WHAT TO TEACH TEACHERS FOR IBSE TO HAPPEN? A Diagnostic Tool for CPD Providers

Wynne HARLEN Susana BORDA CARULLA

Fibonacci European Training Session 5, March 21st to 23rd, 2012

Agenda

What is the IBSE Diagnostic Tool for CPD providers?

Why an IBSE Diagnostic Tool?The content of the toolHow and when to use itTaking action: how to help?

What is the IBSE Diagnostic Tool for CPD Providers?

List of criteria for judging the implementation of IBSEThrough observation and analysis of classroom

practicesSpecific interactions that indicate IBSEDOES NOT cover all aspects of good practice, only

those SPECIFIC to IBSEK-9 (children ages 5-13)

Why an IBSE Diagnostic Tool?DIAGNOSE CPD requirements, NOT score teachersIdentify strengths and weaknesses in IBSE

implementationProvide feedback to CPD providers concerning

teachers’ training requirements when designing a CPD programmeduring or after the implementation of a CPD

programme (pre-test post-test) Help DEFINE what we mean by IBSE in terms of

teaching and learning practices

The content of the tool: instructions on planning and coordinating an evaluation

Deciding on the objective of the evaluation

Selecting and training the observers

Planning the class visits

Gathering the dataAnalyzing the data and

taking action

The content of the tool: forms for data collectionLINES Interview with the teacher

The observer The session The class The teacher The topic and objective of the session

Section A: Teacher-Pupil Interactions Building on pupils’ ideas Supporting pupils’ own investigations Guiding analysis and conclusions

Section B: Pupil Activities Carrying out investigations Working with others

Section C: Pupils’ Records Any records pupils make of their work Written record

COLUMNS (sections A, B, C) : Explanations and examples for each item Making a judgement (Yes, No, NA) Complementary information

Using the tool: planning an evaluationRead the instructions carefully!Decide on the objectives of your evaluation

Diagnosis or assessment of impact?Are pre-requisites for inquiry in place?

Are basic material needs covered? (materials, books, classroom space)Select and train the observers

Your observer’s profile How will you interpret each item within your IBSE programme? Training observers as a formative process

Plan the class visits Decide on appropriate time of school year for observations Decide on number of consecutive sessions to observe:

at least 2 sessions ideally a full sequence

Using the tool: gathering the data

Explain the purpose of your visit to the teacher: NOT to score them but to identify training needs

Before or after the session: interview with the teacher, record data directly on the form

During the session: take notes on a separate sheet of paper, record data on the form only AFTER the session

Record data on the form quickly after your observation

Using the tool: recording the data on the form (Sections A, B, C)

2. Provide qualitative evidence to support all NO and NA judgements

1. Make your judgement for each item:YES means the practice:

• occurredAND

• is relevant in the context of the observation

NO means the practice:• did not occur at all

or only rarelyAND

• is relevant in the context of the observation

NA means the practice • did not occur

AND• is not relevant in

the context of the observation (Content of session? Age of pupils?)

Using the tool: examples for NA judgements

Items 4e – 4i on the execution of an experimental design: NA for a session where pupils did not actually carry out the experiment because it will happen in the next session

Items 7ª - 7e on pupils’ written records: may be NA for kindergartners

Analyzing the dataIdentifying high “No” and “NA” frequencies for each

itemHigh “No” frequency: need for attention within the CPD

programmeHigh “NA” frequency: are teachers not creating the

necessary opportunities for this aspect of IBSE to occur? Need support in building teaching plans?

Qualitative data is the key to interpreting quantitative data

Analyzing the dataGrouping items for analysis

Group items according to: The priorities of your CPD programme Actions already undertaken in your CPD programme

i.e.: group items 1a, 2a, 2b to focus on appropriate use of questions by teacher and pupils

Comparing teaching and learning practicesIdentify corresponding items in sections A and B (i.e.:

items 2e and 4d on “fair testing”) Do “No” judgements correspond? If not, what does this

mean?

What’s next?

Becoming familiarized with the items: “Preparing to observe IBSE”

Observing a class session to recover “real” dataAnalyzing class visits: what can we do with this data?

What are the specificities of IBSE in different levels of schooling?

Should the tool be used in the same manner in all levels?

This is still a work in progress!

Any questions?

Please focus on questions concerning the use or the general structure of the tool. Questions on specific items and examples will be dealt with in the following workshop.

THANK YOU!