)theyattendschoolotherthan’thatiswhateveryoneelseisdoing’;
• Theyrespondtodailychallengesineducationonanad-hocbasis.
EXCELLENCEBYDESIGN2.LEARNERDREAMS
• Alllearnershaveaclearideaandpurpose’why’theyattendschool;
• Mosthavea’higherintension’,whileothershaveaspecific‘job’or’sector’inmind;
• Theyknowwhenchallengesconfrontthem,thatthesacrificeisworthit;
• Thepurposeis’longterm’ratherthanshortterm,minor’turbulence’driven.
CONSEQUENCE:• Allourlearnersworktowardsan80%Bachelorpass;
• Theyknowthatthrougha’growthmindset’,theycanimprovegraduallytoachievetheirdreams;
• Theyare’self-driven’,andthereforearepreparedtosacrificeshorttermgainsforlongtermdreams;
• Theyknowthatallinsideandoutsideschool,contributeandassistthemtowardstheirdreams,andthereforehaveno’personalagenda’ratherthan’beinginservice’totheirdreams.
CHAOSBYDESIGN• AllormostLearners,TeachersandPrincipalsdon’thaveaspecificTargettheyneedtoworktowardseveryyear;
• Ifyoudon’thaveatarget,youdon’tneedtobeAccountable!
EXCELLENCEBYDESIGN3.TARGETSETTING
Everyone intheschoolhasatargetfortheyear:• Learners – uniquelyidentified,andlinkedtotheirownpreviousperformance,ineverysubject;• Teachers – linkedtotheindividualandcollectivelearnerstheyteach;• HoDs,Deputies&Principal.
CONSEQUENCE:• Everyoneisworkingtowardstargets;• Allassessmentsare’compared’withthe’targets’– measuringprogress,ornot;
• Encouraging’growmindset’(improving):– 40%inGrade8:5%x5years=25%à 65%– 40%inGrade8:8%x5years– 40%à 80%
• ’Effort’and’Commitment’oflearners–heutagogy (self-driven/directedlearning);
CHAOSBYDESIGN• Everyyearisregardedas’new’,asifpreviousyearneverhappened;
• Noorlimitedlearningistakenfromthepreviousyear,andtherefore’mistakes’areduplicated(dragged)fromoneyeartothenext;
• Nopro-activeinterventionsinordertodealwith’known’orpotentialchallenges;
EXCELLENCEBYDESIGN4.RISKANALYSIS
• Staffmembersunderstandthatmostlearnerscomefromchallengingsituations;• Staffmemberspro-activelyanalyse thedifferentrisklevelsofeachlearner;• Typesofrisks:(i)Academic,(ii)Behavioural,(iii)Psycho-social,(iv)Specialneeds,(v)Literacy(languages),and(vi)Household;• Learnersseeschoolasasupportstructure,respondingappropriatelytotheirneeds,wherenecessary.
CONSEQUENCE:• Academicrisk– teachersknowthesubjectswherelearnersneedsupportinfromthefirstdayoftheacademicyear;
• Theirlevelsofriskarepersubject,andthesearerespondedtothroughsupportsessionfrom16h00to17h00daily;
• Thisanalyse isdonequarterlyinordertoensurealevelofmasteryofatleast50%;
• Learnerareawarethatwhentheyperformbelow50%intheirassessmenttasks,theywillhavetogettomasterylevelduringthesupportsessionsofthefollow-upquarter.
CHAOSBYDESIGN• Mostschoolsareonlyofferingbetween100to150schooldaysofteachingandlearning,despiteCAPSrequiring170days;
• AverageinSouthAfricais82days(Chisholm,2005)
EXCELLENCEBYDESIGN5.170DAYSOFT&L
Oftheaverage200schooldayspercalendar,weallocate:• 170DaysforTeachingandLearning(includingtheFATsandRevision);• 27DaysforExaminations;• 3DaysforSports,etc.• Anyother’timeneeded’withbeonSaturdays,holidaysand’afterteachingtime’.
CONSEQUENCE:Teaching&LearningDays
MissingDaysperYear
MissingDaysperPrimary
MissingDaysperSchooling
MissingDaysin
Years(12)
90Days 80 560 960 5,64yrs
110Days 60 420 720 4,23yrs
130Days 40 280 480 2,82yrs
150Days 20 140 160 0,94yrs
160Days 10 70 80 0,47yrs
CHAOSBYDESIGN• The’beginning’and’end’timesofperiodsonthetimetablearethesame;
• No’transitionaltime’intimetable
• Schooldaysendbefore15h00mostdays
EXCELLENCEBYDESIGN
6.TIMETABLETRANSITIONALTIME
• Thereisa5minute’transitiontime’betweenperiods;• Givelearnersand/orteacherstochangeclasses;• Orgivenfoundationphaseteachersto’packaway’theirthingsbeforestartingwithanewarea;• Ensuresthatteachers’get’theirfulltimeasindicatedonthetimetable.
CONSEQUENCE:• Additional45minutesperdaytothe’closingtime;
• Teacherscanfollowtheir50-60minutesdailylessonplans,perminute;
• Learnersgettheirfull5,5hoursperdayor27,5hoursperweek;
• ThepotentialofdecentCLASSWORKcanbestructured,ratherthangivingHOMEWORK,whichIbelieveshouldbebannedfromschools.
CHAOSBYDESIGN• BelievethattheCAPSisdetailedenoughforteacherstoknowwhattoteachereveryday;
• Two-weeklylessonplanonanA4page– mainlyforthedistrictofficials;
• Lessonplanis’vague’statements,andverygeneric;
• Dailyplansarenotactivelyusedduringthelessonimplementation.
EXCELLENCEBYDESIGN7.DAILYLESSONPLANS
• CAPScurriculumisdividedinto140chunks,coveredindailylessonplans;• Other30lessonsareusedforFATSandRevision/Reviews;• Plansarebetween4-8pageslong;• Dailylessonplansare50-60minuteslong;• Atleast15-20minutesclasswork,whichcanbecompletedwithinclass;• Includeworkfor’earlyfinishers’;• Planshaveatleast3low,4middle,and3highlevelquestions.
OutlineofDailyLessonPlan1. Topic2. ConceptsandSkillstobeachieved3. resources4. PriorKnowledge5. ReviewandCorrectionofClasswork(10)6. Introduction(5)7. LessonPresentationDevelopment(20)8. Classwork(20)9. Consolidation,andConclusion(5)
60Minutes
CHAOSBYDESIGN• Timetableperiodsof30-40minutes;
• Givenmostofthetimeto’teaching’,andverylimitedtimeto’facilitationoflearning’;
• Learnersaregiven’tons’ofhomework,withoutacentralmanagementprocessfromtheoffice.
EXCELLENCEBYDESIGN8.NOHOMEWORK
• CAPScurriculumisdividedinto140chunks,coveredindailylessonplans;• 30lessonsareusedforFATSandRevision/Reviews;• Dailylessonplansare50-60minuteslong;• Atleast15-20minutesclasswork,whichcanbecompletedwithinclass.
CHAOSBYDESIGN• Noorlimiteddesignoninternalexaminationpapers;
• Noweightingor’endofyear’weightingasperCAPS;
• Designinitiatedbyindividualteachersand/orsubjecthead.
EXCELLENCEBYDESIGN
9.INTERNALEXAMPAPERS
• Shapeoftermpapersaredesignedbasedoncompletedwork;•Weightingoftopicsbasedon%oftimespenttoteachtopicasperCAPS;• Thisis’firstphase’,beforeintegrationoftopicsacrosssubjectisfacilitated.
CHAOSBYDESIGN• Teachingandlearningaredisconnected–teachersmustteach,learnersmustlearn;• Successintestandexamistheresponsibilityoflearnersalone,especiallywhenresultsarenot’good’;• Preparationisallocatedtothe’learner’andhis/her’home’.
EXCELLENCEBYDESIGN10.TEST&EXAMPREP.
• ’Facilitationoflearning’isseenastheconnectorbetweenteachersandlearners–thereforerelationshipbuildingiscrucial;• Preparationisplannedatschool,inanorganised way;• Learnersareguaranteeda5-6hoursof’preparation’beforewritingexaminations;• Preparationsheets(mindmaps)aregeneratedbyteachers.
CHAOSBYDESIGN• Theactivityof’assessment’isseenastheresponsibilityofteachersonly;• Learnersaretherecipientsof’marks’fromteachers,andoftenhavenotcluehowto’judge’thevalueoftheirwork;• Learnerssometimeseeteachersaspeoplewhocan’givethemanymarks’,disconnectedfromthevalueoftheworksubmitted.
EXCELLENCEBYDESIGN
11.LEARNERSELF-ASSESSMENT
• Teachersdevisemeansto’teach’learnershowtoevaluatetheirbehaviour andtheirownwork;
• Clearcriteriaexistinadvance,andareknownhowworkwillbeevaluated;
• Regularopportunitiesaregiven,andexpectedforlearnerstoengageinthe’own’assessment,bothbehaviouralandacademic;
• Teachersdon’tseethemselvesasthe’police’oflearners’behaviour andthequalityoftheirwork;
• Learnersareexpectedbytheschoolto’drivetheirownlearning’.
CHAOSBYDESIGN• Teachersseethemselvesastheonly’sourceofinformation’inthelearningprocess;
• Theprimaryresourceswillbeteacherandthetextbook;
• Primarilya’manual’processofteachingandlearning;
• Technology,suchascellphones,isnotallowed(banned);
• Technologyisseenas’threat’and’distraction’inthebattlefortheattentionoflearners;
• Teacherssuspectthatpresenceoftechnologycouldbeusedto’share’digitalcontent.
EXCELLENCEBYDESIGN
12.DIGITALTEACHINGTIME
• Teachersseetechnologyofa’sourceofcomfort’formostyoungpeople;
• Dailylessonplansincludeddigitaltimeperweekforlearnersto’drivetheirownlearning’throughtheintegration(blendedlearning)ofonline(andoffline)contentthatareautomaticallymarked(immediatefeedbackandsupport)whenlearnersengagewithit;
• No’control’neededfromteacherssinceprocessesinsoftwareensureseducational’checkandbalances’;
• Teachersareinformedbyprogressoflearners.
CHAOSBYDESIGN• Teachersdon’thavepreparedquestionstheywanttoengagewithlearners,beforetheydelivertheirlessons;
• Andifprepared,themajorityofquestionsare’lowlevel’questionsthelearnershavetoengagedinduringthelesson;
• Teacherwillgive’middleandhighlevel’questionsduringthehomeworkortestandexaminationtime;
• Learnerswillseeafairamountofmiddleandhighlevelquestionsforthefirsttimeduringexams.
EXCELLENCEBYDESIGN
13.3x4x3ASSESSMENTQUESTIONS
• Everydailylessonplanhasatleast3low,4middleand3highlevelquestions;
• Learnersareexposedtoalllevelsofquestions,andthereforebuilduptheconfidencethattheycanscore100%inallassessmenttaskiftheyarepreparedwell;
• Most,ifnotallquestionsinexamscanbelinkedbacktothespecific’dailylessonplan’wherethespecificworkwascovered;
• Assessmenttasksarenotseeasopportunitiesto’catchout’learners.
CONSEQUENCE:• Theconstructionofthedailylessonplansistheprocessof’shapingthecontentoftheexampaper’;
• Adatabankofquestionsandanswersareavailabletolearnersduringexaminationpreparationtime;
• Learnersareawareofthedifferentlevelsofcomplexitiesofcontent,andareabletobuilduptheirconfidence;
• Theschoolwilleliminatethe’vulnerable’eventsof’learnersreportingtoofficethatcertainquestionsintheexamswerenotcovered’;
• Allowsthemoderationprocesstobemorespecificintermsofcontentcoverableandlevelsofcomplexitycoveredduringlessondelivery;
• Qualityassurancecanbeimplemented,sinceavarietyofquestionpaperscangeneratedfromdatabase.