1. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 1 ITL RESEARCH – LEAP21 Deirdre Butler January 2012

2. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 2 2  A multi-year global research program  designed to investigate the factors that promote the transformation of teaching practices  and the impact those changes have on students’ learning outcomes  across a broad range of country contexts ITL Research Education System Change School Leadership Innovative Teaching Practices Individuals with skills for life and work today

3. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 3 3 National Board of Education, Finland Russian Academy of Education and Academy for Teachers Training, Russia Ministry of National Education, Indonesia National Ministry of Education, Senegal National Ministry of Education, Mexico Specialist Schools and Academies Trust, UK New South Wales Department of Education and Training, Australia

4. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 4 Individuals ITL RESEARCH 2011 POLICY PARTNERS Country Organization Indonesia Russia Senegal England Mexico Kristiina Kumpulainen (PhD), Director, Information and Evaluation Services Kaisa Vähähyyppä, Councilor of Education, Head of Unit Australia Ministry of National Education (MONE) Province of Yogyakarta Fasli Jalal, Vice Minister of National Education Suwasih Madya, Head, Education Services of the Province of Yogyakarta Russian Academy of Education and World Bank projects representative (National Training Foundation) The Academy for teachers training and professional retraining for educators (APKiPPRO) Mr. Uvarov, Leading expert and researcher, Computer Center, Russian Academy of Sciences Ms. Gorbunova, Vice-rector Ministry of Education (National), SenegalMr. Ibrahima NDOUR, Director of Secondary Schools The Schools NetworkMr. Chris Montacute, Strategic Director Ministry of Education (Federal) Lic. Margarita Arruti, Coordinación Nacional HDT, DGME, SEB, Directora Operativa HDT New South Wales Department of Education and Training Max Smith, Senior Manager, Student Engagement and Program Evaluation 4 Finland National Board of Education

5. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 5 5 ITL RESEARCH 2011 RESEARCH PARTNERS Country Organization Finland Indonesia Russia Senegal England Mexico Agora Center / Institute for Educational Research University of Jyväskylä Research Leads Marja Kankaanranta Juho-Matti Norrena Australia Centre for Strategic and International Studies Medelina K. Hendytio Vidhyandika D. Perkasa Deni Friawan Teguh Yudo Wicaksono Institute of New Technologies Alexei L. Semenov Olga B. Loginova Vadim V. Kroutov Association of Teachers and Researchers of ICT in Education and Training Abdourahmane Mbengue Cheikh Tidiane Sall Cheikh Mbacke Cisse London Knowledge Lab Neil Selwyn Carey Jewitt Carlo Perrotta Proyecto Educativo SC Lucía Fernanda Remes Bernardo Naranjo University of Newcastle, SORTI Sid Bourke Kathryn Holmes Kylie Shaw Greg Preston

6. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 6 6 ITL RESEARCH MIXED METHODS USED Across 159 survey schools 21 site visit schools Teacher & School Leader Interviews Teacher & School Leader Surveys Classroom Observations Learning Activity Analysis Student Work Analysis Student Focus Groups 86* teachers 18* school leaders 4,038 teachers 159 school leaders 81* classrooms 967 learning activities 3,367 student work 33* focus groups *approximate N Methods Published at: www.itlresearch.com Education System Change School Leadership and Culture Innovative Teaching Practices Individuals with skills for life and work today

7. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 7 ITL Research Findings 2011

8. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 8 SKILLS FOR LIFE AND WORK TODAY Knowledge building Self-regulation & assessment Collaboration Skilled communication Problem solving & innovation Global awareness ICT use

9. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 9 Source: ITL 2011, LASW method, based on analysis by SRI International ARE INNOVATIVE TEACHING PRACTICES ASSOCIATED WITH 21ST CENTURY LEARNING OUTCOMES? Relationship between innovative teaching scores and student’s work on 21c skill dimensions Students 21C Skills Score Learning Activities/Innovative Teaching When educators provide learning activities that ask for 21 C skills, students can and do demonstrate those skills.

10. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 10 Education System Change. School Leadership and Culture Innovative Teaching Practices Knowledge Building Self-regulation & Assessment Collaboration Skilled Communication Problem Solving & Innovation Global Awareness ICT Use Student Centered Pedagogy Extension of Learning Beyond the Classroom ICT Integration Individuals with skills for life and work today Innovative Teaching Practices

11. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 11 AND STUDENTS USE ICT… Basic uses of ICT High level uses of ICT Source: ITL teacher survey, 2011 Based on analysis by SRI International

12. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 12 Practice a new teaching method Conducted individual or collaborative research on a particular topi Planned or practiced using ICT in teaching (for example, planning a) Reviewed and discussed student work Observed a demosntration of a lesson Developed or reviewed curriculum materials Received or delivered one-on-one coaching or mentoring Planned a lesson or a unit Observed a demonstration of ICT use Listened to a lecture 0,25 0,23 0,18 0,17 0,15 0,03 0,15 0,18 0,23 0,28 PROFESSIONAL DEVELOPMENT Source: ITL teacher survey, 2011Based on analysis by SRI International AND INNOVATIVE TEACHING PRACTICES

13. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 13 TEACHING CAN CHANGE, DRAMATICALLY

14. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 14 Previous uses of this approach In the USA School reform in Chicago (Bryk, Nagaoka & Newmann, 2000) – “Authenticity” and “intellectual complexity” Bill & Melinda Gates Foundation – “Rigor” and “relevance” National Writing Project –“Best practices in writing instruction” CRESST, UCLA (Matsumura & Pascal) –“Instructional quality” Internationally Singapore: Koh & Luke – “Authentic assessments” Microsoft Innovative Schools Program Evaluation –“21 st -century learning opportunities”

15. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 15 Assessing 21 st -Century Skills “21 st century skills” are easy to talk about as abstractions, but hard to define, develop and measure. Looking at instructional artifacts (learning activities, student work or LASW): −Helps us see what’s really happening in classrooms −Gives us specific metrics for measuring progress −Gives teachers a common language to discuss teaching practice

16. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 16 ITL Learning Activity Dimensions ConstructKey Question Collaboration To what extent does the learning activity require students to collaborate with other people and to create interdependent work products? Knowledge building To what extent does the learning activity stimulate students to build knowledge, and is that knowledge cross-disciplinary? Use of ICT for learning To what extent does the learning activity call on students to use ICT in ways that support knowledge building, and to do and learn things that could not be done without ICT? Problem-solving and innovation To what extent does the learning activity require problem-solving and real-world implementation? Self-regulation Does the learning activity have multiple stages, and call on students to plan their work and assess their work over time?

17. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 17 ITL Student Work Dimensions ConstructKey Question Knowledge building To what extent did the student build knowledge through interpretation, analysis, synthesis, or evaluation, and is that knowledge cross- disciplinary? Use of ICT for learning How advanced were the student’s uses of ICT in completing this work? Problem-solving and innovation Did the student develop an original problem solution or creative product and implement it in the real world? Skilled communication Did the student produce extended communication that is organized around a central theme and is well developed? All ITL Research tools and methods are available at www.itlresearch.com.

18. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 18 General rules to consider Consider the age of the students when assigning a code Select your code based on evidence, not based on your inferences (guesses) Select your codes for the Learning Activity based only on the qualities defined in the rubric for a given dimension. When it is difficult to decide between two codes (for example, between Code 2 and Code 3), give the lower code. To identify the main requirement or effort for an artifact (necessary for some dimensions), look for what students appear to have spent the most time and effort doing.

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22. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 22 Native People House on Mango Olympics Site Selection Erosional landforms Design a Catapult Anchor lessons

23. Click to edit Master text styles – Second level Third level – Fourth level » Fifth level 23 Go raibh míle maith agaibh Thank you For access to these methods as they are developed, as well as research on their effectiveness, please visit http://itlresearch.com http://itlresearch.com