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ITP Synthesis 2009 Webinar 15 April 2010. This presentation The process Key findings Challenges and opportunities 21/01/2014© THE UNIVERSITY OF WAIKATO.

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Presentation on theme: "ITP Synthesis 2009 Webinar 15 April 2010. This presentation The process Key findings Challenges and opportunities 21/01/2014© THE UNIVERSITY OF WAIKATO."— Presentation transcript:

1 ITP Synthesis 2009 Webinar 15 April 2010

2 This presentation The process Key findings Challenges and opportunities 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO2

3 The synthesis process All ITPs visited October – December 2009 Interviews with Senior management Those responsible for embedding literacy and numeracy Tutors from a range of programmes Interview focus on achievements, progress and challenges Two page summary prepared for each ITP Returned for checking Report synthesised trends and themes

4 Key findings Overview Main impacts Progress Challenges and opportunities 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO4

5 Main finding: Overview ITPs are making steady progress in moving towards making embedded literacy and numeracy core business The capability plan development has been a valuable process and allowed ITPs to be more strategic about provision ITPs were considering scalable and sustainable solutions from the initiation of their project to move forward into 2010 and beyond 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO5

6 Findings: Impacts - tutors Changes in tutor confidence and teaching practice Changes in attitudes towards & knowledge of students Knowing the demands of their content, the learner, knowing what to do and how to do it This is a significant and sustainable impact because changes in pedagogy and learner-teacher interactions are at the heart of educational reform. (Final Report) 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO6

7 Findings: Impacts - tutors 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO7 A tutor incorporated group activities and literacy and numeracy approaches into a unit on equine genetics and reproduction. He reported that not only did his learners appreciate being able to work in groups to negotiate the new content, but that the approaches adopted resulted in learners having a deeper understanding than learners in previous courses on the same content. This deeper learning was significant and had led the tutor to incorporate further embedded literacy and numeracy approaches. (Example from final report)

8 Findings: Impacts - tutors 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO8 The tutors from one ITP discussed the value of a consistent approach to address particular learner needs. In numeracy, in particular, they were now providing learners with a number of different ways for solving a problem rather than insisting it was addressed in a specific way. They were encouraging learners to select the approach that was best for them. In this way their teaching was said to have become more learner-centred and to promote learner independence. (Example from final report)

9 Findings: Impacts - students Due to timing of the synthesis it was too early for ITPs to provide organisational level data of impact on student outcomes However, there were reports of Improved retention Better quality first assignments Evidence of higher achievement from some courses 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO9

10 Findings: Impacts - students Anecdotal reports from all ITPs of Greater student engagement/ confidence Greater student engagement with text Increased student independence Student use of the language of embedded literacy and numeracy Students more prepared to ask questions Students more prepared to stay after class to clarify problems Reports from businesses of changes in students 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO10

11 Findings: Impacts - students A building tutor noted that subsequent to his focus on vocabulary students were better prepared and more willing to read text. His students had referred to the instructions for assembling a kitset without prompting, and problem solved the meaning of new words and instructions. (Example from final report) 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO11

12 Findings: Impacts - students A graphics tutor who had taught a metric measurement and estimation unit considered her class made more informed and insightful design choices. One trades skills class had jumped a level in the progressions and were now confident enough about their speaking and listening skills to give a presentation. (Examples from final report) 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO12

13 Six months later – what are your thoughts on impacts? Tutor Students Student achievement 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO13

14 Findings: Progress – organisational Importance of senior leadership commitment Wide variation in nature of active involvement Pivotal contribution of embedding coordinator Only some full time Quality of relationships central to progress Issues of supporting multiple campuses Steering groups, development groups and teams established to lead and support development 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO14

15 Findings: Progress - organisational Literacy and numeracy was becoming embedded in Programme, course and lesson documentation Promotional material Internal self-review, job descriptions & appraisal processes Assessment – diagnostic, pre and post 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO15

16 Findings: Professional development Two main models Additional qualifications Institutional programmes Cluster approach – value of cross grouping In response to need Resource development – programme, course Co-teaching Observation and feedback Mentoring 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO16

17 Findings: Professional development support Champions Supported to share teaching strategies Observe colleagues Ripple effect Inclusion of ideas in all courses taught Sharing ideas amongst colleagues – motivating colleagues Action enquiry projects 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO17

18 Findings: Professional development events Literacy and Numeracy Symposium to showcase teaching and learning – within and across organisations Literacy and Numeracy trade show Quality teaching days Promotional posters for display in-house Community outreach What else have you tried in your organisation? 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO18

19 Challenges & opportunities Institutional matters Multiple sites Maintaining momentum into 2010 with wider group of tutors Building on from processes begun in 2009 to further embed literacy and numeracy across policy and practice Programme matters Assessment processes – nature of evidence of impact Formal qualifications – differences between ITOs Resourcing – access to appropriate course materials Building expertise through collaboration – within and across ITPs 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO19

20 Challenges & opportunities Professional development Reluctant tutors Scheduling of professional development Concern loss of expertise if key people leave Breadth of ideas and innovation in sector Student diversity Open entry courses Use of assessment tools to identify strengths and needs 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO20

21 Concluding comment Implementing embedded literacy and numeracy has been a catalyst for change on a number of levels – student, tutor, programme and organisational Infrastructure development coupled with increased tutor capability and the development of a supportive organisational culture indicate that ITPs are in a good position to make further gains with embedding literacy and numeracy 21/01/2014© THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO21


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