Look
Think
Act
Look
Think
Act
Building the research
culture: Practitioner-led
research in innovative DECD
schools and preschools
Presentation to Educational Futures conference
Flinders University 19th November 2012
• Opening comments:
• Prospect PS:
• Birdwood HS:
• Woodville Gdns B-7:
• Alberton PS:
• Discussion: practitioner research in
Dr Susanne Owen (DECD)
Marg Clark (15 mins)
Kristina Vonow, Steve Hicks (15 mins)
Graham Wegner, Frank Cairns (15
mins)
Andrew Plastow (15 mins)
innovative schools
Innovation definitions
Innovation is about the ‘creation and
implementation of new processes, products,
services and methods of delivery which result in
significant improvements in the efficiency,
effectiveness or quality of outcomes (and) the
application of new ideas to produce better
outcomes’ (ANAO, 2009:1)
Innovation may occur ‘through continuous
improvement processes, adapting ideas from
elsewhere or futures-oriented and transformative
change’ (DECD, 2010:1)
DECD & Innovation
DECD is an invited education system in the OECD Innovative Learning
Environments project (ILE)
26 participating countries in ILE project including Austria, Chile, Denmark,
Finland, Hungary, Israel, Korea, Finland, Mexico (2 systems), Norway,
Portugal, Sweden, Slovenia, Spain, Germany, US (Ohio), NZ,
Switzerland (2 systems), Victoria & ACT (Australia)
7 SA sites have met international criteria for innovation (150 sites
involved) but many other schools and preschools are equally innovative
ASMS selected as one of 35 cases for detailed academic research
2011-2012: many other DECD schools/preschools involved in innovation
DECD strategic plan highlights innovation & an increasing focus on
building a systems culture for innovation across the department
Workshop Title
6
Educational innovation models and characteristics
RADICAL INNOVATION
INCREMENTAL INNOVATION
•
•
Minor modifications to existing product
• Swims with the tide
Starts with the present & works forward
•
•
Significant breakthrough/ major
shift in design
• Swims against the tide
Starts with the future and works
backwards
School Improvement?
LEARNERS
New groupings, targeted
for specific groups,
learners define goals
TEACHERS
Teams & multidisciplinary teachers,
coach/facilitator role,
other adults/peers
Transformation?
CONTENT
New foci for content,
21C competencies,
values, co-constructed
curricula
RESOURCES
Innovative uses of
infrastructure, space,
community and
technology
ORGANISATION
Innovative
approaches to
scheduling,
groupings,
pedagogies,
assessment &
guidance
Innovation Characteristics
•
•
•
•
•
.
•
Some risk-taking but also an intentional departure from
traditional approaches to better meet the needs of learners : be
truly innovative.
Settings providing optimal learning and development in
cognitive, meta-cognitive and socio-emotional terms.
Be aimed at addressing the contemporary learning and
educational needs of all learners.
Not rely on the vision, understanding or personality of a single or
small group of innovators. Rather, the innovation must be
sustainable, supported by a broad organisational foundation.
Involve formal or informal evaluation of practice for the purpose
of promoting continual improvement.
DECD Practitioner grants
• Relationship between pedagogy, engagement and) literacy (Open Access College)
• Executive function: school-based learning experiences shaping working
memory, inhibitory control and cognitive flexibility (Bridgewater PS)
• Game based learning (Woodville Gardens B-7)
• Learning spaces, learning advisor beliefs and impact on student wellbeing
and engagement (Blair Athol B-7)
• Reconceptualised learning environments, changes to perceptions and
development of pedagogy embracing place (Alberton PS)
• Mentoring to build teacher technology skills (Glenunga International High School)
• Personalised learning in digital/creative environment and impact on staff and
student engagement and wellbeing (Prospect PS)
• Student mentoring in building leadership skills for business (Mypolonga PS)
• Pedagogical practices having positive impact in Maths (Mylor PS)
Look
Action Research
Think
Act
Look
Think
Teacher researchers in a systematic way investigate
specific aspects of their own practices. They plan
and collect data (look), analyse and reflect (think),
before taking action (act) and again repeating the
cycle, whilst also sharing results to inform others.
Act
Discussion
What are the issues related to having students involved as
researchers?
How difficult is it to refine the research question and make
the research process manageable?
What positives have happened?
What difficulties are there in finding tools and measuring
aspects beyond student achievement?
Are there challenges in ensuring ownership of the data
beyond the researchers in the school ?
Dr Susanne Owen
Principal Officer, Research & Innovation
Leader: ILE project & DECD innovation
E: susanne.owen@sa.gov.au
Ph 8226 3677