Presentation on theme: "NMSF/QCA Co-development Making Learning Matter. NMSF/QCA co-development 1.Making Learning Matter – key elements of Mick Waters’ presentation to our National."— Presentation transcript:
NMSF/QCA co-development 1.Making Learning Matter – key elements of Mick Waters’ presentation to our National Conference 2007 2.Exemplifying good practice – developing case studies that demonstrate the good practice statements in the Hertfordshire document – Middle School Matters 3.Demonstrating impact – adopting a methodology that will provide reasonable proof of impact on pupils’ learning – a disciplined enquiry
Developing interesting approaches to curriculum design that take as their starting point what we know about the nature of children and learning – rather than covering subject content Section 1– Making Learning Matter
What needs to be different? acknowledgement of success and progress in a range of areas of learning that recognises and values pupils’ development as people coherence and consistency from KS2 to KS4 From concern about subject content: to concern about the nature and impact of subjects to a focus on effectiveness of learning Making Learning Matter, Mick Waters, NMSF Conference 2007
The Learning Feast What do schools need to do? help adolescents develop an appetite for learning use the ingredients to create a learning feast recognising individual taste, considerations and needs see a big picture for curriculum Making Learning Matter, Mick Waters, NMSF Conference 2007
Some starting points: listen to the learner look at institutional habit use ICT well use other adults engage with parents and communities create real purpose and audience Making Learning Matter, Mick Waters, NMSF Conference 2007
Issues to consider: The learning journey of the pupil – through a system, a school or a particular subject. The curriculum as an entire and planned learning experience. What we know about the way children (and adults!) learn most effectively The sort of key learning experiences we want pupils to engage with. How we approach learning in a way which is ‘deep’ and ‘profound’ – rather than taking a ‘lily pad’ approach where we skirt quickly along the surface.
Planning that starts from Importance statement and ‘acting as’ a mathematician, for example – From the heart of the matter - rather than coverage
Sorts of teaching and learning required open ended investigative activity passionate and committed subject teaching (meeting a joyful and authorative expert) coaching and mentoring (spotting need; developing specialism) independent study (pupil or teacher initiated)
Section 2 – Exemplifying good practice Developing case studies that exemplify the statements contained in the Middle School Matters booklet
Booklet produced by Hertfordshire middle schools. Adopted as a statement of middle school philosophy at NMSF National Conference 2007. Contains a number of important statements about middle school practice in relation to the distinctive needs of middle years pupils
Proposed outcome of project: Middle School Matters in Practice A collection of brief case studies that exemplify the statements in the original document and which demonstrate the impact of this practice on students’ learning. This publication will be launched at the 2008 conference at NCSL. Take one or more of the statements in the Middle School Matters booklet which links closely to your project – or may be a starting point for your investigation.
To understand what pupils in the middle years need to be successful learners, we need to first understand the key characteristics of young adolescents: rapid, uneven physical, intellectual, social and emotional growth and development sharp uncertainty and self-doubt intense curiosity and a wide range of intellectual pursuits, few of which are sustained a need to belong and contribute, which will take unhealthy forms if they can’t find healthy ways to fulfil this a need to feel respected, especially when they are being guided to make appropriate choices a preference to interact with peers during learning activities a preference for active over passive learning experiences a strong sense of justice and an alertness to anything they perceive as unfair
4) How do we structure Middle Schools to maximise learning? 5)pupils have the opportunity to explore a wide variety of areas of interest, both in and out of the classroom, and to develop pathways for future study 7) there is a balance of subject area specialist teaching with a generalist model to focus on student contact and relationship building 12) special attention is paid to transition from First School or on to Upper School with orientation days and group visits to bridge the gap 14) a wide variety of extra-curricular opportunities is offered in sport, music, art, drama, etc. as well as trips, clubs and social events 15) the curriculum is balanced between the subject centred and pupil-centred needs of the young adolescent;
5) What can my child expect from a Middle School learning experience? 1)they will find the learning engaging 2)they will be involved in their learning and have choices 3)they will relate what they are learning to their world and focus on issues that are important to their age group 4)their teachers will make sure the lessons are intellectually stimulating 11) teachers will present information in hands-on, experiential lessons that enhance pupil engagement 12) teachers will understand that activity-based learning is more effective at this level than “chalk and talk” 19) teachers will use their own professional skills and learning to seek out and experiment with new ways and tools to assist in delivering the best possible curriculum
Section 3 – Demonstrating impact Adopting a methodology that will provide reasonable proof of impact on pupils’ learning. A disciplined enquiry
Two suggested models for enquiry Action Research Appreciative enquiry
Four key steps in the action research cycle 2. Constructing a plan for an intervention which will address the concern located in the ‘general idea’. 3. Carrying out and observing the plan in action implementing changes in practice collecting data about the impact 4. Revising the plan based on a reflection & review of outcomes analysis and review of the structured observations and outcomes. 1.Identifying the ‘general idea’ and finding out the facts a statement which links an idea to action, fact finding exercise to establish baseline
Take on small scale, relatively limited issue – stated in workable terms. What is happening now? In what way is this problematic? What can I do about it? Starting point will be an aspect you would like to improve – perhaps from monitoring or an audit.
Introduction to Appreciative Enquiry Drucker: In the past the unwritten rule of change management has been: Fix what is wrong and let the strengths take care of themselves A deficit-based approach to change management.
Introduction to Appreciative Enquiry Are you ready for a positive approach to change? Are you tired of the same old discussions of what’s not working?... Do you have hopes and dreams for your organisation? Would you like to see engagement, commitment and enthusiasm all rise?... If the answer is yes…then you are ready to embrace Appreciative Enquiry, and to benefit from a positive approach to change management. (David Cooperrider 2005)
Introduction to Appreciative Enquiry A positive approach to transformational change and organisational development An organisational tool for positive, focused change – focused on identifying and building on strengths – what do we want more of? Appreciative enquiry: some notes - Jane Creasy, NCSL
Appreciative Enquiry The starting point will be stories about the best of times interviews focused on revealing past good practice Draw out from these starting points the common features
Appreciative Enquiry The 4-D cycle 1. Discovery2. Dream 4. Delivery/Destiny3. Design Identifying the best of what has been and what is What do we want more of…? What might be? Envision valued and vital futures. Create possibility propositions…to realise newly expressed dream. Build hope and sustain momentum for ongoing positive change - Less an action plan, more a revolutionary movement
What is the difference between the two approaches? Action research links theory and action to find ways to resolve an identified problem, Appreciative enquiry concentrates more strongly on thinking through the final ideal picture to drive necessary actions. Both, however, lead the practitioner through the decisions that change classroom practice. Key focus for both – what adults can learn from the process
Data Gathering – instruments Field notes – based on jottings made by the teacher during the lesson Focus can be a single issue, general impressions, single child or to simply record the learning journey for adult and children Audio tape – transcripts of recordings of pupils working together in group work. Pupil diaries – (can be combined with teacher field notes). Provides access to pupil perspective, data on general classroom climate, information for triangulation Interviews – both structured and semi structured. Can be teacher/pupil, observer/pupil or pupil/pupil Video – providing vehicle for discussion after lesson – difficult to do well. Questionnaires – carefully structured and suited to the age group. Can provide good rich data. Triangulation – participant observer – the observer interviews pupils and staff, observes some lessons and shares perceptions
Formulating a proposal Please consider formulating a proposal Complete a proposal form and return to Nigel Wyatt Further support available All project materials (including this presentation and the proposal form) are available from the NMSF website – through the pages dedicated to the project.
Timeline March to June - Schools develop and implement proposals – with support if required. Schools share interests through a dedicated web page on the NMSF website. July - Projects completed in schools and brief reports prepared September -Projects selected for inclusion in Middle School Matters in Practice booklet October Launch of in Middle School Matters in Practice booklet at 2008 conference