Perceptum Education Workshop Istanbul

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Information about Perceptum Education Workshop Istanbul

Published on March 15, 2016

Author: perceptumedu

Source: slideshare.net

1. Improving Teachers’ Learning and Classroom Practices Workshop Professor David Pedder Istanbul March 12th 2016

2. Values about learning Discuss the following beliefs about learning: • Learning should be a shared, as much as an individual enterprise • Learning, knowledge, intelligence should be ‘distributed’ at every level (e.g., between experienced and less experienced teachers, between pupils and teachers etc) • Collaborative modes of working strengthen both teams and individuals • An independent, critical perspective, informed by research is vital • The status quo, received wisdom, entrenched habits of mind should be persistently questioned

3. Principles for learning Are these principles evident in the practices of your school or university? • Maintaining a focus on learning at all levels of the organisation. • Creating conditions favourable for learning. • Creating a dialogue about learning. • Learning involves sharing what we know and what we don’t know. • Fostering a shared sense of accountability

4. State of the Nation: Schools and CPD in England: design overview Literature review. Qualitative research in 9 schools. National survey • Survey design: Sample: 388 schools (329 primary and 59 secondary) • Overall return rate at the school level: 39% • 36% of primary schools and 56% secondary schools • n=1126 teachers

5. Forms of CPD activity Lack of effective CPD practice in terms of the form of CPD activities.

6. Duration of CPD activity Duration of CPD activities 27 20 8 29 16 0 5 10 15 20 25 30 35 1 day or less 2 days - 1 w eek > 1 w eek but < 1 month > 1 month but < 1 year 1 year or more percentofteachers Lack of effective CPD practice in terms of the duration of CPD activities.

7. Comparing teacher learning values and practices: how much dissonance is there in your practice and what can you do about it? Complete section A of the survey. Then think through and discuss in relation to your own learning practice: 1. Which values-practice gaps are you comfortable with? 2. Which 3 values-practice gaps do you most want to close? 3. How will you close them?

8. Effective Teacher Learning Orientations Factor 1: Internal Orientation Locus of control for changing practice in the light of learning is with the teacher. I am learning because I want to change my practice. My learning is embedded in my classroom practice. • Factor loadings • I modify my practice in the light of feedback from my pupils. .755 • I modify my practice in the light of evidence from self-evaluations of my classroom practice. .666 • I experiment with my practice as a conscious strategy for improving classroom teaching and learning. .597 • I consult pupils about how they learn most effectively (practices) .533 • I reflect on my practice as a way of identifying professional learning needs. .462

9. Factor 2: Research Orientation Research is an important influence on my practice and my learning. Factor loadings • I read research reports as one source of useful ideas for improving my practice 796 • I relate what works in my own practice to research findings. .777 • I modify my practice in the light of published research evidence. .674

10. Factor 3: Collaborative Orientation Shared locus of control for changing practice in the light of learning. We are learning because we want to change our practice. Our learning is embedded in our classroom practice. Factor loadings • I engage in collaborative teaching and planning as a way of improving practice. .787 • I engage in reflective discussions of working practices with one or more colleagues. .704 • I carry out joint research/evaluation with one or more colleagues as a way of improving my practice. .601

11. Factor 4: External Orientation Individual locus of control for changing practice in the light of learning. I draw on a range of sources external. Factor loadings • I use the web as one source of useful ideas for improving my practice .639 • I modify my practice in the light of feedback about my classroom practice from managers or other colleagues. .624 • I draw on good practice from other schools as a means to further my own professional development .410

12. Whole sample teacher learning orientations - mean values and practices comparisons 0 20 40 60 80 100 Internal orientation Research orientation Collaborative orientation External orientation rescaledmeanfactorscore Teachers' Professional Learning values and practices: whole sample n=1126 Practices Values

13. Teachers' Professional Learning values and practices: Cluster 1 'Engaged Learners' 0 20 40 60 80 100 Internal orientation Research orientation Collaborative orientation External orientation rescaledmeanfactorscore Practices Values Teachers' Professional Learning values and practices: Cluster 2 'Moderate Learners' 0 20 40 60 80 100 Internal orientation Research orientation Collaborative orientation External orientation rescaledmeanfactorscore Practices Values Teachers' Professional Learning values and practices: Cluster 3 'Infrequent learners' 0 20 40 60 80 100 Internal orientation Research orientation Collaborative orientation External orientation rescaledmeanfactorscore Practices Values Teachers' Professional Learning values and practices: Cluster 4 'Individual Explorers' 0 20 40 60 80 100 Internal orientation Research orientation Collaborative orientation External orientation rescaledmeanfactorscore Practices Values Teachers' Professional Learning values and practices: Cluster 5 'Solitary Classroom Learners' 0 20 40 60 80 100 Internal orientation Research orientation Collaborative orientation External orientation rescaledmeanfactorscore Practices Values Cluster comparisons of teacher learning orientations: mean values and practice scores

14. Lesson Study and Pupil Consultation: two powerful professional learning strategies for increasing the effectiveness of classroom practice • Classical model of professional learning: events outside the classroom • Assumption: teachers can easily transfer what they learn at such events into the classroom to enhance their teaching practice • To optimise professional learning: incorporate classroom-based activities • Assumption: classroom-based professional learning overcomes the transfer problem

15. Pupil consultation • Promoting a participative learning culture in your classroom • Probing the depth of participation

16. What pupils say about good classroom teaching and learning • The avoidance of boredom • The pursuit of meaningful learning • The need for togetherness • The aspiration to be autonomous

17. Range of pupils’ ideas • Affirmation of their teacher’s practice • Weaknesses identified in their teacher’s practices • Practical suggestions for changing their teacher’s practice • Pupil ideas accepted by teachers • Pupil ideas developed by teachers • Pupil ideas rejected by teachers • Ideas about which teachers were uncertain • Promoting a participative learning culture in your classroom • Probing the depth of participation

18. Pupil consultation practices 1. I provide pupils with opportunities to choose between different kinds of classroom learning activities. 2. I enable pupils to participate in critical discussion about the rules for classroom behaviour. 3. I involve pupils in the development of rules for classroom behaviour. 4. I consult pupils about their different learning preferences and styles. 5. I consult pupils about where they prefer to learn. 6. I enable pupils to choose who they work with. 7. I involve pupils in the planning of classroom learning activities. 8. I adapt my practices in response to what pupils say about their learning preferences. 1. I experiment with different classroom practices in light of what pupils say. 2. I share responsibility with pupils for decisions about classroom activities. 3. I adapt my practices in response to pupils’ views about my teaching. 4. I consult pupils informally about ways in which my teaching helps or hinders their learning. 5. I ask pupils to critically evaluate a lesson or series of lessons. 6. I devote time during lessons to formal consultation with pupils about ways in which my teaching helps or hinders their learning. 7. I consult pupils abut whether my teaching helps or hinders their learning by using questionnaires.

19. Pupil consultation practices: probing the depth of participation in classrooms Card-based discussion Which consultation practices worry you the most? Why? Which consultation practices excite you the most? Why? Which consultation practices are most helpful for improving classroom teaching and learning? Which consultation practices are most challenging/least challenging for pupils?

20. Lesson Study: what is it? • Collaborative reflective practice • Classroom-based, curriculum specific professional learning • Joint professional learning and development • Joint practice development

21. Lesson Study process First Lesson Study Cycle Write up/present what you have discovered. Conduct a public research lesson. Initial meeting of LS group to determine what it is that you want to improve and I.D. case pupils. Joint planning of first research lesson Teach / observe first research lesson RL1 Interview pupils Post RL1 discussion and initial plans for RL2 Joint planning of second research lesson Teach / observe RL2 Interview pupils Post RL2 discussion and initial plans for RL3 Second Lesson Study Cycle Joint planning of 3rd research lesson Teach / observe RL3 Interview pupils Post RL3 discussion and agree overall findings Third Lesson Study Cycle N. B. You can have more than 3 cycles Teachers research methods that might work

22. Case pupils – usually 3 • May be learners who have fallen behind • May be a sample of typical groups in the class • May simply be pupils whose learning in the curriculum area in question puzzles you – you need to know more Look at pupils up close and in detail. Understand better how they learn: understand better how to teach them all.

23. Lesson Study: benefits to teacher learning and practice • Teacher collaboration and development of professional learning community • Development of professional knowledge, practice and professionalism • More explicit focus on pupil learning • Improved quality of classroom teaching and learning

24. Lesson Study has the potential to: • Raise achievement and progress indefinitely • Close gaps • Raise expectations • Create learning communities of teachers with deep and deepening practice knowledge • Link and transfer classroom learning across schools and local systems of schools • Transform development of curriculum, schools and teacher learning and development, nationally and internationally

25. Lesson Study website and materials including handbook for getting started www.lessonstudy.co.uk Look for the Lesson Study Handbook on the website.

26. Reflection: connect-extend-challenge Connect: • What ideas, practices and values did you connect with today? What common ground did you find with ideas and people and your current learning and teaching practices? Extend: • How has today extended you? What new ideas did you encounter today that you plan to incorporate into your learning and teaching practices? Challenge: • What challenged you today? What took you out of your comfort zone? What challenged some of the thinking, values and assumptions on which your learning and teaching practices are based?

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