AAIA
Conference
September 2011
The role of
teachers and schools
in making learning effective
Professor Charles Desforges OBE
New policy context
less direction
more freedom
respect of professionals
direct accountability
evidence base expected
Aims
- successful learners
- confident individuals
- responsible citizens
Expert learners exhibit
- the will to learn
- ability to form objectives for learning
(self challenging)
- persistence in adversity
- knowledge of learning processes
- basic skills
- creativity and flexibility
(self informing)
achievement
skills
attitudes
values
esp:
esp:
esp:
literacy
responsibility
persistence
citizenship
learning
lo
ach
hi
Effective teaching and learning
- learner centred
- cognitive and metacognitive activity
- learning thinking skills
- AfL
- effect size 0.7 sd
Gap closing: school level strategies
rigorous use of data
raise aspirations programatically
engage parents
develop social/emotional competencies
strong, visionary leadership
c4eo.org.uk (2011)
Gap closing: classroom strategies
quality teaching
individual coaching in specific strategies
whole class ICT
extensive CPD
1 to 1 tuition
c4eo.org.uk (2011)
Professional learning communities
(Wiliam)
- gradualism
- flexibility
- choice
- accountability
- support
Lesson Study (1)
- to improve learning experiences
- through professional collaboration
- focus on pupil engagement and progress
Lesson Study (2)
-
create a study group
-
agree a theme
-
agree a focus
-
collaborate in lesson planning
-
do and review
-
be systematic
-
go systemic
When does knowledge use fail?
- the knowledge is not there
- knowledge is there but relevance is not seen
- relevance is seen but application strategy
not available
- strategy available but commitment lacking
Teaching for knowledge use
Teach:
- an active knowledge base
- application strategies
- ‘can do’ attitude
- authentic activities
Learning in and out of school
in school
out of school
individual
shared
general
specific
symbolic manipulation
contextualised reasoning
“How can schools enable youngsters
to connect and draw from all the forces for
learning at their disposal?”
CPD for teachers
context analysis
horizon scanning
development of next practices
change management
evidence based evaluation
operating community wide partnerships
spreading good practice
References
About learning (2006) London: Demos: www.demos.co.uk
Burghes, D., and Robinson, D. (2010) Lesson study: enhancing
mathematics teaching and learning, www.cfbt.com
Bransford, J.D. et al (1999) How people learn. Washington: National
Academy Press
Improving practice and profession through lesson study (2008)
www.teachernet.gov.uk/publications
Wiliam, D. (2006) Assessment: learning communities can use it to engineer
a bridge connecting teaching and learning. Journal of Staff Development
27, 1, 16-20
www.teachfind.com
www.lessonstudy.co.uk
Charles Desforges
c.w.desforges@exeter.ac.uk