Dr Susanne Owen
Principal Officer & Leader, Innovative
Learning Environment project
E: Susanne.owen@sa.gov.au
Website: www.innovations.sa.edu.au
Background: DECD+ Innovation
DECD is an invited
system in the OECD*
Innovative Learning
Environment project:
Traditional schooling
methods inadequate
for preparing
students for C21st
contexts esp low SES
7 DECD
sites/programs met
OECD criteria,
of 125 cases in 26
countries
25 SA public education
sites/programs now
recognised within
DECD innovation
CoP (incl. 11 low SES)
2011-2014: Culture building
strategies
*Innovation CoP & Prof Learn’g
*Workshops & school visits/PL
*Networks: internal/external
*Practitioner research &
support
*Website
*Newsletters
*International Expert sessions
*Cross-DECD innovation
committee
OECD innovation framework : Learners, Educators, Resources, Organisation &
Pedagogy, Content (supported by Learning Leadership)
Importance of innovation schools & having evidence about student learning
impacts: academic, social, other 21st C skills
*Organisation for Economic Co-operation and Development
+Department for Education & Child Development
Objectives & key current innovation work
Objectives (including low socio): Using ‘nested’ CoP model & focused on grassroots innovations:
*build systems innovation culture/capacity-building: hosted site visits for wider dissemination of practices & impacts
*support emerging innovation sites with practitioner research skill building/evidence re student impacts
* increase innovation learning through CoP & dissemination across DECD & more widely, with links and recognition
also achieved within broader professional, national and international networks
PractitionerResearcher
Grants :
2012 & 2013, in
partnership with
UniSA, grants to
support
significantly
innovative schools
in research skill building & data
gathering re
impacts of
innovations on
student learning
Practitioner Researcher
Processes:
Innovation
CoP/Networks
*Application
*Research Training
*Finalise proposal
*Progress report
*Presentations
*Final report
(flexible formats)
Innovation
CoP support
work &
disseminating
innovations
through
building
various
networks
Exploring
Innovation
Visits/Learning
Program:
To disseminate
innovation
practices &
provide
support for
emerging sites
Evaluation processes (including for low socio-economic contexts):
*practitioner researcher surveys & examining reports of impacts of innovations & research
skill-building; CoP national & international partnership network collaborations & recognitions
& impacts; survey/interviews re site visit attendees uptake of innovative practices
Visits program
processes
*Advertise 14
sessions
*Promote
program &
agenda
*Register & track
attendee sites for
innovation
*Incorporate
research
*Follow up
School practitioner research evidence relevant to low socio-economic
students
How have changes in learning spaces
impacted on student learning and
engagement?
Student impact
evaluation
Academic results
Literacy/numeracy
Stud Behaviour
Attendance
Engagement (TfEL
tool)
Creativity
Social skills
Independence
Critical thinking
Reconceptualisation (through codesign with students) of physical
space transforming pedagogical
practice
and
impact
on
relationships & student learning
*Increased student engagement &
ownership of learning,
*more students participating in
voluntary homework,
*more
indepth
learning
conversations/dialogue;
*students
demonstrating
transferable skills,
*improved reading comprehension
scores (3x higher for some
students),
*improved problem solving skills
See http://www.innovations.sa.edu.au/pages/default/46267
Woodville Gardens B-7: http://www.youtube.com/watch?v=uqz1V_XUiGU
Mypolonga PS: http://www.youtube.com/watch?v=O8LaOuQVStI
Innovative Learning Environment project: Evaluation
Practitioner research
• attendance and survey feedback in relation to the initial training day
• submission of progress/final reports and conference presentations and website dissemination and
feedback
• analysis of survey responses at project completion
• analysis of final research reports
• interviews with individual practitioner research leaders
• focus group discussions within the community of practice and other events in relation to learning
and challenges.
Community of Practice expansion and activities
• attendance at CoP meetings and/or responses indicating involvement through email and other
telephone communications
• survey/participant discussions at innovation CoP events
• interviews with a sample of newcomers and with established CoP members
• CoP activities, contributions and feedback.
‘Exploring innovation’ visits
• ‘Exploring innovation’ attendee numbers
• Tracking attendee sites through 6 monthly surveys (commencing at the point of registration) in
regarding to changes relevant to innovative practices (thereby gauging extent and depth of
diffusion)
• Community of practice discussion and follow up reports
• Attendee satisfaction surveys
• Regional director information about attendee schools/preschools and changes noted and overall
impact on others in the region.
OECD learning leadership 2013 p 51-52
• Critical for reform & innovation
• About engaging in design, implementation & sustainability of
powerful ILEs
• Puts creating conditions for 21st century learning and teaching at
core of leadership practice
• Demonstrates creativity & often courage
• Models & nurtures 21st c professionalism
• Is social & connected
• The more learning environment innovates, the more learning
leadership will come from diverse non formal partners requiring
greater attention to their roles and capacities
• Transformative learning leadership involves complex multi level
chemistry
• Learning leadership is needed at system level
Fullan & Langworthy 2013 Towards a New End: New Pedagogies for Deep Learning p
1-8 & 2014, A Rich Seam
• Concern re upper secondary student disengagement from schooling (Willms et al,
2009) & 40% not intellectually engaged; lower teacher satisfaction between 2008 2012 from 65% to 38% (2013). Also US survey aged 18-35, 59% said most skills
used in current job developed outside school, 43% of 5-12th graders said hoped to
launch own business but only 7% said they have any experience (2014). Education
needs rethinking
• New learning goals require changes in how relationships between students and
teachers are structured, how T& L is practised and how learning is measured, with
technology being essential to each process
• Deep learning: needs to include skills for lifelong learning, creative, connected,
collaborative problem solvers, & healthy, happy individuals contributing to
common good in globally interdependent world & youth developing visions ‘about
what it means to connect and flourish in their constantly emerging world and
equip them with the skills to pursue those visions...’. (P2)
• ...encompasses broader idea of human flourishing…deep learning
Theory
of action
Fullan & Langworthy (2013) Towards a
New End: New Pedagogies for Deep
Learning 6
1. Policies and system-level strategies that enable diffusion
2. Measuring deep learning
3. Adoption of new pedagogical models that foster deep learning
4. Knowledge of how students adopt deep learning practices
Deep learning skills
Fullan & Langworthy (2013) Towards a
New End: New Pedagogies for Deep
Learning : 3
Character education: honesty, perseverance, self confidence, empathy, personal health & wellbeing,
career & life skills
Citizenship: global knowledge, sensitivity & respect for other cultures, active involvement in addressing
issues of human & environmental sustainability
Communication: oral, written, digital tools, listening
Critical thinking & problem solving: think critically to design/manage projects, solve problems, make
decisions using various digital tools/resources
Collaboration: work in teams, learn from & contribute to learning of others, social networking skills,
empathy in working with diverse others
Creativity & imagination: economic & social entrepreneurialism, considering novel ideas & leadership
for action
How new pedagogies are different
Teacher skills not about delivering content but ‘pedagogical capacity –
teachers’ repertoire of teaching strategies and ability to form partnerships
with students’
Fullan & Langworthy, 2014, p 3
Fullan & Langworthy, 2014, p 7;
Deep learning goals: involves creation and use of new knowledge in real world, based on new student/teacher
learning partnerships emergent when learning process becomes focus for mutual discovery, creation and use of
knowledge; model enabled by digital access inside & outside schools
Fullan & Langworthy, 2014, p 3;
1.
new pedagogies:
1) beyond master of existing
content ‘creating & using new knowledge in the
Fullan & Langworthy, 2014, p 5
world’ with tech unleashing potential for students
to apply knowledge;
2) focus on learning process
with student leading own learning & teachers as
partners with deep learning tasks characterised by
exploration, connectedness & broader real world Purposes
3) learning outcomes measured re students’ capacities to build new knowledge & lead own learning effectively;
proactive dispositions & perseverance through challenges; development of citizens & lifelong learners
2. new change leadership models (more organic): directional vision; letting go as people try new things; reining in
what is learned & generating & testing new ideas
•
Currently difficulty measuring new pedagogies..’many current curriculum standards, alongside standardised
assessment that primarily measure content reproduction, are the greatest barriers to the widespread adoption
of new pedagogies (Fullan & Langworthy, 2014, 9)
3.new system economics using technology: New pedagogies deliver through providing greater value for society’s
investment in education. Develop learning capacity, creative experiences, knowhow for young people
Fullan & Langworthy, 2014, p 8
New change leadership
‘Many
New change leadership involves
directional vision, letting go as people
learn new things, reining in what is
learned…this process generates & tests
new ideas…p.8
current standards…standardised assessments
that primarily measure content reproduction are the
greatest barrier to the widespread adoption of new
pedagogies…greater clarity and vision of deep
learning concepts, followed by varied new ways to
measure deep learning outcomes are essential’ p 8
New Pedagogies: learning partnerships
3 components:
New learning partnerships: students/teachers,
with teachers taking proactive role (projects based &
direct instruction to drive
learning process forward p.20
citing Hattie teacher as activator ( tcher-student rel, reciprocal teaching,
Feedback meta cognition, teacher clarity)
has effect size of .72 (needs to be more than.40,
facilitator has Effect size of .19
Emergent roles for new learning: relationships, feedback, student aspiration
learning to learn… p 13
Deep learning tasks: practice learning processes, &restructure
•
learning process so curriculum content eg national goals, standards,
more challenge & engagement using digital tools (eg clear learning goals
, success criteria, feedback, formative evaluation, a(lso use of co-design
?? ), give students real experience in , Create new knowledge, use new knowledge
Develop and assess key future skills eg character education, citizenship, communication,
critical thinking, problemsolving, collaboration, collaboration & imagination
proactive dispositions. 31
Digital tools & resources: enabling / accelerating deep learning
Fullan & Langworthy, 2014, p 11
•
Fullan & Langworthy, 2014, p 64
Effective v ineffective pedagogy
Fullan & Langworthy, 2014, p 45
P 13
Availability of student assessment
Fullan & Langworthy, 2014, p 39
Continuum of new pedagogies
effectiveness
Fullan & Langworthy, 2014, p 44
New measures for assessing deep
learning
p 43 Fullan & Langworthy